The dilemma of open courses in an Australian university

The great sage of our time offers the following definition of dilemma A dilemma (Greek: δί-λημμα “double proposition”) is a problem offering two possibilities, neither of which is practically acceptable. I have at least one course that I should be redesigning, but I find myself on the horns of a dilemma. The two unacceptable possibilities

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On a tension with teaching designs heavy on constructive alignment

Constructive alignment is an approach to designing courses where there is – not surprisingly – alignment between what the students do, what is assessed and what it is intended that they will learn. It’s gotten a lot of play in the higher education sector over recent years. It has some value, but I’ve always had

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Lessons for the meta-level of networked learning?

This semester I’m teaching EDU8117, Networked and Global Learning, one of the Masters level courses here at USQ. It’s been an interesting experience because I’m essentially supporting the design – a very detailed “constructive alignment” design – prepared by someone else. The following is a belated start of my plan to engage in the course

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