GRADUATE CERTIFICATE IN UNIVERSITY …...programs lead to recognition as Higher Education Academy Fellowship in the categories of Associate Fellow, Fellow or Senior Fellow. This handbook

GRADUATE CERTIFICATE IN UNIVERSITY LEARNING AND TEACHING PROGRAM HANDBOOK An accredited pathway to recognition as HEA FELLOW 2020 Handbook Version 2.0

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Welcome to the Graduate Certificate in University

Learning and Teaching

Griffith University and Learning Futures is committed to enhancing your professional learning and to

recognising staff for their achievements in learning and teaching. The University is also committed to

supporting staff in the development of their capabilities in learning and teaching, and to supporting this

development in alignment with the Griffith Learning and Teaching Capabilities Framework (GLTCF). One of

the ways in which this commitment is facilitated is by ensuring staff are supported in the development and

recognition of their practice. The Griffith Higher Education Academy (HEA) Fellowship Scheme, provides

programs of staff development and recognition accredited by the Advance HE in the United Kingdom. These

programs lead to recognition as Higher Education Academy Fellowship in the categories of Associate Fellow,

Fellow or Senior Fellow.

This handbook introduces you to the Graduate Certificate in University Learning and Teaching (GCULT)

which is one of the programs accredited by Advance HE and designed for Fellow of HEA. This handbook also

explains the relationship between the UK Professional Standards Framework (UKPSF) and HEA Fellow.

Your success in this pathway is outlined in this handbook.

Best wishes

The Graduate Certificate in University Learning and Teaching Team

Learning Futures

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Contents

HEA Fellowships in the Griffith Context ............................................................................................................... 5

What are the benefits of being HEA Fellowship? ............................................................................................. 5

HEA Fellowship at Griffith? ............................................................................................................................... 5

The UK Professional Standards Framework (UKPSF) ........................................................................................ 6

What are the aims of the UKPSF?.................................................................................................................... 6

How is the UKPSF structured? ......................................................................................................................... 6

The Griffith Learning and Teaching Capabilities Framework (GLTCF) ............................................................... 8

What is the Griffith Learning and Teaching Capabilities Framework? ............................................................. 8

How is the Griffith Learning and Teaching Framework structured? ............................................................. 9

How is the GLTCF being used? .................................................................................................................... 9

What has informed the GLTCF? ................................................................................................................... 9

Aligning the GLTCF to the UKPSF. .................................................................................................................. 9

Griffith HEA Fellowship Contacts ....................................................................................................................... 10

The HEA Fellowship Team in Learning Futures ............................................................................................. 10

The Graduate Certificate in University Learning and Teaching Program .......................................................... 11

General program level information ................................................................................................................. 11

Program purpose and aims ......................................................................................................................... 11

Program philosophy .................................................................................................................................... 12

Learning and teaching approach ................................................................................................................ 13

Program structure........................................................................................................................................ 13

HEA Fellowship ........................................................................................................................................... 13

Link to GLTCF ............................................................................................................................................. 14

Is this the most suitable program for you? .................................................................................................. 14

Program Staff .............................................................................................................................................. 15

Outcomes from the program ....................................................................................................................... 15

Orientation to the program .......................................................................................................................... 17

A program level journey to becoming a reflective practitioner and HEA Fellow ......................................... 18

Assessment .................................................................................................................................................... 20

Assessment philosophy .............................................................................................................................. 20

Assessment judgements ............................................................................................................................. 20

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Academic Integrity ....................................................................................................................................... 21

Support and Guidance .................................................................................................................................... 21

Program Director and teaching staff ........................................................................................................... 21

Student Centres .......................................................................................................................................... 21

Course Information ............................................................................................................................................. 22

7031LFC University Teaching for Learning........................................................................................................ 22

Background information .............................................................................................................................. 22

Course aims ................................................................................................................................................ 22

Course learning outcomes .......................................................................................................................... 22

Learning Activities ........................................................................................................................................... 23

Assessment .................................................................................................................................................... 23

Assessment tasks aligned to UKPSF ......................................................................................................... 24

Assessment includes mechanisms to authentic practice............................................................................ 27

7032LFC Curriculum and Assessment Design for Learning .............................................................................. 26


Course aims ................................................................................................................................................ 26



Assessment .................................................................................................................................................... 27


7033LFC Designing Learning and Teaching Innovations .................................................................................. 29


Course aims ................................................................................................................................................ 29



Assessment .................................................................................................................................................... 30


7034LFC Transforming Learning and Teaching Practice .................................................................................. 32


Course aim .................................................................................................................................................. 32



Assessment .................................................................................................................................................... 34

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Appendices ..................................................................................................................................................... 35

Appendix 1. Authentication of Practice Form .............................................................................................. 35

Appendix 2. GCULT Assessment Tasks and Rubrics ................................................................................ 39

Appendix 3. Continuing Professional Learning Plan................................................................................... 81

Appendix 4: Course Coversheet ................................................................................................................. 83

Appendix 5 Practitioner Reflection (End-of-course reflection) Template .................................................... 84

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HEA Fellowships in the Griffith Context

Advance Higher Education in the United Kingdom is the body responsible for HEA Fellowships. These

fellowships are a means of acknowledging your commitment to professionalism in learning and teaching in

higher education. They are based on the Professional Standards Framework (PSF) developed in the United

Kingdom, which sets out the knowledge, skills and values demonstrated by those teaching and/or supporting

learning in higher education. HEA Fellowships are globally recognised and portable across universities and

are increasingly considered by universities as part of the appointment and promotion process.

There are four categories of Fellowship: Associate Fellow, Fellow, Senior Fellow and Principal Fellow. These

categories span the wide range of practice carried out by teaching staff and/or those supporting learning in

higher education. They incorporate staff who have a partial role in teaching/supporting learning through to

those with strategic impact on learning and teaching within the institutional, national and/or international

context. The UKPSF for teaching and supporting learning in higher education document provides descriptors

for each category of fellowship and information about the typical role/career stage indicative of the category.

Specific information about each category can be found via Advance Higher Education.

What are the benefits of being HEA Fellowship?

• HEA Fellowship gives you global recognition across the higher education sector

• Fellowship encourages you to review, develop and demonstrate your practice across the Professional

Standards Framework

• Being a HEA Fellow provides opportunities for you to engage in ongoing professional learning through

mentorships and professional networks

• As a HEA Fellow you will be invited into the Griffith Learning and Teaching Academy

• Fellowship entitles you to use post-nominal letters: AFHEA – Associate of the Higher Education

Academy; FHEA – Fellow of the Higher Education Academy; SFHEA – Senior Fellow of the Higher

Education Academy; PFHEA – Principal Fellow of the Higher Education Academy.

HEA Fellowship at Griffith?

Griffith has a strong tradition in recognising and rewarding teaching. Working towards obtaining HEA

Fellowship is recognition of your commitment to learning and teaching and is strongly encouraged. Griffith

provides a range of programs to help you to reach the goal of HEA Fellowship.

In addition, once you obtain recognition as HEA Fellow, you will be invited to become a member of the Griffith

Learning and Teaching Academy (GLTA). This Academy recognises exemplary learning and teaching

practice and enhances the profile of learning and teaching at Griffith. As a member of the Academy you will

also have the opportunity to mentor future HEA Fellows and contribute to this growing community.

At Griffith, being a HEA Fellow is an important form of recognition, where recognition and reward form a part

of the overall fabric of learning and teaching. This fabric can be understood in terms of two important

https://www.pechakucha.org/

https://www.advance-he.ac.uk/

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framework - the UK Professional Standards Framework (UKPSF) and the Griffith Learning and Teaching

Capabilities Framework (GLTCF).

The UK Professional Standards Framework (UKPSF)

The UKPSF provides a description of the dimensions of the roles of teaching and supporting learning within

the higher education environment. It is written from the perspective of the practitioner and outlines a

framework for comprehensively recognising learning and teaching within higher education.

What are the aims of the UKPSF?

The UK Professional Standards Framework:

• Supports the initial and continuing professional development of staff engaged in teaching and

supporting learning

• Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous

development in diverse academic and/or professional settings

• Demonstrates to students and other stakeholders the professionalism that staff and institutions bring

to teaching and support for student learning

• Acknowledges the variety and quality of teaching, learning and assessment practices that support and

underpin student learning

• Facilitates individuals and institutions in gaining formal recognition for quality enhanced approaches to

teaching and supporting learning, often as part of wider responsibilities that may include research

and/or management activities

How is the UKPSF structured?

The Framework has two components:

1. The dimensions of practice: These are a set of statements outlining the:

Areas of Activity undertaken by teachers and supporters of learning within HE

Core Knowledge that is needed to carry out those activities at the appropriate level

Professional Values that someone performing these activities should embrace and exemplify

2. The descriptors - these are a set of statements outlining the key characteristics of someone

evidencing four broad categories of typical teaching and learning support roles within higher

education (corresponding to the four categories of HEA Fellowship (Associate Fellow, Fellow, Senior

Fellow and Principal Fellow).

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Areas of Activity

Core Knowledge

Professional Values

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The Griffith Learning and Teaching Capabilities

Framework (GLTCF)

What is the Griffith Learning and Teaching Capabilities Framework?

At Griffith, the capacity to ensure high quality student learning experiences depends on staff. As staff, each of

us has capabilities that we use in a variety of roles, including Educator, Course Convenor and Program

Director roles. The Griffith Learning and Teaching Capabilities Framework (GLTCF) makes explicit the

individual capabilities underpinning various roles in learning and teaching. Within the Framework, a capability

is defined as the ability to apply specific knowledges, skills and/or values to learning and teaching practice.

mailto:[email protected]

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How is the Griffith Learning and Teaching Framework structured?

The GLTCF consists of three components of learning and teaching practice: values, capabilities, and lifecycle.

Values (centre of graphic): At the heart of the Framework are the practice values that underpin our

work in learning and teaching. These values influence our relationships and practices and set the

cultural context for learning and teaching at Griffith.

Capabilities (middle layer of graphic): The Framework organises learning and teaching capabilities into

ten interdependent clusters of capabilities.

Lifecycle (outside ring of graphic): The practice lifecycle represents an intentional process of

continuing professional learning and practice enhancement. It consists of four phases: Appreciating and

Aligning; Designing and Developing; Facilitating and Coordinating; and Evaluating, Enhancing and

Innovating.

How is the GLTCF being used?

You can use the GLTCF to:

• reflect on the strengths of your learning and teaching capabilities

• discuss and plan learning and teaching practice enhancement, career development and professional

learning

• provide a stimulus for collegial conversations regarding learning and teaching and capability development

• inform the design, development and facilitation of professional learning activities, experiences and

programs

• identify areas of practice that can be used as evidence in applications for recognition and reward in

learning and teaching, including grants, awards and fellowships, including HEA Fellowships

What has informed the GLTCF?

The GLTCF’s practice values, capabilities and lifecycle components have been identified through an

extensive review of the learning and teaching literature and in consultation with colleagues across the

University. In addition, the Framework has been mapped to the University’s broader value and commitment

statements, and the UK Professional Standards Framework (UKPSF).

Aligning the GLTCF to the UKPSF.

It is important to understand that, while Griffith has a Learning and Teaching Capabilities Framework for

staff in key roles in learning and teaching, the HEA Fellowship Scheme is underpinned by the UK-Professional

Standards Framework (UKPSF). Both frameworks seek to illustrate and define the key characteristics of

people who support learning and teaching in higher education. The GLTCF is useful in a detailed Griffith

context and makes explicit the individual capabilities underpinning three specific roles at Griffith (those of

Educator, Course Convenor and Program Director). The GLTCF is also useful in guiding institutional

conversations around Academic Staff Career Development (ASCD), especially in association with appraisal

and career planning. The GLTCF was developed using the UKPSF as a reference and has been aligned to

https://www2.griffith.edu.au/learning-futures/our-practice/professional-learning/griffith-learning-and-teaching-capabilities-framework

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the UKPSF. For further details on this alignment, and use of the GLTCF, please see the Learning Futures

website. The UKPSF is the framework on which HEA Fellowships are grounded.

