Consider the learning context

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The learning context refers to factors that may impact on or contribute to learning processes and which thus need to be considered in relation to the learning outcomes, learning tasks and learning progress. These factors include student characteristics and their diversity, learning and teaching standards and frameworks, quality assurance, physical environments and modes of presentation and purpose of the learning. 

a. What are the characteristics of students in your institution? For example, age group, past experience, language capability, their learning goals, what they are studying and what their ‘barriers’ to learning are.

TIP.  To investigate the characteristics of your students: 

  • ask/survey your students before classes start or in the first class;
  • check the student information your institution collects; and
  • ask a colleague.

b. Where in the overall program plan does this unit exist? For example, second year, first semester. What is the Australian Qualification Framework Links to an external site. (AQF) level or degree of complexity of learning required in this unit?

c. What is the learning and teaching environment at your institute? For example, does your institute have a lesson plan template that they use? Do your lessons need to be recorded and made available online? What are the learning and teaching policies at your institution that you need to be aware of? What feedback can you draw upon from a previous teacher/coordinator regarding previous experiences? Your review process could include consulting institutional feedback such as course review surveys and student experience of unit surveys from previous semesters.

d. How will this unit be presented to students? For example, lecture, tutorial, demonstration, fieldwork, online or a combination. Do you have the resources for your students to undertake the practical work required, or will you need to make separate arrangements for student groups? 

Often the process of considering the context can become circular as the impact of one can have consequences for another and can depend on the availability of answers to the above questions. Talking with colleagues is helpful, in addition to institutional learning and teaching support materials or other relevant sources.

For more information regarding ways to consider the diversity of today’s learners, refer to Week 9. Teaching today’s diverse learners.

 

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