Postgraduate Certificate in Education, Leadership & Management
Postgraduate Certificate Learning and Teaching in Higher … · 2017-09-04 · 1 Introduction and...
Transcript of Postgraduate Certificate Learning and Teaching in Higher … · 2017-09-04 · 1 Introduction and...
s
Centre for Learning and Teaching clt
Course Leader: Juliet [email protected]/01273 644546
Course Handbook 2017 - 2018
Postgraduate Certificate Learning and Teaching in Higher Education
Postgraduate Certi�ficate in Learning and Teaching in Higher Education: Course Handbook
Contents
1 Introductionandoverview......................................................... 4
2 Courseaimsandobjectives......................................................... 5
3 Professionalaccreditation........................................................... 6
4 Coursemanagement...................................................................8
5 Teachingteam............................................................................. 9
6 Coursestructureanddelivery..................................................... 9
7 Assessments................................................................................10
8 Expectationsandformalrequirements.......................................12
9 ActionLearning...........................................................................14
10 Peerobservationandreviewofteaching....................................17
11 Resourcesandreadings...............................................................21
AppendixA:Modulespecifications.........................................................23
LT725:Teachingandlearninginhighereducation......................23
LT750:Assessmentandfeedbackinhighereducation................28
LT751:Educationalenquiry.........................................................32
AppendixB:PGCertgradingdescriptors.................................................36
AppendixC:InitialskillsandknowledgeauditagainsttheUKPSF.......... 39
AppendixD:UKPSFengagementtemplate..............................................42
Coursecalendar.............................................................................Backcover
1 Introduction and overview
Welcome to the Postgraduate Certificate in Learning and Teaching in Higher Education (PGCert). The course has been designed to meet a number of objectives:
to support you in your initial professional development, and to foster a longer•term approach to developing a reflective approach to your practice i.e. encouragingcontinuing professional development (CPD).
to provide a space for you to critically evaluate and improve your practice•
to build a community of practice, based on collaborative learning and peer support•
to enable you to demonstrate that you have met the ‘Dimensions’ of the UK•Professional Standards Framework (UKPSF) appropriate to Fellowship level of theHigher Education Academy (HEA).
This is a developmental course rather than a training course, with the emphasis•on developing your understanding of the different ways in which people learn andyour own skill in enabling learning. It offers both short and long term benefits: it willsupport you in the early stages of learning to teach in higher education, and at thesame time it will help to establish a framework for your career-long developmentbased on reflective practice. You will be encouraged to be creative in seeking outeffective approaches to your teaching.
Four key themes of the course, which reflect four key features of academic work, are:
Individual exercise of judgement and evaluation of practice. The focus of coursework•is on your own teaching and the particular disciplinary and professional contexts inwhich it takes place.
Interdisciplinarity: intensive small group discussion in set meetings and online debate•offer interdisciplinary perspectives on your subject teaching.
Prioritising the process of enquiry and helping you to develop an evaluative approach•to your teaching.
Collaborative learning and peer review, to reflect the collegiate nature of•contemporary academic practice.
4
2 Course aims and objectivesCourse aims:
Tosupportthecurrentpracticeandfuturedevelopmentofthosewhoteachor•supportlearninginHigherEducation.
Toenhancetheabilityofparticipantstoundertaketheprofessionalactivities•listedbelow:
Teachingandsupportinglearninginhighereducation1.
Contributingtothedesignandplanningoflearningactivitiesand/orprogrammes2.ofstudy
Assessingandgivingfeedbacktolearners3.
Developingeffectivelearningenvironmentsandlearnersupportsystems4.
Evaluatingpracticeandprofessionaldevelopment5.
Usingresearch,scholarlyactivityandrelevantprofessionalworktoinformand6.impactonteaching.
TheseactivitiesarebasedontheHigherEducationAcademy(HEA)’sUKProfessionalStandardsFramework(UKPSF),andyouwillbeengagingwiththesethroughoutthecourse–seesection3(over).
Course learning outcomes:
Bytheendofthecourse,youshouldbeableto:
Makeresearch-informedandappropriatejudgementsandchoicesinrelationto•teaching,studentengagementandotherprofessionalpractices
Frameandundertakeareflexiveandrigorousscholarlyinvestigationofanaspect•ofyourteachingorrelatedactivity,andtodisseminatethisworkinthecontextofthePGCertandbeyond
Engageeffectivelyincollaborativepeerreviewanddevelopment•
Evaluateyourpracticereflexivelyandrigorouslyanddesignappropriateplansforyour•ownprofessionaldevelopment
Demonstratetheabilitytodrawonarangeofpedagogicanddigitalskillsand•approachesappropriatetoyourdiscipline/professionalarea,thecharacteristicsofyourstudentsandtherelevantinstitutionalcontext.
5
3 Professional accreditation
TheHigherEducationAcademy(HEA)(https://www.heacademy.ac.uk)isthenationalprofessionalbodyforteachingandlearningintheHEsectorandithasdevelopedtheUKProfessionalStandardsFramework,settingoutthreeDimensionswhichprovideaframeworkfordevelopingandaccreditingteachingpractice.TheseDimensionsofPracticeoutline:
Areas of Activity• undertakenbyteachersandsupportersoflearningwithinHE
Core Knowledge• thatisneededtocarryoutthoseactivitiesattheappropriatelevel
Professional Values• thatsomeoneperformingtheseactivitiesshouldembraceandexemplify
Core Knowledge
K1ThesubjectmaterialK2AppropriatemethodsforteachingandlearninginthesubjectareaandattheleveloftheacademicprogrammeK3Howstudentslearn,bothgenerallyandwithintheirsubject/disciplinaryarea(s)K4Theuseandvalueofappropriatelearn-ingtechnologiesK5Methodsforevaluatingtheeffect-ivenessofteachingK6Theimplicationsofqualityassuranceandqualityenhancementforacademicandprofessionalpracticewithaparticularfocusonteaching
Areas of Activity
A1Designandplanlearningactivitiesand/orprogrammesofstudyA2Teachand/orsupportlearningA3AssessandgivefeedbacktolearnersA4Developeffectivelearningenviron-mentsandapproachestostudentsupportandguidanceA5Engageincontinuingprofessionaldevelopmentinsubjects/disciplinesandtheirpedagogy,incorporatingresearch,scholarshipandtheevaluationofprofessionalpractices
Professional Values
V1RespectindividuallearnersanddiverselearningcommunitiesV2PromoteparticipationinhighereducationandequalityofopportunityforlearnersV3Useevidence-informedapproachesandtheoutcomesfromresearch,scholarshipandcontinuingprofessionaldevelopmentV4Acknowledgethewidercontextinwhichhighereducationoperatesrecognisingtheimplicationsforprofessionalpractice
6
TheUKPSFalsooutlinesfourDescriptors,whichmaptofourlevelsof‘Fellowship’
D1AssociateFellow Thosewithsometeachingorsupportinglearningresponsibility,e.g.PhDstudents,technicians,newpart-timestaff
D2Fellow New/experiencedacademics
D3SeniorFellow Experiencedacademicswhocandemonstrateleadershipinlearningandteaching
D4PrincipalFellow Highlyexperienced/seniorstaffwithstrategicleadershiproles
ThePGCertcourseprovidesyouwithanopportunitytogainFellowshipoftheHEA.InordertoachieveFellowshipoftheHEA,youarerequiredtodemonstrate:
a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.
Inaddition,youneedtoevidence:
ISuccessfulengagementacrossallfiveAreasofActivityIIAppropriateknowledgeandunderstandingacrossallaspectsofCoreKnowledgeIIIAcommitmenttoalltheProfessionalValues IV SuccessfulengagementinappropriateteachingpracticesrelatedtotheAreasofactivity
VSuccessfulincorporationofsubjectandpedagogicresearchand/orscholarshipwithintheaboveactivities,aspartofanintegratedapproachtoacademicpractice
VISuccessfulengagementincontinuingprofessionaldevelopmentinrelationtoteaching,learning,assessmentand,whereappropriate,relatedprofessionalpractices
(takenfromtheUKPSF,page5:seefulldocumentinstudentcentral,andonlineat:https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf.
ThePGCertcoursehasbeendevelopedusingtheProfessionalStandardsFramework,andtheactivities,workshopsandassessmenttasksforeachmodulearedesignedtohelpyoudemonstrateengagementwithalltheAreasofActivity,CoreKnowledgeandProfessionalValuessetoutaboveinthethreeDimensionsofPractice.Wewillbereferringto,andengagingwith,theUKPSFthroughoutthecourse,andanumberofactivitieswillassistyouinusingtheUKPSFto:auditcurrentskillsandknowledge;evidencehowyourcurrentpracticedemonstratestheDimensions;identifyprofessionaldevelopmentactivitiesthatwillenableyoutofurtheryourpractice,bothduringthecourseandbeyond.Youwillreceivemoredetailsduringtheinductiondays,butbriefly,thisincludes:
apersonalauditofyourcurrentskillsandknowledgeduringtheinductiondaysusing•thetemplateinappendixC
aclearindicationineachmodulehandbookastowhichaspectsoftheUKPSFare•particularlyengagedwithduringthemodule(seeindividualmodulehandbooks)
7
Duringthecourse,theworkshops,readings,andassessmenttaskswillenableyouto•engagewithandevidencealltheDimensionsofPracticeoftheUKPSF.Asyouproceedthroughthecourse,youwillcompleteanongoingUKPSF‘Engagementtemplate’whichallowsyouto:
•a) demonstratewhataspectsoftheUKPSFyouhavealreadyevidenced(e.g.aspartof
yourreading/developmentduringthemodule,ormoreformallyasanintegralpartoftheassessmenttasks)
b) identifyfurtherdevelopmentandanygapswhichyouwilladdressduringtherestofofthecourse
c) buildupabodyofevidencewhichwillinformyourfinal‘mappingdocument’
(formoredetailontheengagementtemplate,pleaseseesection7onassessment)
• apeerobservationexerciseaspartofmoduleLT725,whereyouwillhavethe opportunitytoengageinaprofessionaldialogueaboutateachingeventofyourchoice
• areviewofyourdevelopmentattheendofthecourse(onthefinalday),including adiscussionofcompletingyourfinalengagementtemplate,activitiesyoumay engageinoverthecomingtwoyears,withafocusondevelopment.