The HEA Fellowship Team in Learning Futures

Role Name Contact Details

Griffith HEA Fellowship Scheme Director Prof. Ruth Bridgstock [email protected]

HEA Fellowship Scheme Coordinator Dr. Paula Myatt [email protected]

HEA Administration Officer Lejla Hodzic [email protected]

Manager (Grants, Awards & Fellowships) Leigh Sawyer [email protected]

Other Learning Futures team members who can provide support and guidance in respect to the various

accredited programs at Griffith include:

Role Name Contact Details

Teaching for Learning Program Leader Dr Jude Williams (SFHEA) [email protected]

Curriculum Design for Learning Program

Leader

Louise Maddock (SFHEA) [email protected]

Graduate Certificate of University

Learning and Teaching Program Director

Prof. Ruth Bridgstock

(PFHEA)

[email protected]

Learning and Teaching Practice

Program Leader

Dr Paula Myatt (SFHEA) [email protected]

https://www.heacademy.ac.uk/system/files/downloads/uk_professional_standards_framework.pdf



https://www.griffith.edu.au/__data/assets/pdf_file/0014/370400/PrinciplesLandT.pdf


https://www.griffith.edu.au/learning-futures/our-practice/professional-learning/griffith-learning-and-teaching-capabilities-framework


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The Graduate Certificate in University Learning and

Teaching Program

General program level information

Program purpose and aims

The Graduate Certificate in University Learning and Teaching program provides a formally recognised (AQF

Level 8) post-graduate pathway for university colleagues to explore theories, principles and practices of

learning and teaching in higher education that foster meaningful, relevant and authentic student learning. The

program is recognised by Advance HE as an accredited program leading to recognition in the category of

HEA Fellow.

The program aims to enable you to become an intentional and reflective educator, a leader of learning in your

context, who influences and transforms student learning experiences and outcomes.

During the program, you will examine evidence-informed, student-centred and learning-focused teaching

approaches and conduct scholarly inquiries related to your learning and teaching practice. The program’s

learning activities and experiences will provide you with opportunities to reflect on your learning and teaching

practice; explore the values that underpin your current and futures practices; build on your ways of knowing

about learning and teaching in higher education; develop capabilities and discover new ways of practising

learning and teaching in your context. It is this connection between developing learning and teaching

capabilities and making changes to your teaching approaches in order to foster meaningful, relevant student

learning, that has the potential to lead to the transformation of learning and teaching in your context.

Consequently, this program has been designed to align with the University’s Academic Plan and the research-

informed and practice-based capabilities as set out in the Griffith Learning and Teaching Capabilities

Framework and the UK Professional Standards Framework for teaching and supporting learning in higher

education.

Successful completion of the program will result in the three different outcomes shown in the graphic below.

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Program philosophy

The Graduate Certificate in University Learning and Teaching program has been intentionally designed to

reflect the University’s commitment to transforming the student experience through active and authentic

learning and teaching approaches (Academic Plan 2017- 2020). The program aims to enable you and fellow

participants to become leaders of learning who influence and transform student learning, experiences and

outcomes in your context. In order to achieve this, the program has been designed to enable you to reflect on

your strengths as a university educator, gain a deeper understanding of learning and teaching theories and

principles in higher education, develop learning and teaching capabilities (knowledge, skills and values)

relevant to your educator role, and, apply these in your learning and teaching practice. The program

encourages you to experience being a reflective practitioner, collegial colleague, creative innovator, scholarly

inquirer and influential initiator of learning and teaching approaches that positively impact student learning.

Underpinned and informed by transformative and social-constructivist learning theories, the program’s design

supports you, and other participants, to make meaning of new information and experiences through critical

self-reflection and collegial conversations with others in context. In addition, the principles and practices of

evidence-informed scholarly inquiry through participatory action learning and action research have been

woven through the program to enable you to be immersed in reflective learning cycles and processes that

foster deep learning and practice enhancement and/or innovation. Using a life-cycle informed approach, the

program has been designed to foster a sense of meaningful purpose, connectedness, capability,

resourcefulness and academic culture for participants. Critical social emancipatory perspectives and

worldviews are valued and fostered throughout the program, with the program fostering individual and

collective self-development, self-expression and self-determination for the benefit of the individual and wider

community.

This program is about transformation. It is designed to enable personal and contextual transformation that will

lead to enhancing the learning experiences of students and graduate success and enable you to develop

capabilities to positively and intentionally influence the learning and teaching contexts to which you belong,

with the potential to develop and facilitate cultures of educational innovation and transformation.

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Consequently, as a leader of learning, you will practice and advocate for approaches that are learner-centred

and learning-focused; intentional and future-oriented; collegial, participatory and collaborative; and evidence-

informed, critically reflective and action-oriented. You will actively participate in, and contribute meaningfully

to, learning and teaching communities, with the view to create sustainable communities of inquiry that value

and support transformative learning and development.

Learning and teaching approach

The pedagogical principles that underpin the design and implementation of the GCULT are outlined in the

Griffith Principles to Promote Excellence in Learning and Teaching Practices at Griffith University. The

program is student-centred with the aim of ensuring consistently high quality learning experiences and

outcomes for all participants.

The program will be offered fully online to all Griffith staff. This is in response to the feedback from past and

potential participants of their need for a flexible approach to their professional learning. The online modules

that make up the program can be accessed via Learning@Griffith. Each module has been designed to reflect

a learner-centred, learning focused approach to learning and teaching. Learning activities and assessment

tasks are built around individuals’ teaching or learning support practices. Online collaborate sessions

complement the modules and are offered regularly throughout the course. The modules and the collaborate

sessions provide you with opportunities to engage in synchronous and asynchronous active learning activities,

including small group collaborations, guided reading and video exercises, as well as practice-based tasks,

such as the development of learning and teaching session plans. The collaborate sessions are typically

offered every two weeks from the start of Trimester 1 and Trimester 2.

Program structure

The GCULT is made up of 4 courses of 10 credit points totally 40 credits points which is typical of a program

at Graduate Certificate level. The courses are:

• 7031LFC University Teaching for Learning

• 7032LFC Curriculum and Assessment Design for Learning

• 7033LFC Designing Learning and Teaching Innovations

• 7034LFC Transforming Learning and Teaching Practice

The GCULT program has a two-tier design. Courses 7031LFC University Teaching for Learning and 7032LFC

Curriculum and Assessment Design for Learning provide foundational knowledge, skills and values. Courses

7033LFC Designing Learning and Teaching Innovations and 7034LFC Transforming Learning and Teaching

Practice provide opportunities to develop and transfer capability in the context of practice innovation. You will

need to complete these courses in sequence. Details for each course - aims, learning outcomes, assessment

tasks and requirements for FHEA are found in subsequent sections.

HEA Fellowship

The program has been mapped to Descriptor 2 of the UKPSF, which means on completion of all four courses

within the Graduate Certificate, you will have demonstrated the broad understanding of the teaching, learning,

and assessment practices that is indicative of a Fellow of the Higher Education Academy (HEA) (Descriptor

2).


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The breadth of the program provides ample opportunity for you to engage with all five Areas of Activity in the

UKPSF. For example, there are multiple opportunities to design and plan learning activities and/or programs

of study. These examples range from designing learning and teaching session plans in 7031LFC University

Teaching for Learning to designing innovative curriculum across a whole course in 7033LFC Designing

Learning and Teaching Innovations.

This graphic shows how each course in the program contributes to the acquisition of Descriptor 2 of the UKPSF.

Link to GLTCF

In addition, GCULT is aligned with the evidence-informed learning and teaching capabilities as set out in the

Griffith Learning and Teaching Capabilities Framework (GLTCF). Specifically, the program will enable you to

build upon and develop capabilities within the following capability clusters:

• Understanding the learning context

• Contributing to teams, networks and communities

• Design for learning

• Developing processes and resources for learning

• Optimising technology for learning

• Facilitating and teaching for learning

• Managing assessment for Learning

• Practising reflection, evaluation and scholarly inquiry.

Is this the most suitable program for you?

The Graduate Certificate in University Learning and Teaching is a practice based program. It is therefore

important that you have sufficient workplace experience on which to link theory to practice. To ensure you are

given every possible chance of success in this program, we have included an eligibility requirement. In order

to enrol in the program, you must be an experienced member of Griffith staff (academic or professional) with a

minimum of two years in a role which includes teaching and/or supporting learning and teaching.

The UKPSF includes the following information to support your decision as to whether HEA Fellow is the most

appropriate category of fellowship for you.

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Program Staff

Role Name Contact details

Program Director Prof. Ruth Bridgstock (PFHEA) [email protected]

Program Administration Officer Lejla Hodzic [email protected]

Teaching staff Dr. Jude Williams (SFHEA)

Louise Maddock (SFHEA)

Dr. Chris Campbell (SFHEA)

Dr. Sakinah Alhadad (SFHEA)

[email protected]

[email protected]

[email protected]

[email protected]

Outcomes from the program

Successful completion of the program will result in three outcomes.

1. Achievement of the program learning outcomes commensurate with Level 8 of the Australian

Qualification Framework.

2. Recognition as HEA Fellow

3. Development of several capabilities (from eight capability clusters) described in the Griffith Learning

and Teaching Capabilities Framework.

The following table shows how the GCULT program learning outcomes are aligned to Descriptor 2 of the

UKPSF, the dimensions of the UKPSF and the Griffith Learning and Teaching Capabilities Framework.

Program Learning Outcomes Descriptor

2. FHEA

Dimensions

of FHEA

Griffith LTCF Capability

Clusters

Graduates of the Graduate Certificate in

University Learning and Teaching will have a

specialised and coherent body of knowledge of:

• learning and teaching theories and

principles that underpin a broad range of

approaches and practices in higher

education

II, III, IV K1, K2, K3,

K4, K5

V1 V2, V3,

V4

• Understanding the

learning context

• Designing for

Learning

• Optimising

Technology for

Learning

Individuals able to provide evidence of broadly based effectiveness in more substantive teaching and

supporting learning role(s). Such individuals are likely to be established members of one or more academic

and/or academic-related teams. Typically, those likely to be at Descriptor 2 (D2) include:

a. Early career academics

b. Academic-related and/or support staff holding substantive teaching and learning responsibilities

c. Experienced academics relatively new to higher education

d. staff with (sometimes significant) teaching-only responsibilities including, for example, within work-based

settings

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• student centred learning and teaching

approaches that enable transformative

student learning in higher education

• pedagogical principles that enable

technology-enhanced learning and learning

design in higher education

• principles of evidence informed, scholarly

reflection, evaluation and inquiry in higher

education that inform individual and/or team

reflective practices

• Facilitating and

Teaching for Learning

• Managing

Assessment for

Learning

• Practising reflection,

evaluation and

scholarly inquiry


University Learning and Teaching will have:

• cognitive skills to review, analyse, interpret

data and synthesise knowledge relating to

learning and teaching in context

• cognitive and creative skills to identify and

provide solutions to complex issues related

to learning and teaching

• cognitive skills to think critically and to

generate and evaluate complex ideas about

learning and teaching and professional

practice

• cognitive and creative skills to design and

create transformative learning and teaching

experiences for learners

• technical, cognitive and creative skills to

enable technology-enhanced learning and

teaching approaches

• communication skills to explain and justify

learning and teaching practices in higher

education

• communication skills to explain complex

knowledge and ideas about their learning

and teaching practices to a variety of

audiences through a variety of mediums

• communication skills to facilitate collegial

conversations within learning and teaching

teams, networks and communities

I, II, III, IV,

V, VI

A1, A2, A3,

A4

K1, K2, K3,

K4, K5

V1, V2, V3


learning context

• Contributing to

teams, networks and

communities

• Design for Learning

• Optimising

Technology for

Learning


Teaching for

Learning

• Managing

Assessment for

Learning


evaluation and

scholarly inquiry

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University Learning and Teaching will

demonstrate the application of knowledge and

skills:

• to make independent and/or collaborative

critical judgments and intentional decisions

about learning and teaching practices in a

range of specialised contexts in higher

education

• to initiate, design, implement, analyse and

evaluate individual and/or team learning

and teaching practices within varied

specialised contexts in higher education

• to foster intentional, reflective, evidence-

informed, practice enhancement or

innovation in individual and/or team

learning and teaching practices

• to reflect upon individual learning and

teaching capabilities in order to plan and

engage in continuous professional learning

• to create a scholarly product and/or

process, based on evidence from learning

and teaching inquiry which is shared with

learning communities

I, II, III, IV,

V, VI

A1, A2, A3,

A4, A5

K1, K2, K3,

K5, K6

V1, V2, V3,

V4


learning context

• Contributing to

teams, networks and

communities

• Design for Learning

• Developing

processes and

resources for

learning

• Optimising

Technology for

Learning


Teaching for

Learning

• Managing

Assessment for

Learning


evaluation and

scholarly inquiry

Orientation to the program

The program begins with an orientation module that has a whole of program focus. It will help you understand

how the four courses fit together and their contribution to the program learning outcomes. It explains the

learning and teaching principles and approaches underpinning the course; and what will be expected of you

as well as what you can expect of the teaching team. The module also provides information about the UKPSF

and requirements for recognition as a HEA Fellow. There is also information about the support services

available to you while you are enrolled in the program. The module can be accessed through the Blackboard

Organisation Professional Learning@Griffith

mailto:[email protected]?course_id=_35084_1&content_id=_1069925_1

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A program level journey to becoming a reflective practitioner and HEA Fellow

The Graduate Certificate in University Learning and Teaching program is about transformation: to enable you

to develop capabilities to intentionally influence your specific learning and teaching context; and, to support

your development as HEA Fellow (FHEA).

