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Adapting pedagogical beliefs in remote learning design (Part 1)

Episode #16

In this video (part 1 of 2), Lis Conde discusses existing pedagogical beliefs as underpinning course and assessment design at universities. She describes her role and research focus, which are centred on professional development that makes educators aware of their teaching habits, towards embracing technology and adapting their learning designs.

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Adapting pedagogical beliefs in remote learning design (Part 2)

In this video (part 2 of 2), Lis Conde continues the discussion on challenging existing pedagogical beliefs to elicit effective learning design practices, and delves deeper into the concept of constructive alignment to ensure learning objectives are met.

Lis Conde | Lead Learning Designer at Keypath Australia

In this video (part 1 of 2), Lis Conde discusses existing pedagogical beliefs as underpinning course and assessment design at universities. She describes her role and research focus, which are centred on professional development that makes educators aware of their teaching habits, towards embracing technology and adapting their learning designs.

Lis advocates for universities to challenge the traditional teacher-centred approach characterised by lectures and summative assessment, and cultivating a community of practice with peer-led experiences, in helping to elicit cultural change in learning design practices.

Watch part 2 →

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