4 Course management
ThecourseisformallymanagedthroughtheCLTCoursesBoard,whichmeetsseveraltimesayear.Priortoeachmeeting,wewillsolicityourviewsonanyaspectofthecourse,collatethese,andproduceanddisseminateareportdetailingourresponses.WealsoencourageyoutoconsiderbeingaCourseRepforthecourse;thiswillinvolvefeedingbacktheviewsofyourcohortataCoursesBoard.
Wealsogatherfeedbackatregularpoints,andthroughend-of-moduleevaluationfeedbackexercises,andthismakesanimportantcontributiontoourcoursemonitoringanddevelopment.Lessformally,theActionLearningSetsprovideopportunitiesforregularfeedbackthroughoutthecourse,andsetadvisersandthecourseteamasawholearealwaysalerttoparticipants’views.
Wedotakenoticeofyouropinions,evenwheretheseconflictorcannotimmediatelybeaccommodated.Mostofthechangesthathavetakenplaceduringtheevolutionofthecoursehavebeenpromptedbyparticipantfeedback.Soletusknowwhatyouthink–whetherinpersondirectly,viaemail,onlinediscussion,orthroughcoursequestionnaires–andwewilldoourbesttorespondappropriately.
8
5 Teaching team
TheteachingteamonthePGCertismadeupofmembersofstafffromtheCLT.YourfirstpointofcontactforanyquerieswillbeyourActionLearningSettutor;feelfree,however,tocontacttheCourserLeader(JulietEve)atanytimeifyouhaveanyquestionsorfeedback,orifyouneedtodiscussyourworkoryourprogressthroughthecourse.
Juliet Eve, Course [email protected]
6 Course Structure and delivery
Structure if taking the course in one year
Semester One Semester TwoLT725TeachingandLearninginHigherEducation
LT750AssessmentandFeedbackinHigherEducation
LT751EducationalEnquiry
Youmayalsochoosetotakethecourseovertwoorthreeyears,inwhichcaseyoumusttakethetwo-dayLearningandTeachingworkshopthatsupportsmodueLT725attheearliestopportunity(theworkshoprunsfourtimesayear).
ThePGCertcourseisa60credit,Level7course,consistingofthree20creditmodules.Allmodulesaredeliveredviaablendofface-tofaceworkshops,supplementedbyonlineresources,supportanddiscussion.Eachmoduleisworth20Level7credits,representing
JohnCanning,(ModuleLeader,LT751)AdrianChown(ModuleLeader,LT725)JulietEve(CourseLeader;ModuleLeader,LT750)PaulineRidley(ActionLearningSetfacilitator)FionaHandley(ModuleTutor)AlisonCurryandRebeccaWells
Supportedbyface-to-faceworkshops,onlinematerialsandengagement,andfortnightlyActionLearningSets
Course Team
(CourseAdministrators)
Staffdetailscanbefoundat:https://www.brighton.ac.uk/clt/staff
9
200hoursof‘studenteffort’,sothecourseequatesto600hoursofstudy.Asthecoursehasbeendesignedasawork-basedcourse,yourownteachingrepresentsaproportionofthis600hours.Youwillresearch,developandevaluateaspectsofyouracademicpracticewhichareembeddedineverydayworkcommitments.Thus,muchofthematerialforthepreparationofmoduleassessmentsdrawsuponnaturallyoccurringevidence(suchasteachingplans).Pleaserefertoindividualmodulespecificationsandhandbooksformoredetails(allmodulespecificationscanbefoundinAppendixAandinthecourseandrelevantmoduleareasonstudentcentral).
The online dimension of the course
Weusestudentcentralastheplatformfordeliveryofcoursematerial,forsharingofworkandpeerdiscussions,andfore-submissionandfeedback–wewillintroduceyoutothetoolsinstudentcentralifyouareunfamiliarwiththemduringtheworkshops.WemayalsooffertheoptionofanonlineActionLearningSetifparticipantswishtoexplorethis.Weencourageyoutousethecoursetoexperimentwitharangeofelearningtools,inorderthatyoucanassesstheirusefulnessforyourownteachingandassessmentpurposes.
OneoftherequirementsoftheUKPSFistoengagewithappropriatelearningtechnologies;aswellasusingarangeoftheseas‘students’duringthecourse,youwillbeintroducedtotheUniversity’sDigitalLiteraciesFramework,andexpectedtoengagewithitduringthecourse(thiswillprovideyouwithopportunitiestoevidencetherelevantAreaofActivityandCoreKnowledgewithintheUKPSF,namelyAreaA4andK4).
7 Assessments
Theassessmentstasksforeachmodulearedesignedtohelpyoureflecton,evaluateandimproveyourpractice,andarebasedonevidencingandcommentingonactivitiesyoualreadydoaspartofyouracademicrole.
Relationship with the UKPSF
Asindicatedabove,theassessmenttaskshaveadualpurpose:theyenableyoutogaintheacademiccreditsforthemodulesandthecourse,andtheyalsoplayapartinenablingyoutoevidencetheUKPSFatFellowshiplevel.Aswellasmoduleassessments,youwillcompleteanongoing(roughlyeverythreemonths)UKPSFEngagementtemplatewhichallowsyouto:
a) demonstratewhataspectsoftheUKPSFyouhavealreadyevidenced(e.g.aspartofyourreading/developmentduringthemodule,ormoreformallyasanintegralpartoftheassessmenttasks)
b) identifyfurtherdevelopmentandanygapswhichyouwilladdressduringtherestofthecourse
c) buildupabodyofevidencewhichwillformyourfinal‘mappingdocument’
10
For some elements of the UKPSF, the completion of the assessment task itself will be enough for you to evidence particular Areas, Core Knowledge, and Professional Values. Others will need to be demonstrated via your engagement with the module/course more widely, and may include drawing upon your reading, your engagement with study packs, the activities in the workshops, and - crucially - what developments you have made in your practice as a result of these.
The UKPSF engagement template is included in Appendix D, and an example of how it might be completed after the first module, LT725, is also included. You will be given more guidance on how to complete the engagement template during the course workshops.
All assessments are submitted electronically via studentcentral and feedback is also given electronically. Submission deadlines are 9.00 am on the day of submission for all modules. In line with university practice, assessments are first marked by the module tutor, moderated by a member of the PGCert team and are seen by our external examiner (Mary Claire Halvorson from Goldsmiths University) before marks and awards are agreed at our exam boards.
All modules are assessed using the standard university grading criteria for postgraduate courses; we have adapted these for use on the PGCert and you will have opportunities to engage with these as part of the learning in each module. A copy of the grading descriptors can be found in Appendix B.
Each piece of assessed work and the final module grade will be expressed as a percentage according to the following scale:
Distinction = 70%+•Merit = 60% - 69.9%•Pass = 50% - 59.9%•Fail = 0% - 49.9%•
The PGCert course is a Level 7 course, so we are expecting all work to exhibit the following characteristics:
Develop[s] critical responses to existing theoretical discourses, methodologies or•practices and suggests new concepts or approaches;
Demonstrates an understanding of current theoretical and methodological•approaches and how these affect the way the knowledge base is interpreted.
Autonomously implements and evaluates improvements to performance drawing•on innovative or sectoral best practice.(SEEC, 2010)
We encourage you to frame your evaluation of your teaching practice (and thus your PGCert assessed coursework) according to the ‘four lenses’ suggested by Stephen Brookfield in Becoming a critically reflective teacher (see reading list on page 23):
When we embark on this journey, we have available four lenses through which we can view our teaching [...] They are (1) our autobiographies as teachers and learners,
11
(2) our students’ eyes, (3) our colleagues’ experiences, and (4) theoretical literature.(Brookfield,1995:29).
Youwillbegivendetailedassessmentguidanceduringeachmodule;howevertherearesomegeneralcharacteristicsthatwewouldexpectfromallPGCertwork,namely:
assumeanaudienceofyourpeers,i.e.colleagueswhoteachinhighereducation,•butwhomaynotbeexpertsinyourparticulardiscipline…
…therefore,beexplicitaboutwhatyoudoandthedecisionsbehindthat(whether•withreferencetodiscipline-specificnorms,pedagogicliteratureorprofessionalbodyrequirementsforexample)
foregroundyourpractice,andevaluateitaccordingtoBrookfield’sfourlensesabove;•wearenotlookingfortheoreticalessaysaboutaspectsoflearningandteaching,butforcriticalevaluationsofhowyouapproach,implementandevaluateyourownpractice.
considerhowyourworkenablesyoutoevidenceelementsoftheUKPSF.•
8 Expectations and formal requirements
Being a student
OneofthenotableaspectsoftakingthePGCertcourse–oftenremarkeduponbypart-icipants–isthatyouwillfindyourselfin‘studentmode’.Wehavenoticedovertheyearsthatyouarelikelytostartbehaving‘likeastudent’(whateverthatmeansforyou),andprobablyexhibitsomeofthebehavioursyouexperiencewithyourownstudents.Dousethisopportunitythentonoticeandreflectuponyourownexperienceofthecourseandyourengagementwithit,andusethattoinformyourapproachtoteaching.Forexample:Aretheassessmentsclear?Areyouabletoaccesstheinformationandmaterialsyouneed?Doyouknowwhotogotowithanyquestions?Whatfeelingsdidyouexperienceonthefirstday?Inyoursetmeetings?Howhaveyouapproachedtheassessments?Whatkindofstudentareyou?