The program includes a number of touchpoints on this transformative journey:

• Authentication of practice

• Peer-Partnership

• Program Level Reflection

• Continuing Professional Learning Plan.

Evidence you gather from the authentication of practice, peer-partnership, and program level reflection should

be used to inform your continuing professional learning plan.

Becoming a reflective practitioner, collegial colleague and scholarly inquirer,

and being recognised as a FHEA.

Authentication of practice

Authentication of Practice

Peer- Partnership- collegial conversation

Program level reflection

7031LFC University Teaching for Learning


7032LFC Curriculum and Assessment Design for Learning

Program level reflection 7033LFC

Designing learning and teaching innovations

Continuing

professional

learning plan

19

To be recognised as a FHEA, you are required to have your practice authenticated through an observation by

an experienced member of the program teaching team, who is a SFHEA and familiar with the UKPSF. The

observation can occur anytime throughout the program. The observation will be of a typical teaching or

learning support session and will be recorded. This observation should be of a complete, single session.

The recording will be viewed by a program assessor who will use the Authentication of Practice Form

(Appendix 1) to provide you with feedback on how your practice aligns with the requirements of the UKPSF.

You should write on the form a brief reflection on the feedback provided to you. You need to submit the

completed Authentication of Practice form at the end of the course in which the observation occurred. If your

practice is deemed to require further development and support, you will be provided with the opportunity to

undertake a second observation at a time suitable to you and agreed by the Program Director.

Peer-partnership- collegial conversations

Peer learning is an integral part of the GCULT learning experience. During the Program you will engage in

multiple forms of collegial conversations about learning and teaching with your peers. This will involve you

reflecting on a domain of your practice as relevant within each Course.

The collegial conversations will provide you with rich information to reflect on your progression towards your

capability development and your progress to FHEA. Your reflections on these sources of information can be

captured in the program level reflection.


The program level reflection is a formative assessment that will enable you to reflect on your journey towards

becoming a reflective practitioner, collegial colleague and scholarly inquirer. It is also explicitly structured to

support reflection on your progress towards recognition as a HEA Fellow and your capability development. At

the end of each course, you will be invited to reflect on your learning and teaching capability development and

practice as a result of engaging with the course materials and experiences through the program. In order to

support your reflective practice, at the end of each course you will be asked to consider a series of questions

related to learning and teaching broadly and how this relates to your professional context. You will then be

asked to summarise your responses into a short ‘Practitioner Reflection’ which you will add to your Grad Cert

ULT ePortfolio. These reflective artefacts are evidence of practice, demonstrating your engagement with

reflective practices and being an intentional and reflective university educator. A template with prompt

reflective questions around three overarching questions: What have you learnt?; Why is this important to you

and what you value?; What’s next for you?

The template to scaffold the program level reflection is attached as Appendix 5 to this handbook.

Continuing professional learning plan.

Your reflections, based on feedback from the Authentication of Practice, your collegial conversations and your

program-level reflections, will enable you to create your continuing profession learning plan which is a

component of Assessment #3 in 7034LFC Transforming Learning and Teaching Practice. This assessment

task has been intentionally designed to support you in making evidence-informed choices about the next

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phase in your professional development journey, including your journey beyond FHEA. Your plan should

include your professional learning goals (both short term and long term) and your intentions for your continued

development towards becoming a reflective practitioner, collegial colleague and scholarly inquirer. The

template for the continuing professional learning plan can be found as Appendix 3 of this handbook.

Assessment

Assessment philosophy

The assessments in the program are very much aligned to a philosophy of Assessment for Learning. Program

assessment will support not only your knowledge and skills but also your metacognitive skills to enable you to

think critically about your own learning with a view to developing lifelong learning capability.

The assessment tasks reflect closely the purposes and aims of the program and take a variety of forms that

are appropriate to the learning outcomes - reflection, practice-based, collaborative. You will be assessed

using criteria and standards. There is no pre-determined distribution of grades - assessment is not norm-

referenced. A key feature of the assessment in the course is useful and timely feedback. The teaching staff

will ensure that you receive feedback in plenty of time for the submission of your next assessment task.

Assessment judgements

Each of your responses to the assessment tasks will be marked by a member of the teaching team who is a

HEA Senior Fellow. A rubric will be used to mark each assessment task. The task sheets and the rubrics can

be found at the end of this handbook.

The usual moderation practices required by the University will apply during the course. After the assessment

tasks have been marked by the internal assessor from the teaching team, a sample of tasks will be marked by

a second internal assessor also a member of the program teaching team and a SFHEA. At the end of the

course, an external assessor (who will be a SFHEA or PFHEA) will review a broad range of internal assessor

judgements. These will represent approximately 15% of responses to the tasks. Once the external assessor is

satisfied with the judgements, you will be informed of the assessment decisions by the Course Convenor.

The awarding of HEA Fellowship is an additional component to the awarding of the Graduate Certificate in

University Learning and Teaching (GCULT). It is possible to achieve the Griffith University’s GCULT

qualification without award of the HEA Fellowship.

Staff who do not pass an assessment will have the opportunity to resubmit their assessment. The conditions

for reassessment are made explicit in the course profile.

If you experience difficulty meeting assessment deadlines you should contact the Course Convenor or one of

the teaching team as soon as possible to determine whether you qualify for an extension to the submission

date.

An assessment item submitted after the due date, without an approved extension, will be penalised. The

standard penalty is the reduction of the mark allocated to the assessment item by 10% of the maximum mark

21

applicable for the assessment item, for each working day or part working day that the item is late. Assessment

items submitted more than five working days after the due date are awarded zero marks.

Academic Integrity

To ensure academic integrity across the program, you are to include a coversheet for each submitted

assignment. By signing the cover sheet you are claiming that you are an employee of the above-named

institution; and that, the information provided in this application is true and correct, meets all standards of

academic integrity, and does not breach anyone’s rights to privacy or confidentiality. A sample of the

coversheet is included as Appendix 4. Some course may ask you to do this online via the online management

system via a quiz. This is equivalent to signing the cover sheet.

Support and Guidance

You will be supported through the program in a number of ways. At a financial level, the University

demonstrates its support through the 100% subsidy of the program fees and payment for program

accreditation by Advance HE.

Program Director and teaching staff

Professor Ruth Bridgstock is the Program Director and will provide you with guidance on program-related

matters including making decisions on specific aspects of a study program, enrolment, progress, credit and

eligibility to graduate. Ruth is a HEA Principal Fellow.

The course team include staff who are not only expert in learning and teaching but who are also HEA Senior

Fellows. These staff are encouraged to keep up to date with the latest learning and teaching literature and the

requirements of the UKPSF. This occurs through regular attendance at learning and teaching events across

the University, including those organised through the Griffith Learning and Teaching Academy. Typical events

include Fellowship seminars, communities of practice and attendance at symposiums. Program staff also act

as mentors and assessors in the Learning and Teaching Practice Program which offers a pathway to both

FHEA and SFHEA.

Student Centres

Although you are a Griffith staff member, by enrolling in the program you also become a Griffith student! You

can therefore take advantage of the University's Student Centres for advice on the structure of the program

and degree rules; program and course enrolment; enrolling via the myGriffith portal; how to find class

numbers for online enrolment; credit for prior learning; important dates for adding and dropping courses; exam

procedures; taking leave from your program and applying for withdrawal with special circumstances; policy

advice and referral and graduation procedures.

22

Course Information

The following sections provide specific information about each course in the program, including alignment with

the UKPSF, course learning outcomes, learning activities and assessment tasks. The information is

sequenced by course.

7031LFC University Teaching for Learning

Background information

This is a 12 week, ten credit point course that is offered fully online. It is the first course in the Graduate

Certificate in University Learning and Teaching. The course is offered through online modules that you can

work through at your own pace. Assessments involve individual and peer reflections and review. The course

learning activities are designed to enable and facilitate reflection on your practice within your specific learning

and teaching context. They are also intended to support your successful achievement of the assessment

tasks. You are expected to participate in scheduled online collaborative learning sessions.

Course aims

The course aims to enhance your understanding of the principles and theories of learning and teaching

relevant to your higher education context. It is designed to further your development as a reflective, intentional

leader of student learning. Throughout the course, you will have opportunities to explore your learning context,

ways of designing teaching for learning; and the use of evidence-informed teaching practices to foster deep

learning in your students.

Course learning outcomes

At the end of this course, you will be able to:

1. Examine how students learn in specific higher education contexts

2. Critically reflect on personal conceptions of learning and teaching, drawing upon relevant learning and

teaching theories and how these impact on teaching practice

3. Create learning experiences that are intentionally learning-focused and incorporate contemporary,

evidence-informed pedagogies

4. Critically apply an understanding of the learning and teaching context, and principles of design for

learning, to teaching practice in higher education

5. Critically evaluate a teaching/facilitation session to inform future practices in higher education learning

and teaching.

This course is aligned with the evidence-informed learning and teaching capabilities as set out in the Griffith

Learning and Teaching Capabilities Framework. Specifically, the course will enable you to build upon and

develop your capabilities within the following clusters:




23

• Designing for learning

• Developing processes and resources for learning

• Managing assessment for learning

• Practising reflection, evaluation and scholarly inquiry

In addition, this course is a component of the Graduate Certificate in University Learning and Teaching which

is an Advance HE accredited program that offers a pathway to Fellow of the Higher Education Academy.

Learning Activities

The course is made up of three online modules which have been divided into topics that explore key ideas in

learning and teaching. The activities in the module focus on building your knowledge of these ideas and the

literature on which they are based. There are also activities that give you the opportunity to consider how

these ideas apply to your practice as an educator.

You are encouraged to engage in collegial conversations with colleagues also enrolled in the course, through

online collaborate session.

The course learning activities are also designed to support your gradual development of Descriptor 2 (FHEA)

Learning Activities Descriptor 2

Dimensions of UKPSF

Designing for learning. You will apply what you have learned in the course

to design a session using the Activity-Centered Analysis and Design

Framework (ACAD).

I, II, III, IV, V,

VI

A1, A3, A4,

K1, K2, K3,

K4,

V1

Peer review of design plan.

You will be provided with an opportunity to critically reflect on developing

your ways of being as a contemporary educator through examining your own

ways of doing and knowing in relation to practices emerging out of

interdisciplinary lenses. The peer feedback process provides the opportunity

to step out of your own disciplinary practice lens, and to collegially support a

colleague in providing constructive feedback.

A1, A2, A4

K1, K2, K3,

K5, V1, V2

V3

Engage in professional learning and development through critical

reflection and developing a teaching philosophy statement. Critical reflection

is encouraged to improve teaching practices, learning design and the overall

learner experience.

A5,

K5,

V3, V4

Assessment

The course involves both formative and summative assessment tasks.

24

There are a few formative activities roughout the course that incorporates retrieval practice to support your

learning. There is evidence to suggest that retrieval practice aids both memory retention and recall.

These formative activities are designed to help you assess the progress of your learning and any knowledge

gaps that you may have as you work through the course. This is important as the summative tasks require

you to apply this knowledge to your learning and teaching practice.

Assessment tasks aligned to UKPSF

The assessment in 7031LFC University Learning and Teaching supports your development of the dimensions

the UKPSF in accordance with Descriptor 2 (D2) (FHEA). You will demonstrate your engagement in the Areas

of Activity, through the application of your Core Knowledge (K) and Professional Values (V) in the successful

completion of assessment tasks. You can find the assessment tasks and the rubrics in Appendix 2). The

following table maps the assessment tasks to the descriptors and dimensions of FHEA.

