Transdisciplinary educational design: creating a structured space for critical reflection on e-learning assessment practices

Citation data:

CONFERENCE: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005, Page: 4924-4931

Publication Year:
2005
Usage 378
Downloads 292
Abstract Views 86
Repository URL:
https://epubs.scu.edu.au/tlc_pubs/34
Author(s):
O'Reilly, Meg; Ellis, Allan
Publisher(s):
Association for the Advancement of Computing in Education
Tags:
research; e-learning; critical reflection; Curriculum and Instruction; Higher Education Administration; Instructional Media Design
lecture / presentation description
Many academic staff are experiencing the multiple challenges and pressures of increased teaching loads, e-learning design and developments, ongoing research including the scholarship of teaching, as well as fiscal accountability. No wonder most lecturers have little time or energy left for the long-valued processes of critical reflection. This paper describes an educational design initiative of three cycles involving academic staff from a range of disciplines who came together with reference librarians and technical support staff in a series of meetings to reflect in a structured action learning process on their practices of designing assessment for e-learning. Creating a structured space proved to be a catalyst for staff to critically reflect on their practices and engage in transdisciplinary discussion. Where they are not hindered by postgraduate study in their discipline area, academic staff are likely to publish about their research into teaching. based on their critical reflection on practice.