Doalsofeedbacktousanyimprovementswecanmaketoyourexperienceofthecourse,eitherformally(seeCourseManagementabove)orinformally.
Expectations/formal requirements
Itwillalsobeusefultoconsiderwhatexpectationsyouhaveofthecourse,thecourseteamandyourfellowparticipants.
Ourexpectationsofyouaremuchlikethoseyouwouldhaveofyourownstudents;forexample:
Youwillattendontherequireddays,andturnuptosetmeetingsandworkshopsontime•
12
Youwillsubmitassessmentsontime•
Youwillactprofessionallyandrespectfullytowardsyourfellowparticipants•
YouareformallyenrolledonthePGCertcourseandanumberofmodules,andthussubjecttotheusualuniversityrulesaroundregistration,onlineenrolmentetc.Wewillrequireyoutouseyourstudentlogintoaccessstudentcentral,forexample,andyoumustcompletetheenrolmentprocessbothonlineandinpersoninordertobeabletodothat.
Youwillhaveastudentloginandemailaspartofenrollingonthecourse;wewillusethistocorrespondwithyousoensurethatyoucheck it regularly. Youcanarrangetohaveemailfromthisaddressforwardedtoanotheraccount:thiscanbedoneviastudentcentral.
Extensions
Althoughwerecognisethatyou(likeyourownstudents)arejugglingmanydifferentthings,wedoexpectyoutomeetthedeadlinesforsubmittingwork.ThePGCertcourseissubject,likeothercourses,totheregulationsassetoutinGEAR.Thus:
youmustapplytotheCourseLeaderforanextension• beforethesubmissiondeadline.
youmusthaveavalidreasonfortheextension(notjustworkcommitments)•
again,inaccordancewithGEAR,ifyousubmituptotwoweeksafteranassessment•deadlinewithoutapre-agreedextension,yourworkwillbemarked,andcappedat50percent.
insomecircumstances,wewillrecommendthatyousubmittothenextavailableCLT•assessmentdeadline(threeayear,eachatthestartofterm).
13
9 Action Learning
Youwillbeinvitedtojoinanactionlearningsetduringyourtimeonthecourse;manyparticipantsovertheyearshavefoundthesetobethemostusefulaspectofthecourse:
The concept of AL [sets] was something I hadn’t come across before but I found them extremely useful. So much so that I’ve incorporated them into my classes. Talking and listening and understanding other people’s problems made such a nice and useful change to simply ‘learning’.
...being able to share principles, ideas, misgivings, fears and paranoias with fellow educators. The supportive nature of the sessions, and the relationships we have built, were invaluable in every way.
Actionlearningisaremarkablysimplebuteffectivemodelofprogressingeachindividual’slearningwithinasmallcohesivegroup.McGillandBeaty(2002)defineactionlearningasfollows:
a process of learning and reflection that happens with the support of a group or ‘set’ of colleagues working with real problems with the intention of getting things done. The participants in the group or ‘set’ each take forward an important issue with the support of the set.
Youwillbecomeamemberofanactionlearningsetwitharoundsixcolleaguesplusasetfacilitatorfromthecourseteam.Thecolleaguesinyoursetwillbefromdifferentsubjectareas,enablingyoutodrawontherichnessoftheinterdisciplinarymixofthecourse.Thestructuredmethodofworkinginthesetisdesignedtomaximisethebenefittoeachindividualmember,bothforyourowndevelopmentandinsupportingthedevelopmentofyourfellowsetmembers.
Youwillmeetfortnightlyforthreehours.Eachsetmemberwillhaveanequalperiodoftime(roughly20minutes)tousetobesteffecttofurthertheirlearninganddevelopmentbyworkingthroughissuesandidentifying,withthehelpoftheset,howtomoveforward.
Eachpersonchooseshowtousetheirtime:
Themostusualpatternistotalkaboutanissueinyourcurrentpracticeandaskthe•settohelpyouexploreitconstructivelyinordertogainnewinsightsandidentifywaysahead
Youmightbringsomethingyouhavebeenworkingon–forexampleanevaluation•questionnaire–andgetfeedbackandsuggestionsfromthesettohelpyourefineit
Ifyouarestrugglingwithanissue,youmightaskthegrouptobrainstormitwhile•youlistenanddrawinspirationandclarification,confirmationandreassurancetoplanandact.
14
Allsetmembersneedtobeactivelylistening,observing,thinkingandcontributingthroughoutthemeeting,ineveryone’stime.ActionLearningisapowerfulmeansofgivingandgainingsupportandclarification,enablinganactiveandconsideredapproachtoprofessionalpracticeanddevelopment.
Notethattheword‘advice’isabsenthere–itisnottheroleofthesetmemberstogiveadvice,butrathertohelpthepresentertoexploretheissue,gainnewinsights,andmaketheirowndecisionsonfutureaction,withencouragementandsupportfromfellowsetmembers.
Inasuccessfulset,thememberscometoknowandtrusteachotherandareabletoobservenon-verbalcluestosituationsandfeelingsthatmaybeblockingasetmember’sprogressandcanhelpthemtoseetheiroptionsmoreclearly.Attheendofeachperson’stimetheyarehelpedbythesettoformulateactionpointstoprogresstheirwork.
ActionLearningisexperiential,andisbestlearnedbydoingit.However,therearesomeessentialprinciplesandskills,whichareveryclearlyexplainedinthekeytextbyMcGillandBeaty,Action Learning: a guide for professional, management and educational development (2002).AcopyisavailableintheCLTlibrary.Youwillfinditworthwhiletolookparticularlyatthefollowingchapters:
WhatisActionLearning?•
Howasetworks•
Beingasetmember•
Skillsdevelopment:thebasics•
Learninganddevelopment•
Theroleofthesetfacilitatoristoguidethesetinfunctioningeffectivelybysettingthetonefromthestart,gettingthesettoformulateitsgroundrules,helpingtoensurethatallsetmembersareactivelyinvolvedthroughoutandguardingagainstthehijackingofeachother’stime.Thiswilloftenbedoneinsubtlewaysbutalsomoreexplicitly.Thesearefunctionswhichthesetmembersthemselveswilltakeonasitbecomessecondnatureforthemtofunctioninamutuallysupportiveandhelpfullychallengingway.
ThephilosophyofActionLearningisbasedontheideathatpersonaleffectivenessisanessentialcomponentofprofessionaleffectiveness.Itchallengessomeotherphilosophiesofteachingbysuggestingthatexpertiseinoursubject,andfamiliaritywithusefulpracticaltechniquesforteaching,arenecessarybutnotsufficienttoensurerealeffectiveness.ThevariousactivitiesandprocessesthatareassociatedwithActionLearninghavebeendevisedtohelpusgainagreaterawarenessandunderstandingofour‘selves’asprofessionaltools.Theyhelpustounderstandhowandwhyweact,respondandfeelthewaywedoindifferentworksituations.
WehopeyouandyourfellowsetmemberswillgainagreatdealfromthisdistinctiveaspectofthePostgraduateCertificate.
15
Preparing for set meetings
Theproformabelowmayhelpyouinpreparingforyourowntimeslotinsetmeetings,toensureyougainmaximumbenefitinprogressingyourowndevelopment.YoucandownloadthisasaWorddocumentfromthePGCertareaonstudentcentral.
Fivetipsforparticipantswheninthefocusroleatsetmeetings
1) Usetheproformathedaybeforethesetmeetingtopreparefortheset.
2) Beawareofthepowerofthefollowingthreesimplequestions:
WhatdoIwanttoachievebeforethenextsetmeeting?•
Whatcouldgetintheway?•
WhatcouldIdoaboutthat?•
You could use these questions to set the agenda in your time slot.
3) Itisyourresponsibilitytouseyourallocatedtimetogainasmuchbenefitasyoucan.Beassertiveinhowyouusethisvaluabletime.
4) Watchoutforwhoseemstobegettingmostvaluefromtheirtimeandreflectonwhatyoucanlearnfromwhattheyaredoing.
5) Usethesettobrainstormoptionsfordealingwithobstacles.
Sample pro-forma for preparing for a set meeting
Date: Venue:
WhatI’vedonesincethelastsetmeeting?•
Actionpointsoutstanding•
Whatismymostpressingproblem?•
WhatIneedfromthissetmeeting•
Proposednextsteps•
16
10 Peer observation and review of teaching
Introduction
ThelearningoutcomesformoduleLT725include:LO5 engage effectively in the peer review of teaching. So,thecommentaryyousubmitforassessmentinmoduleLT725shouldincludereferencestoyourengagementinthepeerobservationandreviewofteachingprocess.
What peer-observation and review of teaching involves
TheUniversityofBrightonhasalongstandingProtocol for the implementation of peer observation of teaching in a quality enhancement context.1Theprotocolencouragesstaff‘to:
developprocessesofpeerobservationthatmeettheirownneedswithinthebroad•contextofthelearningenvironmentinwhichtheywork
sharegoodpractice•
reflectontheirownandtheircolleagues’teachingpracticeinamutuallysupportive•andconfidentialwayasameansofenhancingtheindividualandcollectiveprofessionaldeliveryofcourses.’
TheprocessofpeerobservationandreviewinLT725isbasedonthisprotocolandinformedbyDaiHounsell’sproposalthatreviewandevaluationare‘anintegralpartofgoodprofessionalpractice’(2010,pp198-211).