Assessment Task LOs Descriptors Areas of

Activity

Core

Knowledge

Professional

Values

Formative assessment

Complete quiz on content of Module 1

1 I, II, III, IV, V,

VI

K1, K3

Summative Assessment # 1 -

Assignment

Written Assignment Learning & Teaching

Philosophy Statement. Critical reflection on

personal beliefs about learning & teaching

1, 2 A2

K1, K2, K3,

K5

V4 V3

Summative Assessment # 2 -

Assignment

Written Assignment Create a design for

learning session plan & rationale

1, 3, 4 A1, A3,

A4

K1, K2, K3,

K4, K5

V1, V2, V3

Formative Assessment #3 Part 1:

Feedback to a colleague about their design

for learning

2, 3, 5 A1, A2 K2, K5 V1, V3, V4

Summative Assessment #3 Part 2 Peer

Assessment: Written reflections

Reflection on the peer feedback process

2, 3, 5 A1, A2 K2, K5 V1, V3, V4

Summative Assessment #4 - Workplace

based assessment

Critical reflection, evaluation, and

recommendations of learning and teaching

practices

2, 4, 5 A1, A2.

A4, A5

K1, K2, K3,

K4, K5

V1, V2, V3,

V4

25

26

7032LFC Curriculum and Assessment Design for

Learning


This is a 12 week, ten credit point course that is offered fully online. It is the second course in the Graduate

Certificate in University Learning and Teaching.

Course aims

7032LFC Curriculum and Assessment Design for Learning aims to support you as a reflective practitioner and

intentional designer of learning within a higher education context. The course will enable you to critically

analyse and evaluate curriculum and assessment practices relevant to your professional context; examine

various conceptions and practices of curriculum and assessment design in higher education; design effective

and inclusive curriculum and assessment approaches that foster student learning and development; provide

constructive feedback regarding the curriculum and assessment design of a peer; and, use critical reflections

on your own curriculum and assessment design for learning to inform a curriculum philosophy statement.



1. Examine student-centred, learning-focused curriculum and assessment theories and principles

relevant to higher education contexts

2. Critically evaluate curriculum and assessment practices and practice arrangements in relation to a

specific learning and teaching context

3. Design a curriculum and assessment practice enhancement plan in relation to a specific learning and

teaching context

4. Justify approaches to curriculum and assessment practice enhancement using critically reflective

practices and scholarly principles

5. Critically reflect on personal curriculum and assessment practices in a specific learning and teaching

context

The course has been designed to align with the evidence-informed learning and teaching capabilities as set

out in the Griffith Learning and Teaching Capabilities Framework. Specifically, the course will enable you to

build upon and develop your capabilities within the following clusters:




• Managing assessment for learning


27




Learning Activities

The course is made up of five online modules (two curriculum and three assessment modules) which have

been divided into topics that explore curriculum and assessment theories, principles and practices in higher

education. The activities in the modules focus on building your knowledge of these ideas and the literature on

which they are based. There are also interactive activities that give you the opportunity to consider how these

ideas apply to your learning and teaching practice. As part of the course learning community, you are also

encouraged to engage in collegial conversations with peers enrolled in the course, through online

synchronous Collaborate sessions, a peer review conversation and asynchronous discussion forums.

The course learning activities (see table below) are designed for you to engage in a reflective action learning

cycle (reflect, plan, act, observe, reflect …). These activities also support your development of many of the

dimensions of the UKPSF

Learning Activities Descriptor 2 Dimensions of the

UKPSF

• Engage in critical reflection and evaluation of your current

curriculum and assessment practices. Critical reflection is

encouraged to improve learning and teaching practices,

curriculum design and the overall student experience

I, II, III, IV, V, VI

A5

K1, K2, K3, K4, K5,

K6

V3, V4

• Design student-centred curriculum and assessment

approaches that are appropriate for your students,

considering diversity, prior knowledge and experience as

well as, disciplinary context

A1, A2, A3, A4

K1, K2, K3, K4, K6

V1, V2, V3, V4

• Participate in peer learning conversations about proposed

curriculum designs. Justify student-centred curriculum and

assessment approaches.

A1, A2, A3, A4, A5

K1, K2, K3, K4, K5

V1, V2, V3

• Engage in professional learning and development through

critical reflection and developing a curriculum philosophy

statement.

A1, A5

K1, K2, K3, K5, K6

V1, V2, V3, V4

Assessment

The course involves summative assessment tasks that are constructively aligned to the Course Learning

Outcomes and also aligned to Descriptor 2 of the UKPSF.

28


The summative assessment in 7032LFC Curriculum and Assessment Design for Learning enables you to

demonstrate an understanding of specific aspects of effective curriculum and assessment design for learning

across all of the dimensions the UKPSF in accordance with Descriptor 2 (D2) (FHEA). For further details see

the assessment task sheets and rubrics Appendix 3.

Assessment Task Learning

Outcomes

Descriptor 2

(FHEA)

Area of

Activity

Core

Knowledge

Professional

Value

Summative Assessment # 1

Critical analysis and evaluation

of curriculum & assessment

design practices

1,2,4,5 I, II, III, IV,

V, VI

A5 K1, K2, K3,

K4, K5, K6

V3, V4

Summative Assessment # 2

Intentional design for curriculum

& assessment enhancement

1,3,4 A1, A2,

A3, A4

K1, K2, K3,

K4, K6

V1, V2, V3,

V4

Summative Assessment #3

Critical reflection of your

curriculum & assessment design

2,4,5 A1, A5 K1, K2, K3,

K5, K6

V1, V3, V4

29

7033LFC Designing Learning and Teaching Innovations


Designing Learning and Teaching Innovations is the third course in the Graduate Certificate in University

Learning and Teaching and the first course of your Capstone journey, with 7034LFC Learning and Teaching

Transformation as the second course. It is a 12 week, ten credit point course that is offered fully online.

Course aims

The overall aim of the course is to develop you as an intentional, evidence-informed educator. In considering

approaches to designing learning and teaching innovations, you will examine principles of evidence-informed

practice. You will interrogate conceptualisations of ways of knowing in higher education as critical consumers

and producers of scholarly practice. As an intentional educator, you will synthesise awareness of the

significance of your learning context - including you, your learners, artefacts, and environments - with critical

consideration of evidence in order to make decisions when designing for learning and teaching

enhancements/improvements.



1. Critically analyse personal conceptions of evidence-informed practice

2. Evaluate the relevant scholarly literature to formulate a practice-based research/ design question

3. Justify your methodological decisions to investigate your practice-based research/ design question

4. Design a small-scale scholarly study relevant to your practice-based research/ design question

5. Identify the possible implications of your inquiry for your learning context

This course has been designed to align with the evidence-informed learning and teaching capabilities as set

out in the Griffith Learning and Teaching Capabilities Framework. Specifically, the course will enable you

to build upon and develop your capabilities within the following clusters:








30

Learning Activities

Learning Activities Descriptors Dimensions of

the UKPSF

Reflection on practice and the identification of areas of practice that could

be enhanced.

II, V, VI A5, K5, V3, V4

Development of a research/ design question to examine learning and

teaching practice

K1, K2, K3, K5

Self-reflection on the range and types of evidence that inform your practice A5, V3, V4

Critique of evidence and a mapping of the most appropriate sources of

data to enable the answering of a small scale research/ design question

A5, K1, K5, K6

Completion of major segments of the Griffith Human Ethics Application

Form

K5, K6, V4

Engagement with literature relevant to personal research/ design question K1, V3

Peer discussion of participants’ draft inquiry plan V1, V3,

Assessment

The course involves summative assessment tasks that are constructively aligned to the Course Learning

Outcomes and also aligned to Descriptor 2 of the UKPSF.


The summative assessment in the course enables you to demonstrate an understanding of the importance of

evidence-informed practice and your personal perspectives on data, information, and ways of knowing. The

assessment is scaffolded to support your development of a small scale scholarly inquiry that will enable you to

examine for practice with a view to enhancement. The assessment tasks make a significant contribution

towards your recognition as a FHEA as the table below shows. The assessment tasks and rubrics can be

found in Appendix 2.

Assessment Task LOs Descriptor

2

Area of

Activity

Core

Knowledge

Professional

Value

Summative Assessment #1 Written

assignment

What does being an evidence-informed

educator mean? A critical reflection of

personal conceptions of evidence-informed

practice

1 II, V, V1 A5 K1, K2, K3,

K4, K5

V3


assignment

2,3 A5 K1, K2, K3,

K4, K5,

V1, V3, V4

31

Practice-based Educational Research/ Design

Proposal Part 1

Formative Assessment (Peer learning):

Feedback to a colleague about their

design/research proposal draft

2, 3,

5

A1, A2 K2, K5 V1, V3, V4


assignment

Practice-based Educational Research/ Design

Proposal Part 2

1, 2,

3, 4

A5 K1, K2, K3,

K4, K5,K6

V1, V3, V4

32

7034LFC Transforming Learning and Teaching Practice


This is a 12 week, ten credit point course that is offered fully online. It is the fourth course in the Graduate

Certificate in University Learning and Teaching. The course is offered through online modules that you can

work through at your own pace.

Course aim

The overall aim of this course is to develop you as an intentional practitioner - an educator who is aware of i)

the students before you, ii) the decisions you need to make in order to provide a quality learning experience

for your students and iii) the evidence on which you are basing your decisions. As such, this course will

provide you with the opportunity to conduct, evaluate and disseminate a scholarly learning and teaching

inquiry relevant to your discipline or practice context. You will implement a learning and teaching innovation,

evaluate its impact and communicate the outcomes to your colleagues and peers.



1. Critically reflect on your scholarly inquiry proposal in relation to your learning and teaching practice context.

2. Justify the scholarly inquiry design and plans using the scholarly literature.

3. Critically analyse and interpret data related to your scholarly inquiry.

4. Critically evaluate a small-scale, scholarly inquiry relevant to your specific learning and teaching context.

5. Communicate the processes of, and findings from, the scholarly learning and teaching inquiry.

The course has been designed to align with the evidence-informed learning and teaching capabilities as set

out in the Griffith Learning and Teaching Capabilities Framework. Specifically, the course will enable you

to build upon and develop your capabilities within the following clusters:






Learning Activities

The course is made up of four online modules that explore the theories, principles and practices related to

learning and teaching practice transformation, the scholarship of teaching and learning (SOTL) and


33

development of learning and teaching capabilities through continuing professional learning. The activities in

the modules focus on building your knowledge of these ideas and the literature on which they are based.

There are also interactive activities that give you the opportunity to consider how these ideas apply to your

learning and teaching practice. As part of the course learning community, you are also encouraged to engage

in collegial conversations with peers enrolled in the course, through online synchronous Collaborate sessions

and asynchronous discussion forums.

The course learning activities are designed for you to engage in a reflective action learning cycle (reflect, plan,

act, observe, reflect …) regarding the transformation of your learning and teaching practices. These activities

also support your development of many of the dimensions of the UKPSF

Learning Activities Descriptor 2 Dimensions of the

UKPSF

• With reference to your scholarly inquiry proposal, conduct a force-

field analysis on factors related to the learning context that may

influence the implementation of your inquiry. Summarise factors

and implications for practice for inclusion in final report.

I, II, III, IV, V, VI A5

K1, K2, K3, K4, K5, K6

V1, V2, V3, V4

• Create a multi-media presentation of your educational research

proposal for a peer audience. Present your presentation to a small

group of peers in an online collaborative session. Discuss the

strengths and weaknesses of the proposal with your peers.

Summarise peer feedback for inclusion in final report.

A1, A5

K5

V3, V4

• Using the peer feedback you have gained about your proposal,

engage in an individual critical reflection on the content, process

and premise of your proposal. Compose a written critical reflection

about your proposal. Modify/update your proposal if necessary.

A1, A2, A3, A4, A5

K1, K2, K3, K4, K5, K6

V1, V2, V3, V4

• Initiate your scholarly inquiry following your intended methodology.

Reflection in and on practice during the implementation of your

proposal will be essential. Record observations and collect data as

per your methodology.

A2, A3, A4, A5

K1, K2, K3, K4, K5, K6

V1, V2, V3, V4

• Use appropriate methods to critically analyse and interpret

quantitative and/or qualitative data. Record analysis and

interpretations.

