Op Staff Dev Presentation
SN Presentation to the Department of Physiology
Otago Polytechnic Staff Development conference 2009
Higher Education Development Centre
University of Otago
Emerging Paradigm â Barr & Tagg
Traditional Self-Directed Paradigm
Knowledge Transfer from faculty to students Jointly constructed by students and faculty
Students Passive vessel to be filled by
facultyâs knowledge Active constructor, discoverer,
transformer of own knowledge
Faculty Purpose Classify and sort students Develop students competencies and talents
Relationships Impersonal relationships among
students and between
faculty and students Personal transactions among students
and between faculty and students
Context Competitive and individualistic Collaborative learning involving
teams and faculty
Assumptions Any expert can teach Teaching is complex and requires
Student Approach [consumption of information]
Student Approach [Group Presentation]
Individual students had some âamazing resourcesâ including..
Staff were actually very impressed by the quality of many of these resources....
Which raises the question...
is it the responsibility of staff to source/supply resources?
Closer investigations revealed...
In higher education the focus has been on content and the delivery of this content to the student. Adopting this new paradigm would see us harnessing the collective intelligence of our students to continually improve the student experience through a more intensive interaction in the educational process. This represents a far more complex environment than is presently in place. Students would be viewed not as receptacles for information but as an integral element of the construction of knowledge. In fact, to adopt this approach is to make students an essential part of the educational process in ways that blur the boundaries between our traditional conceptions of teaching and learning.
The Potential of the Emerging Model
Where to Next...
We need to broaden our current narrow view of âresourcesâ .
Currently resources support consumption of information rather than the construction of knowledge [...they are not part of a purposeful workflow].
Resources are currently supplied by the course, but should be supplied by staff & students and be accessible from a course/paper repository.