Developing a theology capstone unit through the teaching and learning nexus
The challenge of integrating best practice for teaching and learning is perennial. Within an Australian context, despite increases in student satisfaction over the decades, challenges remain concerning student classroom engagement, peer collaboration and the value and use of technology. Within my ow...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
2021
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| In: |
Teaching theology and religion
Year: 2021, Volume: 24, Issue: 3, Pages: 175-182 |
| Further subjects: | B
Theology
B Learning B Development B capstone B Teaching |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a The challenge of integrating best practice for teaching and learning is perennial. Within an Australian context, despite increases in student satisfaction over the decades, challenges remain concerning student classroom engagement, peer collaboration and the value and use of technology. Within my own religious and theological university environment, I have sought to address some of these challenges in the development of a Doing Theology Capstone Unit. This paper outlines the key subject information of the unit, followed by five key areas that informed the development. It is argued that by taking seriously the teaching and learning nexus, requires paying attention to these five key areas. The discussion section of this paper, therefore, explores demographics and diversity, active learning, constructive alignment, assessment and technology. These five areas are explored in relation to the developed curriculum for the Doing Theology unit. It is argued that by paying attention to these areas we can enable greater student engagement and peer-to-peer participation. | ||
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