ForthepurposesofLT725youneedtobeobservedbyapeer(i.e.acolleagueofyourchoice)whilstyouareteachingoneofthesessionsreferredtoinyoursubmissionforLT725.This must be a colleague who has Fellowship of the HEA and is familiar with the UKPSF.Butitisimportanttoemphasisethattheaimoftheobservationistoenableboth of you(observerandobserved)togaininsightsfromadiscussionofyoursharedexperience.So,followingtheobservation,youshouldhaveaconversationataconvenienttimeinwhichyouevaluatethesessionanddiscusstheaspectsthatparticularlyinterestedyou.ThisdiscussionshouldbeguidedbyPaulRamsden’sobservationthat:
Evaluation is not at heart about collecting evidence to justify oneself, nor about measuring the relative worth of courses and teachers. It is about coming to understand teaching in order to improve student learning. (2003,p225,emphasisadded)
WhileyouneedtobeobservedforthepurposesofLT725,itisworthnotingthatpeoplealsooftenfinditverybeneficialtoobserveothers,andwerecommendyouconsiderdoingthis,especiallyiftherearecolleagueswhohaveparticularexperienceorexpertiseyouwouldliketodrawon.
1 UniversityofBrighton,Protocol for the implementation of peer observation of teaching in a quality enhance-ment context,ProfessorSILaing,AssistantDirector(AcademicAffairs)2000(reconsideredbyLearningandTeachingCommitteeNovember2003).
17
What peer-observation and review of teaching does NOT involve
Becausepeoplesometimesmisunderstandthepurpose,it’simportanttonotethatthepeerobservationandreviewprocessisintendedtobedevelopmental,notjudgemental.Itisindependentofanyqualityassuranceprocedureswhichmaybeusedinyourdepartment,anditdoesnotinvolveanyjudgementoftheobservedperson’scompetenceasateacher.Forthisreasonit’sprobablyworthemphasisingthatyouchoosethepersonwhoyouasktobeyour‘peerobserver’andtheydonotneedtobeaseniorcolleague,orsomeonewhomanagesyourwork.Wesuggestyouchoosesomeonewhoissensitive,thoughtful,reflexive,enthusiasticaboutteaching,andwillingtogivethetimenecessaryforaneffectiveobservationanddiscussion.Remember,yourpeerobservershouldbesomeonewhoisfamiliarwiththeUKPSFandholdsFellowshipoftheHEA.WehaveapoolofcolleagueswhohavepreviouslycompletedeitherthePGCertcourseorgainedFellowshipviatheProfessionalRecognitionandDevelopmentScheme,whoarewillingtoactaspeerreviewers.Pleaseseedetailsonstudentcentralorcontactthecourseleader.
How to organise peer observation and review
1 Pre-observation meetingTheuniversityprotocolforpeerobservationrecommendsa‘pre-observationmeeting...toenabletheobservedmemberofstafftoidentifytheaimsandcontextofthesession...’Inaddition;wesuggestthatyouandyourcolleagueusethismeetingtoagreethespecificaspectsofthesessiontheobserverwillfocuson-andwhethertheywillalsocommentonotheraspectsnotspecifiedinadvance.
Inmakingthisdecision,itwillprobablybehelpfultokeepinmindthatpeoplewhoarerelativelynewtoteachingoftenfocusattentionontheirownperformancewhenreviewingandevaluatingsessions.Whilethisisunderstandable,themainpurposeofteachingisthatthestudentsattaintheintendedlearningoutcomes(ILOs).Soalthoughtheobservationmayincludeattentiontotheteacher’sbehaviour,werecommendthatitconcentratesontheextenttowhichthestudentsachievethevariousoutcomes;theaspectsofthesessionthathelpthemtodothis;andthethingsthatimpedetheirlearning.Duringthepost-observationdiscussionyoucanthenconsiderhowtheeffectiveaspectsofthesessioncouldbeincorporatedintofutureteachingandhowtheconstraintsonlearningcouldbeavoidedorovercome.
GiventhattheassessmenttaskforLT725isconcernedwiththeplanningandmanagementofteachingandlearningactivitiesappropriatetoaspecificgroupofstudentsandpurposes,youwillprobablyidentifysome ofthefollowingaspectsasprioritiesfortheobservation:
organisationandmanagementofthephysicalenvironmentandresources(A4,V3)•relationsbetweenlearninginthissessionandlearningelsewhereinthemodule•andcourse(A1)theleveloftheILOsandthelearningmaterialsused(K1,K2)•studentpreparationforthesession(A1,K1,K2,K4)•thecharacteristicsandbehaviourofthestudents(A1,A2,K2,K3,V1,V2)•supportforstudentswithparticularneedsorcharacteristics(A1,A4,K2,K3,V1,V2,V3)•
18
teachingandlearningactivities(A1,A2,A3,K1,K2,K3,K4,V2,V3)•useofexamples,analogies,anecdotesandillustrations(A1,A2,A3,K1,K2,K3,•K4,V1,V2,V3)opportunitiesforinteraction,discussion,questionsorcomments,andfor•students’experiencestobeshared(A1,A2,A3,A4,K1,K2,K3,V1,V2,V3)thepaceoftheactivities(A1,A2,K2,K3,V1,V3)•opportunitiesforthelecturerandstudentstogaugetheachievementoftheILOs•(A1,A3,K2,K3,K4,K5,V1,V2,V3)
Duringthepre-observationmeetingwerecommendthatyoualsoagree:
thebestwaytointroducetheobserverandexplaintheirpresence•wheretheywillpositionthemselves(attheback,tothesideoramongthe•students)whetherornottheywillinteractwiththestudentsatanypoint(werecommend•thatnormallytheydon’ttakeanactivepartinthesession).
Theprotocolnotesthatthesearrangementsareparticularlyimportantwhentheobservedsessionis,forexampleatutorialorseminar,anditadvisesthatinmakingthem‘careshouldbetakentoensurethatthestudentexperienceisnotadverselyaffectedbythepresence’oftheobserver.
2 The ObservationNormally,duringtheobservation,youshouldruntheeventasanyother,andwerecommendthattheobserverdoesnottakeanactivepart.Thisensurestheobserverisabletogivecloseattentiontothewayyouandthestudentsarebehaving,makingbriefnotesthat:
describewhattheyobservedatparticularpointsduringthesessionrelevanttothe•agreedthemesoftheobservationrecordrelevantthingsyouorthestudentssay•captureideasorthoughtstheywishtoincludeinthepost-observationdiscussion.•
3 The post-observation discussionThisisavitalpartofthepeerobservationandreviewprocessbecause,asweexplainedearlier,thepurposeoftheprocessistoenablebothofyou(observerandobserved)togaininsightsfromadiscussionofyoursharedexperience.Theuniversityprotocoldescribesitasanopportunityforpeopleto‘reflectontheirownandtheircolleague’steachingpracticeinamutuallysupportiveandconfidentialwayasameansofenhancingtheindividualandcollectiveprofessionaldeliveryofcourses.’Similarly,PaulRamsden(ibid)encouragesustoengageinevaluationasameans‘tounderstandteachingin order to improve student learning’.
Werecommendthatyoubeginbydiscussingthespecificaspectsyouselectedasthefocusoftheobservation,usingtheobserver’snotestostarttheconversation.Wealsoarguedearlierthatyourdiscussionshouldconsiderinparticulartheextenttowhichthestudentsachievedthelearningoutcomes,theaspectsofthesessionthathelpedthemtolearn;andthethingsthatimpededtheirlearning.Youmayalsofindithelpfultothinkaboutothersourcesofrelevantideas,researchfindings,andinformation.Towardstheendofyourdiscussionwerecommendthatyoujointly:
19
identifyhowtheeffectiveaspectsoftheobservedsessioncouldbeincorporatedinto•futureteachingconsiderhowanyconstraintsonlearningcouldbeavoidedorovercome.•summarisewhatyouhavelearnedfromthissharedexperience•considerwhethertherearethingsyouneedtolearnand,ifso,howyoucould•achievethis
Tohelpyoudraw-upthissummary,werecommendthatyourefertotheUKPSFthreeDimensionsofPracticeonpage6.
Referring to the peer observation and review processin the assessment task for LT725InthecommentaryyouwriteformoduleLT725youshouldexplainhowengaginginthepeerobservationandreviewofteachingprocesshelpedyoutogaininsightsintothedesign,implementationand/orevaluationofthe3sessionsthatarethefocusofyourassignment.Thenotesyoumadetowardstheendofthepost-observationdiscussioninrelationtothe4bullet-pointssetoutabovewillhelpyoutodothis.
ConfidentialityTheuniversityprotocolstipulates‘thepreandpost-observationdiscussionshouldremainstrictlyconfidential;anywrittennotestakenduringtheobservationtoaidthefeedbackshouldbedestroyedafterthe(post-observationdiscussion).Eitherpartymay,however,wishtokeeppersonalnotesofspecificissues raisedbythesession.Suchnotesshouldbeanonymisedwherepossible.’Therefore,whenyoureferinyourcommentarytothepersonwhoactedasyourpeer,youshoulduseapseudonym,unlessthereisgoodreasonnotto.Similarly,allreferencestostudentsorotherstaffinthecommentaryshouldbeanonymisedandprofessional.
You do not need to include a copy of notes/your discussion as part of the assessment task for LT725. However, in order that we can verify that peer observation has taken place, we will need a declaration from your observer that this has taken place. This should be included as an appendix to your LT725 assessment, using the template in the PGCert area in studentcentral.
20
11 Resources and readings
A range of resources are available to support your work on the course:
CLT study packs: We have designed a number of study packs to act as introductions to certain areas of teaching; these will provide you with initial readings, activities and guidance on further reading. The packs available are:
Learning and Teaching in Higher Education – • we recommend that you study thispack as part of your work for the module LT725.
Assessment and marking • (also useful for LT725, and particularly LT750)
Evaluating your teaching • (also useful for LT725)
Module design • – this will supplement the module design workshops
Lecturing and teaching large groups•
Teaching in small groups•
All the packs can be downloaded from the PGCert course area in studentcentral. You can also find links to other materials on the CLT website at: (https://staff.brighton.ac.uk/clt).
