The Higher Education Learning Framework has been created as a guide for organisations, teachers and students to help frame thinking about teaching and learning design in higher education.
Alexandra Osika, Dr Stephanie MacMahon, Associate Professor Jason M. Lodge, and Professor Annemaree Carroll from The University of Queensland’s Learning Lab explore each of the seven principles of learning through a series of short articles published as a collection in the Times Higher Education (THE) Campus.
The first principle, learning as becoming, encompasses how the learning experience transforms learners and how a higher education experience can help learners to integrate knowledge and thinking outside of the learning context.
Perhaps the greatest challenge and opportunity of a university education is the integration of knowledge into a sense of self and being. Gaining a broader world view while navigating challenging experiences and new ideas is core to student success. The process involves wondering, questioning and developing an understanding of what higher educational experiences mean for an emerging professional identity. More broadly, there is development of understanding what this process of “becoming” means to life within community, society and the world. Despite its importance, little guidance is available about how best to facilitate this.
