Pedagogy, technology, and pandemic: Embedding resilience in curriculum through an integrated design framework

Morgan, Rhian, and Moody, Lisa (2020) Pedagogy, technology, and pandemic: Embedding resilience in curriculum through an integrated design framework. In: Humanities in the Regions. From: Humanities in the Regions 2020, 5 May 2020, Townsville, Queensland.

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On 12 April 2020, Federal Education Minister Dan Tehan announced the government’s “higher education relief package”. The package included funding for a range of short courses aimed at helping unemployed and underemployed Australians retrain in the wake of the Covid-19 lockdown. The courses were to be targeted at identified areas of national priority, including Health, Education, IT, and Science and characterised by flexibility, expedience, online learning, and subsidisation. As a response to the economic downturn caused by Covid-19, these subsidised short courses point to the role of higher education as a key component in community-building initiatives for a post-pandemic Australia. Although, without careful course design, the imperative to upskill and reskill in order to mediate workplace precarity, risks foregrounding neoliberal productivity agendas (Ferguson, 2016), at the expense of student wellbeing during a period of significant social and economic upheaval.

The subject development processes discussed in this podcast describe how two university lecturers sought to respond to these challenges, while developing two core subjects within a new sub-degree certificate level course launched at a regional university. The certificate course is a direct response to the higher education relief package and is targeted at a range of STEAM disciplines. Through a process of dialogic reflection, the presenters discuss how they seek to promote interdisciplinary alignment between academic and digital literacies using a specially designed pedagogical framework that explicitly supports resilience, the promotion of academic self-efficacy, and processes of cumulative learning (Maton, 2009), while also preparing non-traditional students for tertiary study in an interdisciplinary context. Further, the presenters discuss the unique learnings such a process has provided and explore potential for further development and application of the integrated curriculum alignment framework (ICAF) in order to enhance student engagement, academic resilience, and knowledge transfer (Van Doorn & Van Doorn, 2014) from individual subjects to wider course level studies.

Item ID: 80445
Item Type: Conference Item (Presentation)
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Copyright Information: © 2023 ACHRC.
Date Deposited: 13 Sep 2023 03:34
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development @ 60%
39 EDUCATION > 3903 Education systems > 390303 Higher education @ 40%
SEO Codes: 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy @ 40%
16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160301 Assessment, development and evaluation of curriculum @ 30%
16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160304 Teaching and instruction technologies @ 40%
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