A5

K5, K6

V3, V4

• Complete the implementation of your educational research. Collect

and organise data. Create an educational research report

evaluating the outcomes and processes of your inquiry.

A1, A2, A3, A4, A5

K1, K2, K3, K4, K5, K6

V1, V2, V3, V4

• Engage in professional learning and development through critical

reflection and developing a continuing professional learning plan.

A1, A5

K1, K2, K3, K4, K5, K6

V1, V2, V3, V4

34

Assessment

The course involves formative and summative assessment tasks that are constructively aligned to the Course

Learning Outcomes and also Descriptor 2 of the UKPSF.


The summative assessment in 7034LFC Transforming learning and teaching practice enables you to

demonstrate an understanding of specific aspects of learning and teaching practice transformation and the

scholarship of teaching and learning, across all of the dimensions the UKPSF in accordance with Descriptor 2

(FHEA), and thereby highlight and disseminate good practice for teaching and supporting learning in higher

education. You will demonstrate your engagement in the Areas of Activity, through the application of your

Core Knowledge (K) and Professional Values (V) in the successful completion of assessment tasks.

Assessment Task LOs Descriptor

2

Area of

Activity

Core

Knowledge

Professional

Values


Written assignment: Scholarly project

presentation & reflection

1, 2

I, II, III, IV, V,

VI

A5 K5, K6 V3, V4


Written assignment: Report of project

data analysis and interpretation

3, 4

A1, A3, A4, K1, K2, K3, K4 V1, V2, V3

Summative Assessment #3 Scholarly

project presentation and report

2, 3,

4, 5

A1, A5 K1, K2, K3,

K5, K6

V1, V2, V3, V4

35

Appendices

Appendix 1. Authentication of Practice Form

Graduate Certificate in University Learning and Teaching

Authentication of Practice Form

The following form is designed to obtain feedback on your teaching and/or learning supporting via an

observation of your practice by an experienced peer. The structure of the form builds on the processes and

language introduced within the “Graduate Certificate in University Learning and Teaching Program”,

and includes cross-references to the UK Professional Standards Framework (UKPSF). The form will be used

to authenticate your practice, a requirement for HEA Fellow.

Observation Details

Name of participant:

Name of observer:

Date of observation:

Brief description of the

teaching/learning support

session being observed (group

size, course/topic,

Essential Elements Observed Evidence SET/Introduction

How was the session introduced? E.g. Were the learning outcome/s clearly articulated for student Was the relevance of topic explained? Were links to prior learning explored? Were attempts made to motivate the students’ to learn? (interaction)

UKPSF: A1, A2, K1, K2, V2

36

DIALOGUE/Body Content E.g. Was the content relevant to the learning outcomes? Was the amount of content appropriate for the time available?

UKPSF: A1, A2, K1, K2

Active Learning E.g. Were active learning strategies used and clearly explained? Were the activities linked to the learning outcomes? Were the students engaged on the activities?

UKPSF: A1, A2, K1, K2, V1, V2

Structure E.g. Was the structure of session well sequenced? Was it well paced?

UKPSF: A2, K2, V1, V2

Interaction Were explanations clear and concise? Was there evidence of behaviour that was motivating, interesting, enthusiastic, encouraging, approachable? Was the delivery (verbal and non-verbal) clear, respectful?

UKPSF: A2, K1, K2, K3, K4, V1, V2, V3

Resources E.g Were the resources clear, relevant and used to enhance the learning experience? If used, were PowerPoint slides clear? What other resources were used? Were they effective? UKPSF: A2, K1, K2

37

Evaluation/Assessment E.g Was there evidence of some means of checking student’s learning/understanding?

UKPSF: A2, A3, K1, K2, K5, V3

CLOSURE/Conclusion

How was the session summarised and concluded? E.g Was a review of learning outcomes discussed? Were links to future learning made? Were follow up activities for students suggested?

UKSPF: A1, A2, K1, K2, V1, V2

Comments Please make an overall comment to authenticate the learning and teaching practices of the HEA Fellow applicant.

The participant has met all the required outcomes of the observation Yes / No

A further observation is required Yes / No

Signed

38

Reflection on feedback

Having received feedback from an experienced educator, consider your reactions and future actions. The

following questions are offered as a guide to your reflection.

What was the most valuable aspect of the feedback? How did the feedback differ from your own reflections on

your practice? How might you act on the feedback? What goals might you set to further develop your learning

and teaching capabilities? What professional learning might you undertake to reach your goals?

39

Appendix 2. GCULT Assessment Tasks and Rubrics

7031LFC University Learning and Teaching

Assessment Task and Rubric

Assessment Task #1 Learning and Teaching Philosophy Statement - Written Assignment

Learning Outcomes Assessed: 1, 2

UKPSF Descriptor 2. III, III, IV (A2, K1, K2, K3, K5, V4 V3)

Due Date: 23rd March 2020

Weight: 20%

Marks /20

Description:

The purpose of this assessment is to assist students in articulating a philosophical approach to teaching. To

develop a Learning and Teaching Philosophy Statement, you will need to critically reflect on your personal

conceptions, intentions and actions as an educator and how they impact student learning.

In a written statement you should draw upon the material and literature covered in the modules to consider the

following three questions. Further indicative questions are shown for each section:

What are your beliefs about knowledge and learning?

In this section, describe your understanding of knowledge and learning. You should consider some of the

possible assumptions that you make about knowledge and learning. You can do this by asking questions, such

as: Do you think that all students have the capacity to learn? What do you believe motivates students? What

factors do you see impacting on student learning? Consider your responses to these questions and what they

reveal about your beliefs and assumptions about learning.

What are your beliefs about teaching? What are your intentions or goals?

In this section you should describe your beliefs and conceptions about learning and teaching. You should

reflect on your experiences as an educator, and consider these indicative questions: Why do you teach?

What are you trying to achieve as an educator? What values underpin your teaching? What is the purpose of

your teaching?

How do you teach? What are your actions and practices?

In this section you should describe what and where you teach and how your teaching is influenced by your

beliefs, assumptions and conceptions. Your underpinning beliefs, assumptions and theoretical knowledge

should be linked to learning and teaching practice. Indicative questions are: What are the specific courses and

programs that you teach? How do you give expression to your beliefs, assumptions and conceptions in your

40

practice? How do you encourage deep learning? What types of assessments do you use and why? How do

you manage student diversity?

The future

End the statement with a brief consideration of how you are growing and developing as an educator and your

goals for your teaching in the future.

Your Learning and Teaching Philosophy Statement should be 800 words in length (not including reference list).

41

Assessment Rubric #1 Teaching Philosophy Statement - Written Assignment

Criteria Standards

Very Good Good Satisfactory Unsatisfactory

Incomplete

Introduction to Learning and

Teaching Philosophy

Statement (5 marks)

Detailed introduction that explains the purpose of a Learning and Teaching Philosophy Statement and analyses the benefits and difficulties of writing one.

Introduction explains the purpose of a Learning and Teaching Philosophy Statement and describes the benefits of writing one.

Brief introduction that describes the purpose of a Learning and Teaching Philosophy Statement.

No introduction or the introduction is unclear and/or incomplete.

No introduction

Critique of learning and teaching context and its link to the development of a personal learning and teaching philosophy.

Description of learning and teaching context and its link to the development of a personal learning and teaching philosophy.

Brief description of learning and teaching context.

No explanation of the purpose of a Learning and Teaching Philosophy Statement.

No mention of learning and teaching context.

Critical reflection (Recognise and analyse personal assumptions about, knowledge, learners and learning; analyse and evaluate practice and the theoretical principles and values that underpin practice) 1. What are your beliefs about knowledge and learning? 2. What are your beliefs about teaching? What are your intentions or goals? 3. How do you teach? What are your actions and

Response shows critical reflection throughout.

Response is generally reflective but is not always a critical reflection.

Response is descriptive rather than a critical reflection.

Response is description of philosophy, with major inconsistency/ misalignments between the responses to the three questions.

No response/ incomplete.

Extensive response to all three questions. Includes many examples from practice.

Detailed response to all three questions. Includes some examples from practice.

Some response to all three questions, however, there may be minor inconsistencies/ misalignments between the responses to the three questions.

42

practices? Future statement. (15 marks)

References

(Participants

may choose

any

established

referencing

system)

Responses to questions include extensive links between teaching and learning.

Responses to questions include many links between teaching and learning.

Responses to questions demonstrate the link between teaching and learning, but it is weak.

Response includes many appropriate references to the appropriate literature, and references that are beyond those included in the modules.

Response supported by some reference to course literature. References are generally used consistently in the response.

References used may have occasional inappropriate use of course references and/or references that are not used consistently.

Limited references used and/or may have occasional inappropriate use of course references and/or references that are not used consistently.

No references.

References are used consistently throughout the response.

Total marks out of 20. A passing grade is 50% or more for the overall assignment.

* Note: although these criteria equate to a range of standards, and you will receive a “mark” and feedback

accordingly, this is still a pass/fail assessment task.

Assessment #2 Design for learning plan: Design for learning for a session

Learning Outcomes Assessed: 1, 3. 4

UKPSF Descriptor 2 I, II, III, IV, V, VI (A1, A3, A4, K1, K2, K3, K4, K5, V1, V2, V3)

Due Date: 13 April, 2020

Weight: 30%

Marks out of /30

Task Description:

This assessment is designed to provide you with the opportunity to apply what you have learned in

the course to your learning and teaching practices (e.g., classroom teaching, practical

demonstrations, or postgraduate supervision).

43

The main component of this assignment is to use the Activity-Centered Analysis and Design (ACAD)

Framework in your design for learning of a single learning session, detailing what and how you intend

to teach (design time elements)/facilitate (learn time elements) a particular learning and teaching

session.

A plan detailing what and how you intend to conduct the particular learning and teaching session

In this document, you will identify one or two intended outcomes (i.e., taking the broad conception of

outcomes for the session), and design learning task(s) (epistemic design) that would help your

learners achieve this/ these intended outcome(s). You will also describe social configurations (social

design), and considerations related to the physical and/or digital learning environment (set design). In

your description, you will articulate the high-level philosophies and illustrate how these influenced

your design. You will also include timing elements (e.g., sequence, duration, pace) of your design.

Considerations:

In detailing your design for learning plan, consider the knowledge that you have gained about learning

and teaching through this course. Identify an aspect of your teaching/ facilitation where you might

apply this knowledge to improve student learning.

You may wish to consider the learning environment in which you teach - the diversity of your students,

their level of academic maturity, your disciplinary context.

Your plan should incorporate a rationale explaining your design decisions for learning. You should

make reference to the scholarly literature to support your rationale.

If you have used a visual representation to support your thinking through designing for learning,

please append this (or a sample of this).

Your learning and teaching plan and rationale should be 1,000 words in length.

Your plan will also be allocated to a peer for feedback. To facilitate this, you will provide your peer

with three key things you would like to seek feedback on. You will receive peer feedback for this work

(see Assessment #3), however, your mark for this will be determined solely by the teaching team.

GCULT HANDBOOK 2019-2020 PATHWAY TO HEA FELLOW 44

Assessment Rubric # 2 Create a learning and teaching session plan and rationale – Written

Assignment

Criteria Standards

Very Good Good Satisfactory Unsatisfactory Incomplete

Plan of teaching/

learning support

session includes

Learning context

• Intended

outcomes

• Learning

Tasks

(epistemic

design)

• Social

configurations

(social design)

• Physical and

digital learning

environment

(set design)

(16 marks)

Covers all

components of

the plan in

good detail.

The tasks are

strongly learning

focused and

incorporate

contemporary,

evidence-informed

pedagogies.

The learning

tasks align

strongly with the

high-level

philosophies of

learning.

The timing

elements of the

tasks and the

overall timing of

the session are

appropriate for

the intended

outcomes and the

context of the

session.

Covers all

components of

the plan in

detail.

The tasks are

mainly learning

focused and

incorporate

contemporary,

evidence-

informed

pedagogies.

The learning

tasks align with

the high-level

philosophies of

learning.

The timing

elements of the

tasks and the

overall timing of

the session are

appropriate for

the intended

outcomes and the

context of the

session.

Covers all

components of

the plan but in

limited detail.

The tasks are

mainly

learning

focused but do

not always

include

evidence-

informed

pedagogies.

The learning

tasks generally

align with the

high-level

philosophies of

learning.

