This is a part of some reflections from running a session on course analysis and design for new academics at CQUniversity last week. This one focuses on the benefits of using the ritual dissent workshop method from Cognitive Edge. Context I had a group of 40 or so new academic staff for 6 straight hours.
The title to this post is included in a quote from Kane, Sandretto and Heath (2004) The research team, comprising two teacher educators and an academic staff developer, embarked upon this research confident in the belief that good teaching is not innate, it can be learned. With this in mind, the project sought to theorise
It’s that time of year again, next week I get to run a session with 20 or so new CQU academics looking at course analysis and design. The session is part of a four day program entitled Foundations of University Learning and Teaching (FoULT). The session is run twice a year. The following post gives