1. Constructing Courses to
Enhance Learning
Presentation
Lisa Muir, School of Social Services, Otago Polytechnic 2013

2. Welcome!!!
Kia ora koutou,
I am Lisa Muir a Lecturer in the School of Social Services and
here is my final presentation for the CCEL course

3. Introduction
 The course that I have reconstructed for this course was the Social
Services Specialty for the Certificate in Human Services (Level 4)
programme.
 It has been altered to meet the requirements of the new
Programme Document that was developed and approved in 2012.
 My focus has been on ensuring that the course has the required
unit standards, course aims and learning outcomes. That it is
interesting and informative for students and that the course
material is accessible and that class sessions and tutorials are
challenging as well as interactive.
 I have integrated my learning throughout studying the GCTLT
courses with particular interest paid to the Flexible Learning
course and the Learner Centred Learning (where I developed my
holistic teaching model) course to expand my teaching practice.

4. Background
 During 2010 there was a change within staffing in SOS which
paved the way for a exciting new opportunity. We were able to
finally integrate the two current Certificate Programmes
(Certificate in Human Services and the Certificate in Mental Health
Support Work both are level 4).
 This was a huge undertaking, but sucessful and students have
hugely benefitted from this integration. We were given leeway to
run the programme as we saw fit with the aim of creating a new
programme document that encompassed our teaching philosophy,
as well as meeting external and internal stakeholders
requirements.
 As a result we have a new programme document that is a pleasure
to work with and has given us the grounding to continue to
produce a successful and popular programme.
 2013 has been the first year that we have run the programme
under the new and revised document, it has been an extremely
busy year of development.

5.  The path we follow can lead us in all different directions, but if we
persevere we will reach the end! Success is what we decide it will
be, we can make our journey hard or… we can enjoy the view
along the way!! (original quote by Lisa Muir, 2013)

6. Stakeholders
 Our stakeholders are important!!
 They are our students, the school, wider OP, external oragnisations
and who we report to in terms of moderation and checking that we
are on task with running our course.
 PEAC is an essential stakeholder, they keep us grounded and
ensure that we are remaining current with our course structure
and material.

7. Design Theory
 In researching the Design Theories I kept coming back to the Nga
Kiwai Kete Model, it suited my style and way of thinking.
 It is a very holistic model and the essence of this is to ensure that
all areas/components are embedded within the learning process.
 I believe that it captures my approach to education and as an
educator.

8. Theoretical Integration
 I work in a very holistic way and the integration of my design
theory is connected with my teaching philosophy, Deep Learning
theory, Vygotsky’s Social development theory and Schon’s
Reflective practice. But what is also essential is the philosophy of
the programme itself.
Schon’s
Reflective
practice
Social
Development
Theory
Nga Kiwai
Kete Model
Silver Fern
Model
CHS
Programme
philosophy
Deep
Learning
Theory

9. Strategies
 Alongside the integration of theories and models, I have used
several other strategies to capture the progress of re-configuring
this course.
 Research into other methods of teaching design and reflective
practices.
 Formative and Summative Assessments/Evaluations.
 Utilising different methods to gain insight i.e. Planning days to
review courses & programme, informal and formal feedback from
students, teaching evaluations.
 I believe that there should always be time to review and reflect on
what we do, I enjoy this process as it helps to keep my practice
and teaching philosophy aligned.

10. Conclusion
 I have reconfigured the Social Services specilaty for the Certificate
in Human Services (Level 4) to be aligned to our new Programme
document.
 My design model is based upon the Nga Kiwai Kete Model.
 I have continued to revolve my practice around my Silver Fern
Teaching Philosophy and what I have learnt and gained in the other
GCTLT courses.
 I have provided my students with an opportunity to provide
formative and summative evaluations of this course (I look forward
to reviewing the summative feedback when it has been populated).
 Before the end of 2013 I will attend Cert planning days where I will
take on the challenge of reviewing and updating the specialty course
to be ready for 2014. This will also include a review of course and
teaching evaluations, post moderation of the course and attending
external moderation with Career Force on the 12th of Dec.

11. Conclusion
 I look forward to what 2014 will bring, for my professional practice
and to see the success of the next student group!!!

12. Bibliography
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Kohitanga: Addressing educational disparities facing Māori students in
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Caldwell, J. (2007). 8 tribes: The hidden classes Of New Zealand.
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Driscoll, M. P. (1994). Psychology of learning for instruction.
Needham, MA: Allyn & Bacon.
McLennan, G. (2010). Exploring society. Sociology for New Zealand
students (3rd ed). Auckland, New Zealand: Pearson.
McLeod, S. A. (2007). Vygotsky - Simply Psychology. Retrieved from
http://www.simplypsychology.org/vygotsky.html Rapp, C. & Goscha,
R., (2006). The Strengths Model: Case management with people with
psychiatric disabilities. (2nd ed.) (pp. xv-xix). Oxford: Oxford
University Press.

13. Rocher, L. (1999). Bent not broken. Wellington, New Zealand: Steele
Roberts.
School of Social Services. (2012). OT 5028 Certificate in Human
Services - Level 4: Programme Document. Otago Polytechnic.
Tomlin, J. (2006). Behind closed doors: a true story of abuse, neglect
and survival against the odds. United Kingdom: Hodder.
Verso. (2005). The NKK Learning Design Model. Retrieved from
http://www.verso.co.nz/pedagogy/1796/the-nkk-learning-designmodel/
Vygotsky, L.S. (1962). Thought and Language. Cambridge MA: MIT
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Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard University Press.