A LIVING CURRICULUM: CONVERSATIONS ABOUT LEARNING AND TEACHING

dc.creator	Steven Marshall
dc.creator	Scott Wilson
dc.date	2012-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:24:04Z
dc.date.available	2015-07-20T22:24:04Z
dc.identifier	2229-8932
dc.identifier	https://doaj.org/article/b5590713e52343e7975145469fb4fd2a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21103
dc.description	<p align="justify">Unitec New Zealand’s ‘Living Curricula’ is both an Academic Strategy and an aspiration for a unique institutional culture. The Department of Performing and Screen Arts has developed course curriculum that crosses discipline boundaries and exploits collaborative opportunity to leverage economical solutions to ever-growing sector and system constrains. Developing a living curricula involves ‘conversations’ about enquiry, knowledge, practice, and learning and teaching approaches which focus on engagement between and among learners, teachers, practitioners, communities, scholars, and with self and texts. It involves tailored teaching & learning approaches that are defined by four key ideas:</p><p align="justify">• Enquiry (how learners go about asking and answering questions);</p><p align="justify">• Discipline (how learners engage with the knowledge that underpins the discipline);</p><p align="justify">• Autonomy (how learners increasingly develop their capability and confidence); and</p><p align="justify">• Conversation (how learners engage with self and others to develop understandings).</p><p align="justify">Embedded within a ‘living curricula’ is the concept of Ako, a Maori word which means to learn study, instruct, and teach or advice. Ako describes a teaching and learning relationship where the educator is also learning from the student and where educators’ practices are informed by the latest research and are both deliberate and reflective. The key aspects of ako are:</p><p align="justify">• Language, identity and culture counts – knowing where students come from and building on what students bring with them.</p><p align="justify">• Productive partnerships – Students, whānau (extended family) and educators sharing knowledge and expertise with each other to produce better outcomes.</p><p align="justify">A ‘living curricula’ is not forever changing it is simply alive!</p>
dc.language	English
dc.publisher	Universiti Tun Hussein Onn Malaysia
dc.relation	http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/480
dc.relation	https://doaj.org/toc/2229-8932
dc.rights	CC BY
dc.source	Journal of Technical Education and Training, Vol 4, Iss 1 (2012)
dc.subject	Student-centered Learning
dc.subject	collaborative learning
dc.subject	performing and screen arts education
dc.subject	curriculum development
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	A LIVING CURRICULUM: CONVERSATIONS ABOUT LEARNING AND TEACHING
dc.type	article