Tertiary teaching in New Zealand/Course guide
Welcome to Tertiary Teaching in New Zealand!
Kia ora and welcome to this course. It is designed to help you learn about the tertiary education system in New Zealand – the Universities, Polytechnics, Wānanga and private providers, and the ways that learning and teaching occurs in these institutions. There is a particular emphasis on more recent developments in education including blended and e-learning, but it also includes an overview of established principles of adult learning. There will be opportunities to compare the New Zealand context with that of the student’s home country, and to share teaching experience and knowledge of cultural awareness.
Contact with other participants in the course will be made possible through a blend of differing types of interaction and online engagement in a variety of formats, and technical assistance will be provided if necessary.
• To engage in an introductory exploration of the role and understandings of a tertiary educator in New Zealand and compare/contrast with tertiary education in the participant’s home country.
• To begin to explore the relevance of cultural awareness to the tertiary educator’s role.
• To commence an exploration of the expectations of a tertiary educator from an institutional/organisational perspective and requirements from that role such as reflective practice, self-evaluation and digital literacy.
At the successful completion of this course, students will be able to:
1 Demonstrate an understanding of the tertiary education context in New Zealand;
2 Compare and contrast the New Zealand tertiary education context to that of the country they are most familiar with;
3 Demonstrate an understanding of the practical application of blended learning skills and tools in a New Zealand context;
4 Apply the principles of cultural competence to their own practice context;
5 Identify differences in academic skills required between educational contexts and develop skills not already held, necessary for the New Zealand context.
Unit 1: Introduction to the course and the New Zealand context
• Demonstrate an understanding of the tertiary education context in New Zealand;
• Compare and contrast the New Zealand tertiary education context to that of the country they are most familiar with
• Apply the principles of cultural competence to their own practice context;
Topic 1: Who am I and where am I from?
Topic 2: Where have we come from?
Topic 3: What are we moving towards?
Unit 2: Academic skills
• Identify differences in academic skills required between educational contexts and develop skills not already held, necessary for the New Zealand context.
Topic 1: What makes a great learner?
Topic 2: Academic writing
Unit 3: Blended learning
• Demonstrate an understanding of the practical application of blended learning skills and tools in a New Zealand context;
Topic 1:Why blended learning?
Topic 2: Introduction to proprietary tools
Topic 3: Introduction to open education practices.
There is one cumulative assessment portfolio that must be presented for marking in this course. This portfolio covers the three learning units and outcomes in the table above. Feedback will be given on the development of the portfolio throughout the course and the three sections can be submitted separately at any time before the final due date for marking. This is encouraged and you will be supported to create an assessment timeline plan.
Compile an assessment portfolio (collection of evidence) to demonstrate your learning relating to the three key focus areas of this course.
In compiling your portfolio of evidence include a narrative for each section that:
• explains your choice of evidence, why and how it relates to the learning outcome and your work
• explores what you have learned and the relevance of this to your work
• discusses how your new learning has impacted on your practice and influenced future actions you may take
More detailed guidance on the development for your portfolio can be found on XXXX
Your portfolio can be presented in whatever format is most useful to you as long as the marker can access it. Refer to xxxx for information on possible formats.
The marking criteria for the portfolio grade outcomes will be discussed with your learning facilitator
Due Date: to be negotiated.
Submit or present to the Course Facilitator
Grading: The final grade is a cumulative mark from the three sections of the portfolio. To pass you must gain at least 50%. One resubmission is possible for each section.
The course facilitator will maintain regular contact with you throughout the course to encourage and support you. Share with the facilitator the ways in which you feel you would like to be supported with your learning. Enjoy the course!