Description:
Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
Description:
Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
Description:
In this paper we canvass a shift in professional practice for teachers and teaching and learning as it focuses on Design Education. We acknowledge that changes in formal educational settings result from the scope and rapidity of changes in emerging technologies and understandings of pedagogical influences on teaching and learning. In canvassing the changes, in this paper we identify issues that emerge in relation a number of proposed solutions in dealing with gaps in teacher education in the field of Design Education. We suggest that these same solutions draw on traditional disciplines which ignore the possibilities of Design to engage 21st Century problems in teaching and learning. We draw attention to a neglect in current teacher education programs in relation to teachers of design and what this may imply for classrooms, teachers, and their work.
Description:
In this paper we canvass a shift in professional practice for teachers and teaching and learning as it focuses on Design Education. We acknowledge that changes in formal educational settings result from the scope and rapidity of changes in emerging technologies and understandings of pedagogical influences on teaching and learning. In canvassing the changes, in this paper we identify issues that emerge in relation a number of proposed solutions in dealing with gaps in teacher education in the field of Design Education. We suggest that these same solutions draw on traditional disciplines which ignore the possibilities of Design to engage 21st Century problems in teaching and learning. We draw attention to a neglect in current teacher education programs in relation to teachers of design and what this may imply for classrooms, teachers, and their work.