The timing

elements of the

tasks and the

overall timing of

the session are

generally

appropriate for

the intended

outcomes and

the context of

the session.

Covers some

components of

the plan.

The tasks are

not learning

focused and

do not include

evidence-

informed

pedagogies.

The learning

tasks do not

align with the

high- level

philosophies of

learning.

The timing

elements of

the tasks and

the overall

timing of the

session are

not

appropriate

for the

intended

outcomes and

the context of

the session.

Covers

only one

or two

componen

ts of the

plan

Rationale

(8 marks) Plan is strongly

justified using

links to learning

theory and

research

evidence.

Plan is

sufficiently

justified using

links to

learning

theory and

research

evidence.

Plan

has

limited

justifica

tion

using

links to

learning theory

Plan lacks

justification.

No rationale.


and research

evidence.

Use of references

(Participants may

choose any

established

referencing

system)

(3 marks)

Response

includes many

appropriate

references to

course literature,

and references

that are beyond

those included in

the module.

Response

supported by

some reference

to course

literature.

References are

generally

appropriate.

References are

generally used

consistently in the

response.

References

used may have

occasional

inappropriate

use of course

references

and/or

references that

are not used

consistently.

Limited

references

used and/or

may have

occasional

inappropriate

use of course

references

and/or

references

that do not

used

consistently.

No references

References are

used consistently

throughout the

response.

Presentati

on, written

communic

ation

(3 marks)

No spelling or

grammatical

errors, clear, well

structured,

superior

expression of

ideas/ synthesis.

Well presented.

No spelling or

grammatical

errors, clear,

well

structured.

Well

presented.

Few spelling or

grammatical

errors, clear,

reasonably

structured

approach

though some

problems with

the structure

may be evident.

Clearly

presented.

Many spelling or

grammatical errors, lacks

clarity, some problems in

the structure /

sequencing.

Assessment #3 Reflections on peer feedback of designing for learning

Learning Outcomes Assessed: 2, 3, 5

UKPSF Descriptor 2: I, II, III, IV, V, VI (A2, K2, K5, V1, V3)

Due Dates: Part 1: 27 April 2020;

Part 2: 5 May 2020.

Weight: 10%

Marks out of: /10

This assessment is designed to provide you with an opportunity to critically reflect on developing your ways of


being as a contemporary educator through examining your own ways of doing and knowing in relation to practices emerging out of interdisciplinary lenses. The peer feedback process provides the opportunity to step out of your own disciplinary practice lens, and to collegially support a colleague in providing constructive feedback.

Part 1 (Formative assessment): Peer learning

You will provide feedback to your peer via the Learning@Griffith Course site. You will submit your feedback to your peer by Monday 27 April, 2020. Your feedback to your peer will not be assessed; only your reflections on your peer feedback experience will be assessed. Part 2 of Assessment 3 relies on your active participation in Part 1.

Feedback to your peer should not exceed 500 words. Please submit your peer feedback via the Assessment 3.1 submission point in Blackboard Learning@Griffith.

Part 2 (Summative assessment): Written reflections

Following the formative assessment, you will critically reflect on your peer learning experience: (1) designer (seeker and recipient of feedback) and (2) as a peer reviewer (provider of feedback).

Components:

1. What was the value of engaging this in peer review process for you? Were there any challenges? 2. Did you recognise any assumptions you or others may have held?

3. As a designer, what were your experiences of seeking feedback on your design, and the

experience of being provided with feedback from a peer? 4. As a peer reviewer, what were your experiences of reviewing a peer’s design plan?

5. How did the process of engaging in the peer review influence your understanding of design for learning?

Your reflections can be a paragraph or two, but not more than 500 words. You may present your response in a format that suits you, however, it should include comment on all five components.

You may complete your reflections at any time following the submission of your peer feedback, up to Tuesday,

5th of May, 2020. Please submit your critical reflection via the Assessment 3.2 submission point in Blackboard

Learning@Griffith.

*There is no marking rubric for Assessment #3; criteria is based on inclusion of components as stated in

assessment task. This assessment is designed to help you build towards Assessment #4.

Assessment 4 Task sheet

Title: Critical reflection, evaluation, and future recommendations of learning and teaching practices

Type: Workplace based assessment

Learning Outcomes Assessed: 2, 4 & 5

Due Date: 18 May, 2020

Weight: 40%

Marked out of: 40


The final summative assessment is based on five pieces of information about your teaching:

1. your Learning and Teaching Philosophy Statement

2. feedback from the course teaching team about your design for learning plan

3. feedback from a peer about your design for learning plan

4. a self-reflection of your teaching

5. information you have gathered from your reading of the scholarly literature included in the course

You will write a critical reflection based upon the five sources of information that you have available to you, for

example, the feedback from the course team and peer about your design for learning session plan. You will

make recommendations to yourself to enhance your practice on the bases of synthesising these five sources of

information. You may of course, also incorporate other sources of relevant information/ evidence from your

practice if it helps you better critically reflect.

You will include a critical reflection on what you have learnt about developing your ways of being as an educator

(a designer for learning, a facilitator of learning, a collegial colleague, a reflective practitioner, and an educator-

learner). Your critical reflection will be up to 1,000 words in length.

Assessment Rubric #4 Critical reflection, evaluation, and recommendations of learning and teaching

practices

Criteria

Standards


Self-reflection -

your analysis

(critical reflection)

of developing your

ways of being as an

educator (a

designer for

learning, a

facilitator of

learning, a collegial

colleague, a

reflective

practitioner, and an

educator-learner).

Critical reflection

using a range of

sources of

information:

1. your Learning &

Teaching

Detailed critical

self reflection on

ways of being as

an educator

Self-reflection is

generally critical

but sometimes a

descriptive

reflection on

ways of being as

an educator

Reflection is a

descriptive

rather than a

critical

reflection of

ways of being

as an educator

The reflections

include a

description of

ways of being as

an educator

The reflections

include a

description of

some ways of

being as an

educator


Philosophy

Statement

2. feedback from

the course

teaching team

about your

design for

learning plan

3. feedback from a

peer about your

design for

learning plan

4. a self-evaluation

of the recording

of your teaching

session (or your

teaching

practice if

submitting video

in T2)

5. information you

have gathered

from your

reading of the

scholarly

literature

included in the

course

(25 marks)

Recommendations

to self and

statement of

professional

learning plan

(9 Marks)


The

recommendations

and plan align

with the critical

self-reflection in

specific ways.

The proposed

recommendations

are specific and

relevant

The

recommendation

s and plan are

linked to the

critical self-

reflection but the

alignment is

general.

The proposed

recommendation

s are relevant

The

recommendati

ons and plan

are linked to

the self-

reflection but

the alignment

is general.

The proposed

recommendati

ons are

general and

not always

relevant

The

recommendation

s and plan are

incomplete

and/or not

relevant

No

recommendati

ons and/or

plan



Use of references

(Participants may

choose any

established

referencing system)

(3 marks)

Response

includes many

appropriate

references to

course literature,

and references

that are beyond

those included in

the course.

References are

used consistently

throughout the

response.

Response

supported by

some reference

to course

literature.

References are

generally

appropriate.

References are

generally used

consistently in

the response.

References

used may have

occasional

inappropriate

use of course

references

and/or

references that

are not used

consistently.

Limited

references used

and/or may have

occasional

inappropriate

use of course

references

and/or

references that

do not used

consistently.

No references

Presentation,

written

communication

(3 marks)


Response has a

logical structure

and is concise

and focused and

no spelling or

grammatical

errors.

Response has a

logical structure

but lacks

conciseness and

focus and/or

some minor

spelling or

grammatical

errors.

Some spelling

or grammatical

errors, clear,

reasonably

structured

though some

problems with

the structure

may be

evident.

Poorly organised

and confused

structure. Many

spelling or

grammatical

errors.

Incomplete.



** Note: although these criteria equate to a range of standards, and you will receive a “mark” and feedback



7032LFC Curriculum and Assessment Design for Learning

Assessment Tasks and Rubrics

Assessment #1: Critical analysis and evaluation of curriculum & assessment design

practices

Type: Assignment - Practice-based Assignment

Learning Outcomes Assessed: 1, 2, 4, 5

UKPSF Descriptor 2: II, III, IV, V, VI (A5, K1, K2, K3, K4, K5, K6, V3, V4)

Due Date: T2, 2020

Weight: 30%

Marked out of: 30

Task Description:

The purpose of this assignment is to critically analyse and evaluate the quality of the curriculum and assessment

design related to your professional context and provide recommendations for enhancement that are based on

scholarly principles supported by references to the relevant literature. If you have any concerns regarding the

selection of your design then please contact the course convenor.

Task detail:

Identify the strengths and weaknesses of the i) curriculum design and ii) assessment design. Evaluate the overall

quality of the i) curriculum design and ii) assessment design, providing scholarly justifications for your statements

and citing relevant literature.

State recommendations for enhancement to the i) curriculum design and ii) assessment design, providing scholarly

justifications for your statements and citing relevant literature.

If you wish you can use the provided template to construct this assignment. The template will assist with ensuring

the strengths and weaknesses are detailed as well as the evaluation.

Word count: 1500 words

Assessment Rubric #1: Critical analysis and evaluation of curriculum & assessment

design practices

Standards


Criteria Very Good Good Satisfactory Needs

Improvement

Unsatisfactory

(10-9) (7-8) (5-6) (3-4) (0-2)

Identification of the strengths and weaknesses of a curriculum

(10 marks)

Detailed and logical explanation of 4+ strengths and weaknesses of i) curriculum design and ii) assessment design.

Detailed explanation of 2-3 strengths and 2-3 weaknesses of i) curriculum design and ii) assessment design.

Explanation of at least one strength and weakness of i) curriculum design and ii) assessment design.

General analysis but does not explain at least one strength and weaknesses for both curriculum design and assessment design.

Only one or two strengths or weaknesses of design are provided but no analysis. Or, there are no strengths and weaknesses presented.

Scholarly justifications (of principles of curriculum and assessment design)

(10 marks)

(10-9) (7-8) (5-6) (3-4) (0-2)

This section of the task is thorough, cohesive, and extremely thoughtful, demonstrating a comprehensive understanding of many key aspects of the literature.

This section of the task is thorough, cohesive, and thoughtful, demonstrating a keen understanding of several key aspects of the literature.

This section of the task is cohesive and thoughtful, demonstrating a useful level of understanding of some aspects of the literature.

This section of the task is not cohesive and does not demonstrate a satisfactory level of understanding of the literature.

This section of the task is poorly developed, demonstrating limited understanding of the literature.

Or, this section was not submitted.

Evaluation of the overall quality of the selected curriculum

(5 marks)

(5) (4) (3) (2) (1)

Insightful, clear and succinct evaluation about the quality of the curriculum and assessment design. Makes all relevant links to analysis.

Accurate, clear and succinct evaluation about the quality of the curriculum and assessment design. Makes some links to analysis.

Accurate, clear and succinct evaluation about the quality of the curriculum and assessment design.

There is some evaluation of the over quality of the selected course although it is not always clearly stated.

Evaluation about the overall quality of curriculum and assessment is inaccurate, unclear or incomplete. Or, evaluation is absent.

(5) (4) (3) (2) (1)


Use of references

Referencing

(5 marks)

An extensive range of highly relevant, literature, which is provided well beyond the scope of the modules, has been applied in a meaningful manner to support the response.

The accurate application of all APA referencing conventions.

A broad range of highly relevant literature, including literature beyond those provided, has been applied in a meaningful manner to support the response.

The accurate application of almost all APA referencing conventions.

A range of relevant literature from the course materials has been applied in a mostly meaningful manner to support the response.

The accurate application of some APA referencing conventions

Almost relevant literature has been applied in an almost meaningful manner to support the response.

The accurate application of a few referencing* conventions.

Limited, irrelevant literature has been applied AND/OR does not support, in a meaningful way, the response offered.

Or, no literature has been used.

The inaccurate application of key referencing conventions.

Total marks out of 30. A passing grade is 50% or more for the overall assignment. ** Note: although these criteria equate to a range of standards, and you will receive a “mark” and feedback accordingly, this is still a pass/fail assessment task.

Assessment #2 - Intentional design for curriculum & assessment enhancement

Type: Assignment - Planning Document


UKPSF Descriptor 2: II, III, III, IV, V, VI (A1, A2, A3, A4, K1, K2, K3, K4, K6, V1, V2, V3, V4)

Due Date: T2, 2019

Weight: 30%

Marked out of: 30

Task Description:

The purpose of this assignment is to intentionally enhance the design of curriculum and assessment approaches

related to your professional context (using your recommendations from Task 1 as a guide).

