Graduate Certificate in Learning and Teaching

To be a good facilitator one must be first a good learner.

The Graduate Certificate in Learning and Teaching is a challenge-based curriculum framed around guidelines of best practice for learning and teaching. Through a sequence of four subjects the course intends to:

  • Articulate the difference between learning and teaching with reference to the contemporary literature and practice;
  • Model the behaviours of learning and teaching that can help to define and explore an instructional challenge; and to
  • Trial innovations that can resolve the instructional challenge and then share the results, via action-based research.

The primary focus for this qualification is academics and sessional staff teaching in tertiary education who have a wealth of specialism expertise, however, the course is designed to be of value to experienced educators who may nonetheless have some knowledge or skills gaps.

CRICOS CODE
095593F

Key Study Outcomes:

About the School

This course is delivered by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Read more about Torrens University Australia

Torrens University Australia

Course Delivery

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Workload and Assessment

No. of timetabled hours per week:

Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study.

Typical assessment includes:

Practical assignments, research projects, presentations and reports

Subject Information

In this subject, students will plan and implement a small-scale innovation aimed at improving their teaching, drawing on challenge-based learning principles. Enacting strategies to resolve challenges means learning is an active, social process of collaboration characterised by dynamic interaction between the challenge, the facilitator and their learners, immersed within the learning environment. Potential links with action research and facilitator/mentor support are elaborated during a reflective process.

In this subject, students reflect on their understanding of the key activities involved in designing curriculum and assessing learning in higher education. Students will explore the design of curriculum with regard to the provision of clear and appropriate learning outcomes and the alignment of learning activities. Assessment, both summative and formative, will be investigated as part of this process of design. This subject draws upon a community of practice approach, with students sharing learning and best practice by networking among facilitators, peers and the wider educational community. By fostering this community of practice, students begin the journey of lifelong learning that will equip them to instruct changing, diverse audiences.

In this subject, students will engage with a range of digital technologies designed for use in higher education learning and teaching contexts. Students will experience these technologies from a dual perspective: as a learner, and as a teacher/facilitator in a higher education context. In both roles, students will approach digital technologies from a critical perspective, exploring the opportunities and limitations provided by these technologies. Alongside this exploration, students will also engage with key theories and practices for teaching in an online environment, ensuring that their practical explorations are informed by broader discourses of technology in higher education.

In this subject, students will explore, analyse and interpret key learning theories relevant to the higher education context, and participate actively in a range of contemporary teaching approaches as part of a community of practice. A focus within the subject will be the application of these theories to students’ own practice as higher education practitioners and their professional identities and aspirations. Students will begin to consider issues, challenges and opportunities within their professional contexts, and plan for their ongoing development.