The CLT library (in the CLT Office in 104 Mayfield House) houses a small collection of books, and books are also available in libraries on all campuses. A range of e-books is also available, and we refer you to e-books as far as possible in the study packs and the reading lists.
Aspire readings lists are available for all modules, and can be accessed from either the studentcentral or the studentfolio area for each module. A general list of readings is also available from the PGCert Course Area in studentcentral.
Staffcentral (https://staffcentral.brighton.ac.uk) is a key resource for all staff in the university and partner colleges. It contains a wealth of information and resources, including quick links from the home page to studentcentral, the Online Library and other internal sites. You need a University of Brighton log in to access certain documents on staffcentral (and the Online Library) – if you are from a partner college, you can get a University of Brighton staff login by contacting your HE liaison person where you work, or contact Juliet Eve, the Course Leader if you need more assistance.
Information Services (https://staff.brighton.ac.uk/is) provide computing, library, and media service in support of learning, teaching, research and administration. In addition to online resources there are libraries on all five university campuses. The basic Dewey classification number for materials on learning and teaching in higher education is 378.17.
21
Initial reading list
Biggs,JandTang,C(2011)Teachingforqualitylearningatuniversity(4thed.)London:KoganPage.Availableat:https//www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.brighton.ac.uk/shibboleth&dest=http://dawsonera.com/depp/reader/protected/external/AbstractView/S9780335242764[Uniloginrequired]
Brookfield,S(1995)Becoming a critically reflective teacher.SanFrancisco:Jossey-Bass.
Brookfield,S(2006)The skillful teacher: on technique, trust and responsiveness in the classroom (2nded.)SanFrancisco:Jossey-Bass.
Brookfield,SBrown,GwithBull,JandPendlebury,M(1997)Assessing student learning in higher education.London:Routledge
Exley,KandDennick,R(2004)Giving a lecture.London:RoutledgeFalmer.
Exley,KandDennick,R(2004)Small group teaching: tutorials, seminars and beyond.London:RoutledgeFalmer.
Hounsell,D(2010)‘Evaluatingcoursesandteaching’inFry,H,Ketteridge,SandMarshallS(2010) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rded.)NewYorkandLondon:Routledge. NB: 2nd ed. at: http://ezproxy.brighton. ac.uk/login?url=http://www.mylibrary.com?id=7419
Jaques,D(2007)Learning in groups: a handbook for improving group work(4thed.)London,KoganPage.
McGill,IandBeaty,L(2002)Action Learning: a guide for professional, management and educational development (2nded.)London:KoganPage.
Race,P(2015)TheLecturer’stoolkit:apracticalguidetoassessment,learningandteaching.4thed.Abingdon,Oxon:Routledge.
Ramsden,P(2003)Learningtoteachinhighereducation.2nded.London:Routledge:Falmer.
Mortiboys,A(2010)Howtobeaneffectiveteacherinhighereducation:answerstolecturers’questions.Maidenhead:OpenUniversityPress.
Mortiboys,A(2011)Teachingwithemotionalintelligence:astep-by-stepguideforhigherandfurthereducationprofessionals2nded.NewYork:Routledge.
Salmon,G(2011)E-moderating:thekeytoteachingandlearningonline3rded.London:Routledge
Salmon,G(2002)E-tivities:thekeytoactiveonlinelearning.London:KoganPage.Practicalguidanceonhowtodesign‘motivating,engaging,purposefulactivities’tosupportlearningonline.
SEEC(2010)SEECCreditleveldescriptorsforHigherEducation.[online]Availableat:http://www.seec.org.uk/wp-content/uploads/2013/seec-files/SEEC%20Level1%20 Descriptors%202010.pdf[Accessed08/4/2016].
Toohey,S(1999)Designingcoursesforhighereducation.Buckingham:SRHEandOpenUniversityPress.
22
Appendix A: Module specifications
MODULE DETAILS Module title Teaching and Learning in Higher Education Module code LT725
Credit value 20 Level Mark the box to the right of the appropriate level with an 'X
‘X’
Level 4 Level 5 Level 6 Level 7 x Level 8 Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites Specify in terms of module codes or equivalent
Participants must be able to demonstrate 90 hours of teaching practice, where they have primary responsibility for the design, implementation and assessment of that practice.
Co-requisite modules Specify in terms of module codes or equivalent
Module delivery
Mode of delivery Taught Distance Placement Online Other X Taught/work-based
Pattern of delivery Weekly Block Other X When module is delivered Semester 1 x Semester 2 Throughout year
Other Brief description of
module content and/ or
aims Overview (max 80 words)
This module provides you with opportunities to:
1) systematically plan, implement and evaluate a sequence ofteaching sessions (or equivalent sets of coherent learningactivities) appropriate to a specific groups of students andpurposes;
2) engage in the peer review of teaching
Module team/ author/ coordinator(s)
Dr. Adrian Chown
School CLT Site/ campus where delivered
Falmer
Course(s) for which module is appropriate and status on that course
Course Status (mandatory/ compulsory/ optional)
Post Graduate Certificate in Learning and Teaching in HE Compulsory
MODULE SPECIFICATION TEMPLATE
23
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 7 study.
This module provides you with opportunities to:
1. develop your understanding of the ‘theory’ and ‘practice’ ofteaching and learning in HE
2. systematically plan, implement and evaluate a sequence ofteaching sessions (or equivalent sets of coherent learningactivities) appropriate to a specific group of students andpurposes
3. participate in the peer-review of teaching4. evaluate your teaching5. evaluate and plan for your development as a teacher
Learning outcomes In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 7 study, by the end of the module you should be able to:
1. systematically plan, prepare and implement a sequence ofteaching sessions (or equivalent sets of coherent learningactivities) appropriate for a specific group of students andpurposes
2. explain and justify the decisions involved in the planning andpreparation
3. evaluate the effectiveness of the sessions4. relate your experience to relevant concepts, theories,
principles and concerns in the pedagogic literature5. engage effectively in the peer review of teaching6. consider the implications of your experience for your
professional development
Content The module will include a consideration of:
the general characteristics of effective teaching and learningenvironments, and activities in HE
teaching strategies for different contexts and purposes assessment principles and practices, especially the relationship
between aims, learning outcomes, teaching strategies, assessmentand feedback to students
evaluation of teaching through critical review and feedback fromothers
relations between individual practice and departmental, institutionaland national frameworks; for example, statutory or professionalbody requirements; QAA frameworks and the implications oflegislation concerning students with learning difficulties ordisabilities
Learning support Books:
Biggs, J. (2011) Teaching for quality learning at university, (4th
ed.), London, Kogan Page. Exley, K. and Dennick, R. (2004) Giving a lecture: from presentingto teaching, London, RoutledgeFalmer. Fry, H.; Ketteridge, S. and Marshall, S. (2009) Teaching andLearning in Higher Education: enhancing academic practice, (3rd ed.), London, Kogan Page,
24
Jaques, D. and Salmon, G. (2007) Learning in groups, (4th ed.),London, Kogan Page. Ramsden, P. (2003) Learning to teach in higher education, (2nd ed.), London, Routledge.
Journals:
Teaching in Higher Education Innovations in Education and Teaching International Studies in Higher Education
Electronic Sources:
HEA Supporting new staff http://www.heacademy.ac.uk/resources/detail/ourwork/employability/employability404 accessed 17th July 2013
First words (David Baume, Oxford Brookes) http://www.brookes.ac.uk/services/ocsld/firstwords/fwconts.html accessed 17th July 2013 Doceo, James Atherton’s teaching and learning website: http://www.learningandteaching.info/ accessed 17th July 2013
QAA (2012), The Quality Code. http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx accessed 17th July 2013
Other:
Development events provided by the CLT Other internal and external events Generic or discipline-related resources (especially those produced by Student Services, professional associations and HEA Subject Centres)
Teaching and learning activities
Details of teaching and
learning activities
The module is taught through a combination of face-to-face sessions, work-based and online learning:
Seminar sessions involving various individual and collaborativepractical activities are used to introduce and support key stages ofthe planning process; consideration of the institutional and nationalframeworks and contexts, and identification and reflection onprofessional development needs.
These sessions are complemented by group work-in-progresstutorials and online resources. You are also expected to discussand evaluate your current knowledge, experience and skills withappropriate colleagues.
Work-based learning, including preparation for teaching sessions,their implementation and subsequent evaluation, peer review ofpractice.
In addition, participants undertake:
Preparatory activities in advance of the seminars and grouptutorials, including reading, writing and reviewing experience
Guided independent study Engagement with the literature, CLT study packs and other similar
materials
25
Preparation of written assignment Reviewing and planning for continuing professional development.
Allocation of study hours (indicative)
Where 10 credits = 100 learning hoursStudy hours
SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, external visits, and work-based learning.
15
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions.
100
PLACEMENT Practice based learning 85
TOTAL STUDY HOURS 200
Assessment tasks
Details of assessment on
this module
Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following task:
A commentary on, and evaluation of, the plans for three teachingsessions (or equivalent sets of coherent learning activities) andtheir implementation, which include reference to your experience ofthe peer observation process. (LOs 1-6)
Two appendices must be included (not included in the word count):
session plans a log of your teaching duties, demonstrating 90 hours of
teaching practice.
Word length: 4000 words.
The task will be marked on a percentage basis.
Referral task: reworking of original task
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression.