Part A) You will produce a curriculum and assessment enhancement planning document (1000 words) that outlines the following: 1. General outline of the learning context 2. Redesigned curriculum with relevant learning outcomes and links to the Graduate Attributes 3. Redesigned assessment plan and tasks including a summary table and assessment details. 4. Redesigned teaching and learning plan, including brief outline of activities. To assist you with completing this task you might wish to use a Griffith Course Profile as your model or use the provided template.

Part B: Provide scholarly justifications for your design and citing relevant literature (500 words) Word count: 1500 words


Assessment Rubric #2: Intentional design for curriculum & assessment enhancement

CRITERIA STANDARDS

Excellent Good Satisfactory Needs Improvement

Unsatisfactory

(9-10) (7-8) (5-6) (3-4) (1-2)

Curriculum design

• Curriculum Details, Description, Introduction & Aims

• Curriculum Learning Outcomes & Curriculum Map

• Learning Activities Summary & Detail

• Constructive alignment

(/10 marks)

Complete, coherent and innovative curriculum.

Relevant, accurate and context specific learning outcomes.

Relevant, engaging and active learning activities.

Constructive alignment is exemplary. Accurate curriculum map that clearly illustrates the link between learning outcomes and Graduate Attributes.

Describes context-specific teaching approaches.

Complete and coherent curriculum.

Relevant and accurate learning outcomes.

Relevant and engaging learning activities.

Constructive alignment is explicit and clear. Accurate curriculum map illustrates the link between learning outcomes and Graduate Attributes.

All sections of the curriculum are included.

Relevant learning outcomes.

Relevant learning activities.

Constructive alignment evident between learning outcomes, assessment and learning activities.

Minor errors.

Incomplete curriculum – one section missing. Lack of constructive alignment between learning outcomes, assessment and learning activities.

Incomplete curriculum with most sections missing

Assessment Design

(9-10) (7-8) (5-6) (3-4) (1-2)


• Assessment Summary & Detail

• Formative and summative

• Relevant and authentic

• Valid and reliable

(/10 marks)

Assessment is completely developed and coherently constructively aligned.

Relevant and authentic assessment; clearly uses diagnostic, formative and summative; validity and reliability.

Assessment is well developed and constructively aligned.

Relevant assessment; clearly uses formative and summative.

Assessment is developed and generally constructively aligned.

Relevant assessment

Incomplete assessment section with one section missing.

Incomplete assessment section with most of the section missing.

Justification

• Curriculum learning outcomes and curriculum map

• Learning activities

• Assessment

• Constructive alignment

• 500 words or less

(/5 marks)

(5) (4) (3) (2) (1)

Highly effective use of scholarly principles to justify design decisions. Each section justified with good detail in 500 words or less.

Effective use of scholarly principles to justify design decisions. Most sections justified in 500 words or less.

Some use of scholarly principles to justify design decisions. Some sections justified or all sections justified in over 500 words.

Little use of scholarly principles to justify design decisions. Incomplete session with little information.

No use of scholarly principles to justify design decisions. Not included

Written Communication

• Clarity

• Gramma

• Spelling

• Structure

• Sequencing

• Presentation

(/5 marks)

(5) (4) (3) (2) (1)

Clear and sophisticated expression. No spelling or grammatical errors. Very well structured and sequenced. Very well presented.

Clear expression. One or two spelling or grammatical errors. Well-structured and sequenced. Well presented.

Acceptable expression. Up to 5 spelling or grammatical errors. Sound structure and sequencing, with minor problems evident. Sound presentation.

Expression lacks clarity. Many spelling or grammatical errors. Major problems in structure or sequencing. Poor presentation.

Expression is not clear. Frequent, numerous spelling or grammatical errors. Significant problems in structure and sequencing. Very poor presentation.



* Note: although these criteria equate to a range of standards, and you will receive a “mark” and feedback accordingly, this is still a pass/fail assessment task.

Assessment #3: Critical reflection of your curriculum & assessment design

Type: Assignment - Written Assignment


UKPSF Descriptor 2: III, III, IV, V, VI (A1, A5, K1, K2, K3, K5, K6, V1, V2, V3, V4)

Due Date: T2, 2019

Weight: 40%

Marked out of: 40

Task Description:

You will conduct a critical reflection and evaluation of your intended curriculum & assessment design.

1. Task detail:

After receiving feedback on your curriculum and assessment design enhancement plan from your lecturer

and peer-colleague, you will use this feedback to critically reflect on your intended design, evaluate the

quality of the design and make suggestions for further modifications or improvement. You will justify your

reflection, evaluation and suggestions by referring to scholarly principles and making reference to the

relevant literature.

Provide a critical reflection on your curriculum and assessment design enhancement plan. Justify using

scholarly principles and reference relevant literature.

2. Use your teaching philosophy (created in 7032LFC) to underpin your evaluation.

3. Remember to annotate your assignment with the UK Professional Standards Framework of Areas of

Activity, Core Knowledge and Professional Values to your reflection. These are available in the course site

for your information.

.

Word limit: 1600 words

Assessment Rubric #3: Critical reflection of your curriculum & assessment design

CRITERIA STANDARDS

Excellent Good Satisfactory Needs improvemen

t

Unsatisfactory


Critical reflection on the curriculum & assessment design • Alignment to

Curriculum plan

• Critical self-reflection

• Quality of self-reflection

(/10 marks)

(9-10) (7-8) (5-6) (3-4) (0-2)

Self-reflection is strongly aligned to the Curriculum & Assessment Enhancement Plan specifically the curriculum section. A critical self-reflection is provided with clear structure.

Self-reflection is mostly aligned to the Curriculum & Assessment Enhancement Plan specifically the curriculum section. A critical self-reflection is provided.

Self-reflection is sometimes aligned to the Curriculum & Assessment Enhancement Plan specifically the curriculum section. A descriptive self-reflection is provided with some evidence of structure.

Lack of alignment of self-reflection to the Curriculum & Assessment Enhancement Plan. Self-reflection lacks structure and/or detail. Limited reflection

Incomplete self-reflection with most sections missing. Incomplete or no reflection

Critical reflection on the assessment design • Alignment to

Curriculum plan

• Critical self-reflection

• Quality of self-reflection

(/10 marks)

(9-10) (7-8) (5-6) (3-4) (0-2)

Self-reflection is strongly aligned to the Curriculum & Assessment Enhancement Plan specifically the curriculum section. A critical self-reflection is provided with clear structure.

Self-reflection is mostly aligned to the Curriculum & Assessment Enhancement Plan specifically the curriculum section. A critical self-reflection is provided.

Self-reflection is sometimes aligned to the Curriculum & Assessment Enhancement Plan specifically the curriculum section. A descriptive self-reflection is provided with some evidence of structure.

Lack of alignment of self-reflection to the Curriculum & Assessment Enhancement Plan. Self-reflection lacks structure and/or detail. Limited reflection

Incomplete self-reflection with most sections missing.

Incomplete or no reflection


Rationale of curriculum and assessment design • Describes

personal approach to curriculum and assessment design

(/10 marks)

Lacks a description of personal approach to curriculum and assessment design is absent. Lacks justification statements.

Describes personal approach to either curriculum or assessment design Justifies with reference to curriculum or assessment design principles. Major errors or omissions.

Describes personal approach to curriculum and assessment design. Justifies with reference to some curriculum and assessment design principles. Minor errors or omissions.

Clear and detailed description of personal approach to curriculum and assessment design. Justifies with reference to relevant scholarly curriculum and assessment design principles.

Clear, articulate and detailed description of personal approach to curriculum and assessment design. Accurate, thorough and logical justifications synthesise relevant scholarly curriculum and assessment design principles. Context specific.

Use of References

• Justifications make reference to scholarly literature

• APA format

(/5 marks)

(5) (4) (3) (2) (1)

Justifications make reference to a range of sources of relevant, scholarly literature from course readings and beyond, including recent peer-reviewed journal articles. APA format is followed.

Justifications make reference to multiple sources of relevant, scholarly literature, including a few sources beyond course readings. APA format is followed.

Justifications make reference to a limited number of relevant, scholarly literature sources. APA format is followed. Minor errors or omissions.

Justifications that sometimes make reference to irrelevant literature OR most references do not follow APA format.

Justifications lack reference to relevant literature OR all references do not follow APA format.

Written Communication • Clarity

• Grammar

• Spelling

• Structure

• Sequencing

• Presentation

(/5 marks)

(5) (4) (3) (2) (1)

Clear and sophisticated expression. No spelling or grammatical errors. Very well structured and sequenced.

Clear expression. One or two spelling or grammatical errors. Well-structured and sequenced. Well presented.

Acceptable expression. Up to 5 spelling or grammatical errors. Sound structure and sequencing, with minor

Expression lacks clarity. Many spelling or grammatical errors. Major problems in structure or sequencing.

Expression is not clear. Frequent, numerous spelling or grammatical errors. Significant problems in structure and sequencing.


Very well presented.

problems evident. Sound presentation.

Poor presentation

Very poor presentation.

PSF dimensions have been included in the final reflection Yes/No

If the PSF dimensions are not submitted, you will be given the opportunity to resubmit with these.

Total marks out of 40. A passing grade is 50% or more for the overall assignment. * Note: although these criteria equate to a range of standards, and you will receive a “mark” and feedback accordingly, this is still a pass/fail assessment task.


7033LFC Design Learning and Teaching Innovation


Assessment #1: Critical reflection of personal conceptions of evidence-informed practice

(Written Assignment)

Learning Outcomes Assessed: 1

Descriptor 2: V, V1 (A5, K1, K2, K3, K4, K5, V3)

Due Date: Trimester 1, 2020

Weight: 20%

Marked out of: 20

Task Description:

The premise of an evidence-informed educator is one that is hard to argue with - the potential of evidence to inform

and improve practice is clear. However, the conception of evidence-informed practice does seem to vary. In this

assignment, you will explore (using the literature) the conceptions of evidence-informed practice and critically

reflect on your own personal conceptions and practice.

This assignment builds on Course 1 where you critically reflected on your beliefs and conceptions about teaching

and learning. In this assignment, you will examine your beliefs and conceptions as related to evidence-informed

practice: what are your conceptions of data in design for learning? What are your beliefs about the different ways of

knowing and evidencing learning? In developing as an evidence-informed educator, what is important to you, and

why?

You will critically reflect on how your evidence-informed learning and teaching practice is influenced by your beliefs

and conceptions about data, evidence, and ways of knowing. Using the literature, you will examine how

epistemological awareness can shape construction of knowledge and experience. Your underpinning beliefs,

assumptions and theoretical knowledge (ensure you refer to the literature) should be linked to teaching practice.

Your critical reflection should be 1,000 words in length (not including references).

Assessment Rubric #1 Critical reflection of personal conceptions of evidence-informed

practice

CRITERIA

STANDARDS



Introduction What does it mean to be an evidence-informed educator? (brief scholarly review) (/5 marks)

Detailed introduction with a high level of synthesis of key features of evidence-informed educational practice. Introduction is characterised by critical insight and analytical thought in articulating conceptual complexity.

Introduction describes generally, the features of evidence-informed practice. This is characterised by some evidence of analysis.

Introduction describes generally, the features of evidence-informed practice, though lacks evidence of critical analysis.

Introduction is unclear or incomplete.

Critical reflection of personal conceptions of evidence-informed practice (10)

What does it mean to be an evidence-informed educator?

Critically reflect on how your evidence-informed learning and teaching practice is influenced by your beliefs and conceptions about data, evidence, and ways of knowing.

Using the literature, you will examine how epistemological awareness can shape construction of knowledge and experience.

Your underpinning

beliefs, assumptions and theoretical knowledge (ensure you refer to the literature) should be linked to teaching practice.

Response shows critical reflection throughout.

Personal conceptions about data, evidence, and ways of knowing are coherently linked to the literature. Response is characterised by clarity of exposition, and critical reflection to a level of substantial conceptual complexity.

Reflections about these personal conceptions, assumptions, and theoretical knowledge are linked to teaching practice, with a forward-oriented perspective.

Response is generally reflective but is not always a critical reflection.

Personal conceptions about data, evidence, and ways of knowing are linked to the literature. Response is characterised by clarity of exposition, and critical reflection to a level of substantial conceptual complexity.

