Responsive Online Course Design: Microcredentials and Non-Linear Pathways in Higher Education

Heggart, K

Responsive Online Course Design: Microcredentials and Non-Linear Pathways in Higher Education

Heggart, K

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Publisher:: Springer International Publishing
Publication Type:: Chapter
Citation:: Global Perspectives on Educational Innovations for Emergency Situations, 2022, pp. 295-303
Issue Date:: 2022-07-26

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Field	Value	Language
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234
dc.date.accessioned	2023-01-15T21:26:06Z
dc.date.available	2023-01-15T21:26:06Z
dc.date.issued	2022-07-26
dc.identifier.citation	Global Perspectives on Educational Innovations for Emergency Situations, 2022, pp. 295-303
dc.identifier.isbn	9783030996338
dc.identifier.uri	http://hdl.handle.net/10453/164979
dc.description.abstract	<jats:title>Abstract</jats:title><jats:p>COVID-19 required educators to rapidly change their course programs and structures. Many courses in higher education moved from face to face or blended models to entirely online approaches, and educators were required to grapple with new technologies and, more importantly, new pedagogies to engage students through novel mediums. One key aspect of these emergency pedagogies is the need to embrace responsive approaches to teaching and learning, especially considering program and course structure, assessment and participation. This chapter will outline the pandemic-motivated development of the Graduate Certificate in Learning Design at UTS that made use of both the principles of a Hyflex approach within individual courses as well as microcredentialling and non-linear pathways within the program structure to encourage a self-curated, student directed learning experience. A crucial outcome of this approach is that such a model of course and program structure fits well with the principles of socially-just learning design. Students have more control over what they learn, but also how and where they learn it. This means that the course is more accessible and inclusive of diverse communities.</jats:p>
dc.language	en
dc.publisher	Springer International Publishing
dc.relation.ispartof	Global Perspectives on Educational Innovations for Emergency Situations
dc.relation.isbasedon	10.1007/978-3-030-99634-5_29
dc.rights	This is a post-peer-review, pre-copyedit version of a chapter published in [Global Perspectives on Educational Innovations for Emergency Situations pp 295–303]. The final authenticated version is available online at https://link.springer.com/chapter/10.1007/978-3-030-99634-5_29]”
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Responsive Online Course Design: Microcredentials and Non-Linear Pathways in Higher Education
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	recently_added	*
dc.date.updated	2023-01-15T21:26:05Z
pubs.publication-status	Published

Abstract:

AbstractCOVID-19 required educators to rapidly change their course programs and structures. Many courses in higher education moved from face to face or blended models to entirely online approaches, and educators were required to grapple with new technologies and, more importantly, new pedagogies to engage students through novel mediums. One key aspect of these emergency pedagogies is the need to embrace responsive approaches to teaching and learning, especially considering program and course structure, assessment and participation. This chapter will outline the pandemic-motivated development of the Graduate Certificate in Learning Design at UTS that made use of both the principles of a Hyflex approach within individual courses as well as microcredentialling and non-linear pathways within the program structure to encourage a self-curated, student directed learning experience. A crucial outcome of this approach is that such a model of course and program structure fits well with the principles of socially-just learning design. Students have more control over what they learn, but also how and where they learn it. This means that the course is more accessible and inclusive of diverse communities.

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http://hdl.handle.net/10453/164979