% weighting (or indicate if component is pass/fail)
WRITTEN
COURSEWORK Written assignment/ essay, report, dissertation, portfolio, project output, set exercise
100
PRACTICAL
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
26
EXAMINATION INFORMATION
Area examination board CLT Area and Course Examination Board
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name Position and institution Date appointed Date tenure
ends
Mary Claire Halvorson Director of Professional Development, Goldsmiths,University of London
September 2016 September 2020
QUALITY ASSURANCE
Date of first approval
Only complete where this is not the first version
June 2011
Date of last revision
Only complete where this is not the first version
September 2012
Date of approval for this
version
September 2013
Date this version first
taught (implementation)
September 2013
Version number 3 Modules replaced
Specify codes of modules for which this is a replacement
Available as free-standing module? Yes x No
27
MODULE SPECIFICATION TEMPLATE
MODULE DETAILS Module title Assessment and Feedback in Higher Education Module code LT750 Credit value 20 Level Mark the box to the right of the appropriate level with an ‘X’
Level 4 Level 5 Level 6 Level 7 x Level 8 Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites Specify in terms of module codes or equivalent
You should have sufficient current engagement in assessment and feedback at HE level to enable you to meet the learning outcomes.
Co-requisite modules Specify in terms of module codes or equivalent
Module delivery
Mode of delivery Taught x Distance Placement Online Other
Pattern of delivery Weekly Block Other x
When module is delivered Semester 1 Semester 2 x Throughout year Other
Brief description of module content and/ or aims Overview (max 80 words)
This module focuses on the formative and summative assessment of learning and giving effective feedback to students in higher education. The module considers evidence-based ways to improve assessment and feedback practices.
Module team/ author/ coordinator(s)
Juliet Eve
School CLT Site/ campus where delivered
Falmer
Course(s) for which module is appropriate and status on that course
Course Status (mandatory/ compulsory/ optional)
Post Graduate Certificate in Learning and Teaching in HE Mandatory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims This module aims to assist students in: 1. Developing an understanding of the theory and practice ofassessment and feedback in HE2. Evaluating technologies for assessment and feedback3. Giving high quality feedback/feedforward to students and helpingthem make the most of the feedback
Learning outcomes On successful completion of the module students will be able to: LO1: Critically evaluate their practice of assessment and feedback in
28
29
the context of relevant concepts, theories, principles and concerns in the pedagogic literature, and design improvements.
LO2: Justify and evaluate feedback practices. LO3: Evaluate the decisions involved in designing an assessment
regime with reference to best practice in the sector and university/professional requirements.
Content Issues and developments in assessment and feedback; current research in assessment and feedback; e-assessment and e-feedback; inclusive assessment design; developing high quality feedback/feedforward.
Learning support Indicative reading
Books: Boud, D. & Falchikov, N. (2007) Rethinking assessment in higher education: learning for the longer term. Abingdon, Oxon: Routledge. Race, P. (2015) The lecturer's toolkit: a practical guide to assessment, learning and teaching 4th ed. London: Routledge.
Articles: Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, Vol. 31, No. 2, pp. 199–218. Simpson, H. & Gibbs, G. (2004-5). Conditions under Which Assessment Supports Student Learning. Learning and Teaching in Higher Education Issue 1 [Online]. Available at: http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/issue1.pdf#page=5
Key websites: HEA Resources on Assessment & Feedback: https://www.heacademy.ac.uk/workstreams-research/themes/assessment-and-feedback (last accessed 27/01/17) Phil Race: https://phil-race.co.uk/assessment/ (last accessed 27/01/17) REAP - Home (REAP- Re-Engineering Assessment Practices in Scottish Higher Education). http://www.reap.ac.uk/reap/index.html (last accessed 27/01/17) TESTA: Transforming the Experience of Students through Assessment (Online) Available at: http://www.testa.ac.uk/ (last accessed 27/01/17)
Key journals: Assessment and evaluation in higher education
Other resources: CLT study pack on assessment & feedback
Teaching and learning activities
Details of teaching and learning activities
This module is taught through a combination of face to face workshops, work-based and online learning. Workshops and group tutorials are used to introduce, discuss and evaluate key concepts, and are complemented by online resources. Workshops will also cover practical issues and include formative assessment tasks such as designing inclusive assessments. Students are expected to draw upon and share current teaching practice and materials and to participate in online activities and reading to prepare for the face-to-face workshops.
Allocation of study hours (indicative) Where 10 credits = 100 learning hours
Study hours
SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, and external visits.
20
GUIDED INDEPENDENT STUDY
All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions.
100
PLACEMENT The placement is a specific type of learning away from the University. It includes work-based learning and study that occurs overseas.
80
TOTAL STUDY HOURS
Assessment tasks
Details of assessment on this module
Task One (40%)
1. Justify and evaluate an effective feedback activity to be carried outwith students (2000 words) (LO2) OR2. Present a video or screencast (with commentary) whichdemonstrates, justifies and evaluates how a particular learningtechnology/piece of software can be used to give effective feedback tolearners. (LO2)
Task Two (60%)
Complete an evaluative audit of the strengths and limitations of the assessment regime across a whole course/programme/level. (3000 words) (LO1, LO3)
Each task will be marked on a percentage basis Referral task: reworking of original task
Types of assessment task1 Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression.
% weighting (or indicate if component is pass/fail)
WRITTEN Written exam
COURSEWORK Written assignment/ essay, report, dissertation, portfolio, project output, set exercise
100
PRACTICAL Oral assessment and presentation, practical skills assessment, set exercise
EXAMINATION INFORMATION
Area examination board CLT Area and Course Examination Board
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
30
Refer to University for guidance in completing the following sections
External examiners
Name Position and institution Date appointed Date tenure ends
Mary Claire Halvorson Director of Professional Development, Goldsmiths, University of London
September 2016 September 2020
QUALITY ASSURANCE
Date of first approval Only complete where this is not the first version
July 2014
Date of last revision Only complete where this is not the first version
August 2015
Date of approval for this version
01 March 2017
Version number 3 Modules replaced Specify codes of modules for which this is a replacement
N/A
Available as free-standing module? Yes x No
31
MODULE SPECIFICATION TEMPLATE
MODULE DETAILS Module title Educational Enquiry Module code LT751 Credit value 20 Level Mark the box to the right of the appropriate level with an ‘X’
Level 4 Level 5 Level 6 Level 7 x Level 8 Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites Specify in terms of module codes or equivalent
Sufficient current engagement in assessment and feedback at HE level to enable the learning outcomes to be met.
Co-requisite modules Specify in terms of module codes or equivalent
Module delivery
Mode of delivery Taught x Distance Placement Online Other
Pattern of delivery Weekly Block Other x
When module is delivered Semester 1 Semester 2 Throughout year x Other
Brief description of module content and/ or aims Overview (max 80 words)
This module provides students with the opportunity to conduct a small scale, systematic enquiry that will inform the enhancement of teaching in their discipline.
Module team/ author/ coordinator(s)
Dr John Canning.
School Centre for Learning and Teaching Site/ campus where delivered
This module will normally be delivered at Falmer.
Course(s) for which module is appropriate and status on that course
Course Status (mandatory/ compulsory/ optional*)
Postgraduate Certificate in Learning and Teaching in HE Mandatory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims This module aims to enable students to: 1. conduct a small scale educational enquiry to enhance an aspect of
their teaching practice.2. execute the study in a systematic and research-informed manner3. report outcomes and recommendations of the enquiry to academic
colleagues.
Learning outcomes On successful completion of the module students will be able to: 32
LO1: Design a small scale educational enquiry within a specific discipline context.
LO2: Identify, critically evaluate and synthesise relevant literature to contextualise the enquiry.
LO3: Plan, undertake and critically evaluate a project ethically and effectively.
LO4: Effectively communicate the outcomes and implications of the enquiry.
Content Module content includes: How knowledge is created in the disciplines Undertaking educational enquiry Developing and communicating research ideas Methods for data collection and analysis Ethics The wider context: locating your enquiry within institutional,
(inter)national and theoretical and legal frameworks Presentation of project outcomesNB The scope of the enquiry will vary according to students’ ownresponsibilities and interests. However, they are expected to be ablecomplete the enquiry within the timescale of the module.
Learning support Books: (the latest edition of) Cleaver, E., Lintern, M. and McLinden, M. (2014) Teaching and learning in Higher Education: disciplinary approaches to educational enquiry, London: Sage Cohen, L., Manion, L. and Morrison, K. (2007) Research methods in education (6th ed), London: Routledge. Cousin, G. (2009) Researching learning in Higher Education: an introduction to contemporary methods and approaches, London: Routledge.
Journals: Teaching in Higher Education Active Learning in Higher Education Innovations in Education and Teaching International Studies in Higher Education Discipline Learning and Teaching journals as appropriate.
Electronic Sources: (accessed 13 March 2017) British Educational Research Association (BERA): <http://www.bera.ac.uk> CLT Study Packs: <http://blogs.brighton.ac.uk/cltresources/> QAA (2012) The Quality Code: <http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx> Society for Research in Higher Education (SRHE): <http://www.srhe.ac.uk>
Other materials available in the CLT Resource Centre.
33
Teaching and learning activities
Details of teaching and learning activities
This module is taught through a combination of face to face sessions (including tutorials), work- based and online learning.
Workshops and group tutorials are used to introduce and support key stages of the project, including the development of initial proposals, consideration of ethical implications, appropriate methods of enquiry and presentation of outcomes to colleagues. These are complemented by online resources and forums, offering a space to share and reflect on work in progress.
In addition, students will undertake: guided independent study, planning /implementation of work-based projects and completion of assessment tasks. A formative, peer-reviewed assessment task in the form of a proposal forms the basis for the ethical approval of the study and must be completed before the research is undertaken.
Allocation of study hours (indicative) Where 10 credits = 100 learning hours
Study hours
SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, and external visits.
30
GUIDED INDEPENDENT STUDY
All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. Guided independent study will typically be derived as the number of hours remaining after taking into account hours spent in placements and scheduled learning and teaching activities.
100
PLACEMENT The placement is a specific type of learning away from the University, (normally including word-based learning) that is not a year abroad.
