Creating connections between theory and practice for diverse learners
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Authors
Lorimer, Naomi
Hurst, Nikki
Rowe, Courtney
Patston, Lucy
Hurst, Nikki
Rowe, Courtney
Patston, Lucy
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Date
2016-10
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Conference Contribution - Paper in Published Proceedings
Ngā Upoko Tukutuku (Māori subject headings)
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tertiary education
curriculum content and practice
curriculum content and practice
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Citation
Lorimer, N. G., Hurst, N. A., Rowe, C. J., & Patston, L. L.M. (2016, October). Creating Connections Between Theory and Practice for Diverse Learners. Toiohomai (Ed.), National Tertiary Learning and Teaching Conference (pp.30-36).
Abstract
For students entering public service fields, such as healthcare and social services, a key skill is the ability to both learn and understand the theoretical underpinnings of their profession and to apply them appropriately in practice (Wrenn & Wrenn, 2009). The Human Development course described in this article is taught using a highly‐blended model, with limited face‐to‐face time, where most feedback is provided online in written format. The students are from programmes as diverse as medical imaging, nursing, coaching and social practice, with a range of educational backgrounds, expectations, and future goals. This paper outlines the process of transitioning this course from a generic, theory‐based course, to one where students create connections between their lived experience and theory, and between theory and professional practice. This was achieved through a combination of innovative teaching practices, drawing on the experiences of students and current practitioners, and creating connections between historical and more recent theories of human development
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