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dc.contributor.authorConn, Cen_NZ
dc.contributor.authorNayar, Sen_NZ
dc.contributor.authorWilliams, MHen_NZ
dc.contributor.authorCammock, Ren_NZ
dc.date.accessioned2021-07-14T22:13:03Z
dc.date.available2021-07-14T22:13:03Z
dc.date.copyright2021en_NZ
dc.identifier.citationFrontier Education 6:636311. doi: 10.3389/feduc.2021.636311
dc.identifier.issn2504-284Xen_NZ
dc.identifier.urihttp://hdl.handle.net/10292/14368
dc.description.abstractKey drivers of change in the 21st century—pandemic, technology advance, social disparity—are shaping the public health industry, including employment and education. In 2020, COVID-19 brought rapid change to the teaching of public health in higher education. In this reflective essay, we move beyond the delivery of existing curricula shifting from classroom to online, and consider the greater agenda of a transformative educational paradigm. This is broadly conceptualized as a shift from a “factory model education” to one of “personalized learning” with an emphasis on fostering creativity and heutagogical (student-driven) models, underpinned by technology, and real world application involving problem and project-based learning in a changing industry. Such change has stemmed both from the impact of COVID-19 on the education system, and in response to a more momentous transformation in public health careers and societal expectations of a public health workforce.en_NZ
dc.publisherFrontiers Media SAen_NZ
dc.relation.urihttps://www.frontiersin.org/articles/10.3389/feduc.2021.636311/full
dc.rights© 2021 Conn, Nayar, Williams and Cammock. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
dc.subjectWorkforce development; Personalized learning; Higher education; Pedagogy; Public health (MeSH [H02.403.720])
dc.titleRe-thinking Public Health Education in Aotearoa New Zealand: Factory Model to Personalized Learningen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.3389/feduc.2021.636311en_NZ
aut.relation.articlenumber636311en_NZ
aut.relation.volume6en_NZ
pubs.elements-id399257
aut.relation.journalFrontiers in Educationen_NZ


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