70
TOTAL STUDY HOURS 200
Assessment tasks
Details of assessment for this module
The assessment task is to conduct the educational enquiry. On receiving ethical approval, students must complete the following tasks:
1. (50%) An abstract and an annotated bibliography to contextualise theenquiry (LO1, LO2) (2000 words)
2. (50%) Project PosterA poster (or other appropriate format by negotiation) which communicatesthe main aims, outcomes and implications of the enquiry clearly andsuccinctly for a non-specialist academic audience. (LO3, LO4)
Each task will be marked on a percentage basis.
Referral task: reworking of original task
34
Types of assessment task1 List of summative assessment tasks which lead to the award of credit or which are required for progression.
% weighting (or indicate if component is pass/fail)
WRITTEN Written exam 0
COURSEWORK Written assignment/ essay, report, dissertation, portfolio, project output, set exercise
100
PRACTICAL Oral assessment and presentation, practical skills assessment, set exercise
0
EXAMINATION INFORMATION
Area examination board Centre for Learning and Teaching Joint Area and Course Examination Board
Refer to Academic Services for guidance in completing the following sections
External examiners
Name Position and institution Date appointed Date tenure ends
Mary Claire Halvorson Director of Professional Development, Goldsmiths, University of London
September 2016 September 2020
QUALITY ASSURANCE
Date of first approval Only complete where this is not the first version
July 2014
Date of last revision Only complete where this is not the first version
June 2016
Date of approval for this version 01 March 2017 Version number 3 Modules replaced Specify codes of modules for which this is a replacement
N/A
Available as free-standing module? Yes x No
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.
35
Appendix B: PGCert grading descriptors
These grading criteria have been adapted from the university postgraduate marking/grading descriptors, which can be found at: https://staff.brighton.ac.uk/reg/acs/docs/Postgraduate%20making-grading%20 descriptors.pdf
100-80: High distinctionAn outstanding response to the task:The work demonstrates most or all of the following characteristics beyond that expectedfor work at the given level of study within the discipline:
Performance of the task(s): specifications, approach, presentation, organisationAll specifications for the assessment task, including word limit where appropriate,•have been adhered toThe work has been approached and/or executed/performed in an original way•The organisation, structure and standard of presentation of the work, including•any subject-specific conventions where appropriate, are exemplary throughoutPotential for publication/exhibition and/or ability to undertake further research•Evidence of effective communication of work to specialist and non-specialist audiences•
Professional practice: issues, decisions, problem-solving, evaluationEvidence of very high quality analysis, synthesis, evaluation and critical appraisal•Inspirational, innovative and authoritative - evidence of intellectual rigour,•independence of judgementDemonstration of ability to reach appropriate decisions based on incomplete or•complex evidenceOutstanding problem solving skills – suggests alternative approaches•Ability to address complex issues both systematically and creatively - challenges•established knowledgeStimulating and rigorous arguments that are likely to be at the limits of what may•be expected at this level
Scholarship and use of sourcesClear evidence of extensive study•Exceptional display of understanding, exploration, insight and/or research•Insightful contextualisation, including relevant theory/literature/artefacts/ performance•
79-70: DistinctionAn excellent response to the task:The work demonstrates most or all of the following characteristics in relation to thoseexpected at the given level of study within the discipline:
Performance of the task(s): specifications, approach, presentation, organisationAll specifications for the assessment task, including word limit where appropriate,•have been adhered toThe organisation, structure and standard of presentation of the work, including any•subject-specific conventions where appropriate, are excellent throughout
36
The work has been approached and/or executed/ performed in an original way•Potential for publication/exhibition and/or ability to undertake further research•Evidence of effective communication of work to specialist and non-specialist audiences•
Professional practice: issues, decisions, problem-solving, evaluationEvidence of high to very high quality analysis, synthesis, evaluation and critical appraisal•In-depth understanding, exploration, insight and/or research•Clear evidence of extensive study and demonstration of ability to reach appropriate•decisions based on incomplete or complex evidenceExcellent problem solving skills – suggests alternative approaches•Ability to address complex issues effectively – challenges established knowledge•Convincing arguments that are likely to be at the limits of what may be expected at•this level
Scholarship and use of sourcesInsightful contextualisation, including relevant theory/literature/artefacts/performance•
60-69: MeritA good to very good response to the task:The work demonstrates most or all of the following characteristics in relation to thoseexpected at the given level of study within the discipline:
Performance of the task(s): specifications, approach, presentation, organisationThe specifications for the assessment task, including word limit where appropriate,•have been adhered toThe work has been approached and/or executed/performed in a comprehensive way•with some degree of originalityThe work is well organised, coherent and the standard of presentation including any•subject-specific conventions where appropriate, is at least goodEvidence of effective communication of work•Some capacity to undertake further research•
Professional practice: issues, decisions, problem-solving, evaluationEvidence of high quality analysis, synthesis, evaluation and critical appraisal•Good to very good understanding and exploration, some insight and/or thorough•researchEvidence of extensive study and demonstration of ability to reach appropriate•decisions based on incomplete or complex evidenceGood or at least competent problem solving skills – suggests alternative approaches•Ability to address complex issues competently – explores established knowledge•Ability to present structured, clear and concise arguments•
Scholarship and use of sourcesAppropriate contextualisation, including relevant theory/literature/ artefacts/performance•No significant inaccuracies, misunderstandings or errors•
50-59: PassAn adequate to sound response to the task:
37
Performance of the task(s): specifications, approach, presentation, organisationSome minor aberrations from the specifications for the assessment task, including•word limit where appropriateThe work has been approached and/or executed/performed in a standard way with•limited evidence of originalityThe work is suitably organised and the standard of presentation, including any•subject-specific conventions, where appropriate, is at least sound
Professional practice: issues, decisions, problem-solving, evaluationSome, but limited evidence of analysis, synthesis, evaluation and critical appraisal•Sound understanding and exploration, some insight and/or appropriate research•Evidence of study and demonstration of ability to reach appropriate decisions based•on incomplete or complex evidenceSome evidence of problem solving skills•Some evidence of ability to address complex issues adequately•Ability to develop an argument but can lack fluency•
Scholarship and use of sourcesSome minor inaccuracies and/or misunderstandings – small but not significant errors•Some contextualisation but with a heavy reliance on a limited number of sources and,•in general, the breadth and depth of sources and research are lacking
40-49: FailAn unsatisfactory response to the task:The work may display some strengths but these are outweighed by several weak features inrelation to the expectations for the given level of study within the discipline, such as:
Performance of the task(s): specifications, approach, presentation, organisationInsufficient attention paid to some of the assessment criteria and some significant•aberrations from the specifications for the assessment taskThe work has been approached and/or executed/performed inadequately•The work is too descriptive, somewhat disorganised and unclear and the standard of•presentation, including any subject-specific conventions where appropriate, isinadequate
Professional practice: issues, decisions, problem-solving, evaluationLimited or inappropriate research and demonstrated ability to reach decisions•Development of an argument is limited and often flawed•Insufficient evidence of analysis, synthesis, evaluation and critical appraisal•Little evidence of problem solving skills•Barely addresses complex issues•
Scholarship and use of sourcesSome significant inaccuracies and/or misunderstandings – gaps in understanding•and/or knowledgeThe context provided takes the form of description lacking any breadth, depth•and or/accuracyLimited understanding and/or exploration of major ideas with very little insight and/•or minimal research
38
Ap
pe
nd
ix C
: In
itia
l ski
lls a
nd
kn
ow
led
ge a
ud
it a
gain
st t
he
UK
PSF
Dim
en
sio
ns
of
Act
ivit
y Ex
isti
ng
exp
eri
en
ce
Gap
an
alys
is
Act
ion
pla
n
A1
. D
esig
n a
nd
pla
nn
ing
of
lear
nin
g ac
tivi
ties
an
d/o
r p
rogr
amm
es o
f st
ud
y
A2
. Tea
chin
g an
d/o
r su
pp
ort
of
stu
de
nt
lear
nin
g
A3
. Ass
essm
ent
and
giv
ing
fee
db
ack
to le
arn
ers
A4
. D
evel
op
ing
effe
ctiv
e en
viro
nm
ents
an
d s
tud
ent
sup
po
rt a
nd
gu
idan
ce
A5
. En
gage
in c
on
tin
uin
g p
rofe
ssio
nal
dev
elo
pm
ent
in s
ub
ject
/dis
cip
lines
an
d
thei
r p
edag
ogy
, in
corp
or-
atin
g re
sear
ch, s
cho
lars
hip
an
d t
he
eval
uat
ion
of
pro
fess
ion
al p
ract
ices
39
Co
re K
no
wle
dge
co
nte
nt
Exis
tin
g e
xpe
rie
nce
G
ap a
nal
ysis
A
ctio
n p
lan
K1
. Th
e su
bje
ct m
ater
ial
K2
. A
pp
rop
riat
e
met
ho
ds
for
teac
hin
g an
d l
earn
ing
in
the
sub
ject
are
a an
d a
t th
e le
vel
of
the
acad
emic
p
rogr
amm
e
K3
. H
ow
st
ud
ents
le
arn
b
oth
ge
ner
ally
an
d
wit
hin
th
eir
sub
ject
d
isci
plin
ary
are
a
K4
. Th
e u
se a
nd
val
ue
of
app
rop
riat
e le
arn
ing
tech
no
logi
es
K5
. Met
ho
ds
for
eval
uat
ing
the
effe
ctiv
ene
ss o
f te
ach
ing
K6
. Th
e im
plic
atio
ns
of
qu
alit
y as
sura
nce
an
d
qu
alit
y en
han
cem
ent
for
pro
fess
ion
al p
ract
ice
wit
h a
p
arti
cula
r fo
cus
on
tea
chin
g
40
Pro
fess
ion
al v
alu
es
Exis
tin
g e
xpe
rie
nce
G
ap a
nal
ysis
A
ctio
n P
lan
V1
. Res
pec
t in
div
idu
al le
arn
ers
an
d d
iver
se le
arn
ing
com
mu
nit
ies
V2
. Pro
mo
te p
arti
cip
atio
n in
h
igh
er e
du
cati
on
an
d e
qu
alit
y o
f o
pp
ort
un
ity
for
lear
ner
s.
