marcusodonnell.com

Keywords and Documents

Using Concept Maps Concept maps provide a graphic representation of organised knowledge domains and have been used widely in curriculum design and teaching

Deep and Surface Metaphors Metaphors arising out of blogging practice offer a much-needed alternative to the popular deep/surface “approaches to learning model”.

Constructionism – a reformulation of Piaget’s constructivism – developed by Papert and his colleagues at MIT’s Media Lab, highlights the personalised production of “knowledge artefacts” as well as the social nature of the learning process.

 

Curriculum Development & Evaluation Projects

Ongoing course development and evaluation in Professional Culture and Practice and Journalism Studies

Professional Culture and Practice is a 300 level undergraduate course in the UTS BA.Com. It is a compulsory course for all journalism majors and is available as an elective to any other 300 level BA.Com students. Aspects of this course currently overlap with the Postgraduate course Journalism Studies, which is a compulsory course for the Masters of Arts in Journalism program. Although there are some differences in emphasis, the two courses substantially overlap and have been taught by the same team in alternating semesters since mid-2003. Continuous improvements have been made to course content and structures following on from informal and formal feedback and evaluation methods at the end of each semester.

Approaches to Evaluation

Evaluation of teaching and learning is increasingly important in our competitive, management focused, higher education sector but the structural imperative to focus on outcome evaluation should not obscure the need for evaluative practices which improve teaching and learning.

Web-based Curriculum support

I have developed a series of course websites which document both curriculum content and approach in a number of courses that I have taught.

The Graduate Certificate in Higher Education Teaching and Learning: some further reflections

Some reflections on an evaluation in the evolving narrative of teaching practice.

 

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