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Master of Higher Education

About Curriculum Design and Innovation EDUC8003;details.html
Offered By: Centre for Educational Development & Methods
Academic Career: Graduate Coursework
Course Subject: Education
Offered in: Summer Session, 2012
Unit Value: 6 units
Course Description: The course will examine principles and practices in the design, teaching and evaluation of curriculum, and opportunities and challenges for innovation. The course is also relevant to participants not currently teaching, as they will be able to relate course concepts to their own past experiences, envisaged future challenges, or the observed practices of others. Participants will review case studies of curriculum design and innovation, and have an opportunity to apply their learning to curricula on which they are currently working.
Key components of this course will include:
  • examining implicit beliefs about curriculum, teaching and learning and their implications for practice
  • articulating desirable student learning outcomes; 
  • principles for devising teaching and assessment approaches that promote effective learning;
  • constructive alignment of learning objectives, teaching and assessment approaches; 
  • ways to seek feedback to help determine and develop the efficacy of the approaches chosen;
  • active learning approaches such as inquiry-based learning, problem-based learning, use of case studies and role play; and
  • the use of information and communications technologies and flexible learning.


Course Website

See Wattle
Learning Outcomes: On completion of this course, you should be able to:
  • analyse your curriculum practice using theoretical concepts and models from educational literature,
  • articulate a philosophy for the design of a lesson, course and/or program that draws on relevant concepts, theories and models from educational literature,
  • articulate desirable student learning outcomes that include generic skills and attributes,
  • devise teaching and assessment approaches that promote effective learning;
  • demonstrate constructive alignment of curriculum elements: learning objectives, teaching and assessment approaches,
  • use a range of feedback mechanisms to evaluate the efficacy of your curriculum practice, including self- and peer assessment,
  • identify opportunities for research-led education and flexible learning in your curriculum practice. 

About Action Learning Project EDUC8006;details.html
Offered By: Centre for Educational Development & Methods
Academic Career: Graduate Coursework
Course Subject: Education
Offered in: Summer Session, 2012, First Semester, 2012, and Second Semester, 2012
Unit Value Range: 3 units to 6 units
Course Description: When taken as a 3-unit option:
The 3-unit course involves a project or program of action learning that is integrated within the core courses undertaken during the Graduate Certificate in Higher Education (EDUC8002, EDUC8003, EDUC8004 and EDUC8007).
Participants negotiate or are assigned a project topic or series of learning tasks with the relevant Course Coordinator. The action learning focus encourages participants to investigate an aspect of their academic practice with a view to improvement, within the themes of teaching and learning (EDUC8002), curriculum and innovation (EDUC8003), research supervision (EDUC8004) and academic leadership (EDUC8007). However an action learning focus is not essential.
Participants normally undertake EDUC8006 twice during the Graduate Certificate in Higher Education, as 2 x 3-unit courses attached to the core courses selected.

A 6-unit option is available with the permission of the GradCertHE Program Convenor:

The 6-unit course provides participants with a guided opportunity to investigate and improve their understandings and practices relevant to their own particular context and interests in the areas of teaching, curriculum, management and/ or research supervision. Participants are encouraged to review their experience and knowledge and to expand and deepen their understanding using literature sources, case studies, reflections and/or further inquiry into their practice. Frequently, an action learning focus is adopted by participants designing a project that involves a substantive inquiry into an aspect of their practice. However, an action learning focus is not essential.

Course Website

See Wattle
Learning Outcomes: On completion of this course, participants should be able to:
  • apply course concepts to analyse their past and current academic practices, and to plan and/or implement improvements to their future practice;
  • design and conduct projects investigating relevant aspects of their academic practice with a view to improvement;
  • demonstrate an evidence-based approach to improving their academic practice that is informed by scholarly literature
  • articulate and reflect on their learning and the implications for their future academic practice.


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