V3
. Use
evi
den
ce in
form
ed
app
roac
he
s an
d t
he
ou
tco
mes
fr
om
res
earc
h ,
sch
ola
rsh
ip a
nd
co
nti
nu
ing
pro
fess
ion
al
dev
elo
pm
ent
V4
. Ack
no
wle
dge
th
e w
ider
co
nte
xt in
wh
ich
hig
her
ed
uca
tio
n o
per
ates
rec
ogn
isin
g th
e im
plic
atio
ns
for
pro
fess
ion
al p
ract
ice.
41
Appendix D: UKPSF Engagement template
This is the engagement template you will need to complete as you go through the course. It should be treated as a ‘live’ document, and a space to record your progress in meeting each element of the UKPSF, and updated at least every three months in the relevant area of studentcentral.
Submission of the final version (after successful completion of the course) is required for you to gain Fellowship of the HEA.
Name:
Element of UKPSF Brief indication of where demonstrated, and evidence (e.g. in module assessment task, or via study on the course)
Any further develop-ment activities identified in relation to this element (and timescale)
Areas of Activity
A1 Design and plan learning activities and/or programmes of studyA2 Teach and/or support learningA3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student support and guidance[including blended learning environments]A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practicesCore Knowledge
K1 The subject material
42
K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programmeK3 How students learn, both generally and within their subject/disciplinary area(s)K4 The use and value of appropriate learning technologiesK5 Methods for evaluating theeffectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values
V1 Respect individual learners and diverse learning communitiesV2 Promote participation in higher education and equality of opportunity for learnersV3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional developmentV4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice
43
Below is an example of how you might complete the template after the first module, LT725. Note that you may not cover all Areas, Core Knowledge and Professional Values in each module, but you will need to demonstrate full coverage of the UKPSF across the course as a whole. Also note that some elements are evidenced formerly, as inherent parts of the assessment task, and some of evidenced via your engagement with the module/course more widely (e.g. via readings, workshops, development of your professional practice).
The elements of the UKPSF inherent in the assessment task have been highlighted in bold.
Name:
Element of UKPSF Brief indication of where demonstrated in submission, and evidence
Any further development activities identified in relation to this element
Areas of Activity
A1 Design and plan learning activities and/or programmes of study
Assessment task requires evaluation of design and planning of three teaching sessions
Will be redesigning the delivery of these next year based on peer observation and my own evaluations (can add in details here)
A2 Teach and/or support learning
Assessment task indicates (section 2) how I delivered the actualsessions
Peer observation was useful in helping me consider how to check understanding of students’ learning during the session; will incorporate this in future
A3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student support and guidance [including blended learning environments]
Planning of session (as outlined in the assessment task) illustrates how I facilitated a safe space for student discussion.
The flipped approach I took to delivering the sessions, using Camtasia, followed by the in-class discussion provided a successful blended experience
Continue reading on teaching in small groups (engage with CLT study pack)
Update technical skills; ask for assistance from LTA
44
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
The reading I have done for this module has benefited my practice, in particular I have applied Biggs’ constructive alignment
The CLT workshops on module design have helped me in the writing of learning outcomes
Attending the [subject-based] conference gave me ideas on how to teach [specific topic]
Will be redesigning my module for next academic year; will use the assessment and feedback module on the PGCert to redesign the assessment tasks
Core KnowledgeK1 The subject material Delivery of subject knowledge via
the teaching sessions, as indicated in the assessment task
Continuation of my research in this area (provide details)
K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme
As the assessment task demonstrates, I designed my introductory sessions to be appropriate for Level 4, and enabled students to identify and build on existing knowledge (p. 10)
Will be delivering a Level 6 module in this area next year, so will need to design appropriately to that level
K3 How students learn, both generally and within their subject/disciplinary area(s)
The design of the sessions (p. 4) was informed by [name of author]’s work on teaching [discipline area]
K4 The use and value of appropriate learning technologies
Examples you may have used:Talis Aspire reading listsUse of student central/student folioUse of AV materials in-class
As part of the PGCert, I will be fully engaging in the University’s Digital Literacies Framework
K5 Methods for evaluating theeffectiveness of teaching
The assessment task specifically evaluates the sessions, drawing on Brookfield’s four lenses.
I will develop methods for evaluating sessions continually, rather than just relying on end of module evaluation
K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching
Attending the module design workshops was extremely useful in understanding the QA procedures at the University for validating and making changes to modules
The student feedback, as well as the peer observation process, enabled me to identify the following changes I will make to the module next year: [list details here]
I will be using the peer observation process and consulting the external examiner as a way of getting feedback from colleagues on module changes
45
Professional Values
V1 Respect individual learners and diverse learning communities
I designed the teaching sessions (see page 5 of assessment task) to take account of the diversity of students in this module; I used the first exercise to draw on the international experience within the cohort.
I will investigate the HEA’s internationalisation framework so I can develop this aspect of my practice
V2 Promote participation in higher education and equality of opportunity for learners
V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
The CPD workshops offered as part of the PGCert, and the reading from the reading list have informed the design and execution of the teaching sessions [can provide specific examples here too]
Continuation of the PGCert will enable me to enhance the pedagogic underpinning of my practice
V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice
As this module has been designed for existing professionals, the sessions discussed (see pages 7 to 8) enable them to engage with real-life issues in the workplace [again,provide details]
I will invite guest lecturers next year to provide the link between practice and the University setting
NB: An electronic version of this template is available in the PGCert studentcentral area.
46
InsIde back page
31 Jan Curriculum develop-ment session 9.30 - 12.30
Workshop 2: Peer and self- assess-ment; evaluating assessment 13.00 - 16.30
7 Feb
21 Feb Action Learning Set 9 9.30 - 12.30
Workshop 3: Feedback and feedforward; e-assessment and feedback13:00 - 16.30
14 Mar Action Learning Set 10 9.30 - 12.30
Workshop (Annotated bibliographies; Talis Aspire) 13.00 - 16.00
21 Mar Action Learning Set 11 9.30 - 12.30
18 April Action Learning Set 12 9.30 - 12.30
Workshop 4: Reflection on task 1 13.00 - 16.30
2 May Action Learning Set 13 9.30 - 12.30
Workshop 5: Assessment and feedback across whole courses 13.00 - 16.30
16 May Action Learning Set 14 9.30 - 12.30
Workshop (Poster design) 13.00 - 16.00
Course Calendar 2017-18SEMESTER TWO: JANUARY - JUNE 2018
We have kept this week free as we are aware it is a heavy marking week’ if anyone wishes to join an optional Action Learning set to discuss marking issues, please contact Juliet.
LT751: Assessment deadline: Annotated bibliography and abstract: 21 May 2018LT750: Assessment deadline, task 2: 28 May 2018
LT751: Submission and poster day; final PGCert workshops 6 June, 9.30 - 16.30
Date Module LT750: Assessment and Feedback in HE (Juliet Eve)
Module LT751: Educational Enquiry (John Canning)
10 Jan Action Learning Set 7 9.30 - 12.30
Tutorials
17 Jan Tutorials
24 Jan Action Learning Set 8 9.30 - 12.30
Workshop 1: Introduction to Assessment and feedback issues 13.00 - 16.30
LT725: Assessment deadline, 5 February 2018
30 May LT725 Work-in-progress group tutorial (for those submitting: 24 September, 13.00 - 14.00)
27 June LT725 Work-in-progress group tutorial (for those submitting: 24 September, 13.00 - 14.00)
11 July LT725 Work-in-progress group tutorial (for those submitting: 24 September, 13.00 - 14.00)
Spring break: Term ends 23 March; term starts 16 April 2018LT750: Assessment deadline, task 1: 26 March 2018
PGCert Learning and Teaching in Higher Education: Course Calendar 2017-18SEMESTER ONE: SEPTEMBER 2017 – JANUARY 2018
Date Sessions run in Mayfield House, Falmer, unless otherwise indicated
Module LT725: Teaching and Learning in HE (Adrian Chown)
Module LT751: Educational Enquiry (John Canning)
11-12 Sept Two day LT725 workshop 9.30 - 16.30
19-20 Sept Two day introduction to the PGCert course 9.30 - 16.30Creativity Centre, Moulsecoomb
27 Sept Action Learning Set 1 9.30 - 12.30
Curriculum development: Blended learning 13.30 - 16.30
4 Oct Curriculum development day: Inclusive practice 9.30 - 16.30
11 Oct Action Learning Set 2 9.30 - 12.30
Workshop (Module introduction) 13:00 - 16.00
18 Oct Optional: ALL DAY WORKSHOP: Introduction to methods for pedagogic research 9.30 - 16.00
25 Oct Action Learning Set 3 9.30 - 12.30
Work in progress group tutorial 13.00 - 14.00
Workshop (Ethics)14.00 - 16.00
1 Nov Optional Workshop (Using qualitative data) 13.00 - 16.00
8 Nov Action Learning Set 4 9.30 - 12.30
Workshop (Engaging with literature) 13.00 - 16.00
15 Nov Optional Workshop (Using quantitative data) 13.00 - 16.00
22 Nov Action Learning Set 5 9.30 - 12.30
Work in progress group tutorial 13.00 - 14.00
29 Nov Curriculum development session: CDF and module design 9.30 - 12.30
Online peer review week
6 Dec Action Learning Set 6 9.30 - 12.30
Work in progress group tutorial 13.00 - 14.00
LT751 proposal submission: Monday 18 December 2017
Winter break: Term ends 15 December 2017; term starts 8 January 2018