Reflections about these personal conceptions, assumptions, and theoretical knowledge are linked to teaching practice.

Response is descriptive rather than a critical reflection.

There is some response to all aspects of the critical reflection, however there may be less clarity or connections to the literature.

Reflections about these personal conceptions, assumptions, and theoretical knowledge are somewhat linked to teaching practice, but it is weak.

Response is incomplete, incoherent, or is inconsistent across the reflection.

Reflections about the personal conceptions are descriptive, with minimal references to the literature. Links to teaching practice is absent or weak.

Use of References (3)

(Participants may choose any established referencing system)


Response includes many appropriate references to course literature, and references that are beyond those included in the course. References are used consistently throughout the response.

Response supported by some reference to course literature. References are generally appropriate. References are generally used consistently in the response.

References used may have occasional inappropriate use of course references and/or references that are not used consistently.

Limited or no references used and/or may have occasional inappropriate use of course references and/or references that do not used consistently..

Presentation, written communication (2)

Next to no spelling or grammatical errors, clear, well structured, superior expression of ideas/ synthesis. Well presented.

Minimal spelling or grammatical errors, clear, well structured. Well presented.

Few spelling or grammatical errors, clear, reasonably structured approach though some problems with the structure may be evident. Clearly presented.

Many spelling or grammatical errors, lacks clarity, some problems in the structure / sequencing.


Assessment #2 Practice- based educational research/ design proposal Part 1 (Written

Assignment)


Descriptor 2: V, VI (A5, K1, K2, K3, K4, K5, V1, V3, V4)

Due Date: T1, 2020

Weight: 50%

Marked out of: 50

Task Description:

Task details:

In this assignment, you will articulate your practice-based educational research/ design proposal. This should

provide a description of the practice-based research questions. Using the literature, you will synthesise, design,

and articulate a research proposal that answers the following questions:


Part A: Research/Design Proposal - Background

How and why did you come up with the question you are investigating?

Identify your question(s) for inquiry. Describe your practice-based learning scenario for inquiry and use the

theoretical and empirical literature to support your rationale. This will include a review of the literature or otherwise

establish the need for the research (as supported by related literature). What have others researched about this?

Are there any contextual similarities/ differences?

Part B: Research/Design Proposal - Methods

Next, you will outline how you intend to answer your research/design question(s). Here, you will discuss your

selected question and how this will enable your inquiry objectives to be achieved. Use the literature to explain your

methodological choices, and why you believe the selected method(s) is a good fit. Justification of the methods will

include a reflection from the lens of an educator as well as a student. For the educator, how will this project

influence your learning and teaching practice? For the student, how will this inquiry influence their learning or

experience of it?

This will include consideration of any ethical issues and concerns raised by the participant recruitment process and

methods.

Word limit: 1,600 words (not including the reference list)

Assessment Rubric #2 Practice- based educational research/design proposal Part 1


CRITERIA STANDARDS


Part A

Identify a research/design question (10)

Identification of question (3)

The question is i) appropriate for the context, ii) researchable, and iii) actionable

The question meets all three criteria

The question does not meet the three criteria


Description of scenario (3)

Extensive description of the practice-based L&T scenario.

Detailed description of the practice-based L&T scenario.

Adequate description of the practice-based L&T scenario is sufficient for a lay reader to understand context.

Little information given about the practice-based L&T scenario for investigation.

Purpose (Aim) & Justification (4)

Goals/purpose/ objectives of the investigation as aligned to the identified scenario, and the practice-based rationale is explained thoroughly (includes an explanation of how and why this is important for understanding of student learning/ experience; explicit linkage to theory/literature).

Goals/purpose/ objectives of the investigation as aligned to identified scenario. Practice-based rationale is explained (includes an explanation of how this might improve understanding of student learning/ experience; link is evident to some theory/ literature).

Goals/purpose/ objectives of investigation is described and aligned to the scenario identified. A practice-based rationale and includes some link to theory/ literature.

Goals/purpose/ objectives of investigation is/are explicitly identified, but rationale not provided.

Research/Design proposal (Body) (25)


Overall (Proposal, across all aspects: linking identified scenario, literature, and proposed investigation) (3)

Proposal covers all aspects, and is characterised by clarity of exposition, critical insight and analytical thought to a level of substantial conceptual complexity.

Proposal covers all aspects, and is sound, thorough, and clear.

Proposal has adequate coverage of all aspects, but some elements are inadequate, for example, there may be non-trivial or recurring inconsistencies in writing, unclear sections, or significant misconceptions in relation to the literature.

Proposal goes some way to achieving the objectives (e.g., in covering the relevant literature), but is flawed by one or more major errors or omissions in application or higher-order objectives (e.g., in methods, critical analysis, or argument undermining the major aim of the project); or the proposal may be written in such a way that it is not possible for the marker to ascertain the nature/significance of the problem or project.

Literature review (15) -Cohesion, Synthesis, Evaluation

Demonstrates a high level of coherence across all sections of the proposal (lit review aligns with aims, purpose, and methods etc), high level synthesis of findings, conclusions in review are well supported by the literature.

Coherence of ideas is evident. The review includes synthesis and evaluation of the literature and a conclusion.

Some cohesion of ideas. Literature review is mostly descriptive.

Little to no cohesion of ideas. There is no synthesis or evaluation of the literature.

Aim(s) and rationale (4)

The study aim and rationale is clearly supported at a theoretical and practical level for learning and teaching.

The study aim and rationale aligned well to the literature review and intended research question.

The study aim is described, and the rationale is made plain, but does not clearly align to the literature.

Aim and rationale are incoherent and/or unsupported by the literature review and practice.

Use of references (Breadth/ depth, relevance, currency, synthesis, coherence) (3)

Clearly articulated and explicit linkage to appropriate literature sources throughout proposal. References appropriately cited in the main text and in the reference list.

Cites an appropriate range of references, minimal citation errors, evidence of integrating literature into overall reflection.

Evidence of some integration of literature sources, although this may be limited. There may be minor errors in

Little or inadequate link to the literature, or significant errors in citation of references.


citation of references.

Part B

Methods outline (10)

Outline of how you intend to answer your practice-based research question(s) (5)

Method outline proposed is aligned with the study aims, purpose, and practice context; proposed research timeline is clear and comprehensive (includes estimated data collection, data processing, analysis, writing, dissemination time and avenues with clearly considered logistical realities)

Method proposed is aligned with the study aims, purpose, and practice context. Proposed timeline and logistics are articulated clearly.

Method proposed is somewhat aligned with the study aims, purpose, and practice context. Proposed timeline and logistics are briefly articulated.

Method proposed is misaligned with the study aims, purpose, and practice context. Proposed timeline and logistics missing.

Justification of methods (literature, learner, educator lenses) (5)

Methodological choices are clearly justified using the literature, as well as from the perspective of the student as participant and learner, and the educator. Assumptions/ biases, and ethical considerations integrated in these justifications for methodological approach decisions in a forward-oriented way (potential implications).

Methodological choices are justified using the literature, as well as from the perspective of the student as participant and learner, and the educator. Assumptions/ biases, and ethical considerations integrated in these justifications for methodological approach decisions. Assumptions/ biases, and ethical considerations are identified.

Justifications are adequate but may not address all critical lenses. Literature is used to support justifications, assumptions, biases, and ethical considerations are identified.

Justifications are incoherent, minimal or absent. Where literature is referenced to support justification, this is inaccurate.








Assessment #3: Practice-based educational research/design proposal Part 2 (Written

Assignment)

Learning Outcomes Assessed: 1, 2, 3, 4, 5 Descriptor 2, II, V, V1 (A5, K1, K2, K3, K4, K5, K6)

Due Date: T1, 2020

Weight: 30%

Marked out of: 30

Task Description:

You will design a small-scale study to address the learning scenario you described in Assessment #2.

Task detail:

After receiving feedback on your learning scenario and your intended methodology, you are to design your study in

full.

Word limit: 1,600 words (not including the reference list)

This assignment builds on assignment 2. In this assignment, you will detail the methods for your practice-based

educational research plan and provide details about your plans for dissemination of the study.

In this assignment, you will address the alignment of the research problem, research questions, evidence

gathering, and analysis. Justify why and how the method is a good fit for the purpose of your study.


The first part focuses on the research methods. Here, you will detail the methodological approaches for your

investigation. This includes your planned data collection method(s), as well as how you intend to analyse the data

(in addressing the research questions using the methods). Detailing your methodology will include details about the

participant recruitment and communication (pre- and post-information communication), measures used, as well as

justification as to the relevance and fit for your study. Use the literature to support your methodological decisions.

Where relevant, address issues of sampling, validity, reliability, generalizability, and applicability.

In the second part, you will provide details about the intended study outcomes and dissemination plans. When

detailing the intended study outcomes, you will also address the implications of your study for your learning

context. You will address what inferences you might (or might not) be able to make as a result of your research

design. Consider what may be some of the implications of your research design? Are there any practical

limitations? Include a brief statement about the degree of identifiability of data, data storage and disposal.

When detailing dissemination plans, consider these questions: Will you be reporting the results back to students in

some way? Is this solely to inform understanding of a particular design decision or implementation? If so, how do

you plan to share your newly generated knowledge, irrespective of whether the findings are what you had expected

and/or hoped to see? The response to the dissemination question should also consider any risks or ethical issues

when communicating these findings (i.e., discuss the degree to which individual participants might be identifiable

[whether directly or by inference], including by their colleagues, peers, other members of their social or familial

group, or themselves, and the consequential outcome of knowing these findings).

Assessment Rubric #3: Practice-based educational research/design proposal Part 2


CRITERIA STANDARDS


Practice-based educational research scenario (4)

Updated detail of scenario (from Assessment #2) (2)

Extensive description of the practice-based L&T scenario.

Detailed description of the practice-based L&T scenario.

Adequate description of the practice-based L&T scenario is sufficient for a lay reader to understand context.

Little information given about the practice-based L&T scenario for investigation.


Updated Purpose (Aim) & Justification (From Assessment #2) (2)

Goals/purpose/ objectives of the investigation as aligned to the identified scenario, and the practice-based rationale is explained thoroughly (includes an explanation of how and why this is important for understanding of student learning/ experience; explicit linkage to theory/literature).

Goals/purpose/ objectives of the investigation as aligned to identified scenario. Practice-based rationale is explained (includes an explanation of how this might improve understanding of student learning/ experience; link is evident to some theory/ literature).

Goals/purpose/ objectives of investigation is described and aligned to the scenario identified. A practice-based rationale is explained and includes some link to theory/ literature.

Goals/purpose/ objectives of investigation is/are explicitly identified, but rationale not provided.

Design of practice-based educational research: Methods (15)

Research design (15)

The method section should be sufficiently detailed to enable the reader to understand exactly what you propose to do, in the context of your practice-based educational research, and for about soundness of the approaches chosen. Methodological decisions should be substantiated using the literature, where appropriate.

Research design and methodological approaches are sound and aligned with the practice-based research context and question and are appropriate to the disciplinary/ interdisciplinary focus.

Research design and methodological approaches are sound and aligned with the practice-based research context and question. Topic is contextualised among sources and materials used/ cited.

Research design and methodological approaches are somewhat aligned with the practice-based research context and question, with minor questionable approaches.

Research design and methodological approaches are inappropriate for the practice-based research context and/ or research question.

The measures, techniques, procedures are appropriate to the research question, and are extensively described.

The measures, techniques, procedures are appropriate to the research question, and are described in sufficient detail.

The measures, techniques, procedures are described, though links to the research question may not be explicitly described or inappropriately linked.

The measures, techniques, procedures are insufficiently described, or inaccurate.


Justification of methodological and analytical decisions demonstrates a solid understanding of the content, tools, and structures in the field. Validity and relevance of methods are appropriate questioned, and possible biases are identified.

Justification of methodological and analytical decisions demonstrates some understanding of the content, tools, and structures in the field. Consideration of validity and relevance of methods is evident.

Justifications are adequate but does not demonstrate a clear understanding of the conventions in the field. Consideration of validity and relevance of the methods is minimal or lacks accuracy/ analysis.

Justifications are incoherent, minimal or absent. Where literature is referenced to support justification, this is inaccurate.

Assumptions/ biases, and ethical considerations integrated in these justifications for methodological approach decisions in a forward-oriented way (potential implications).

Assumptions/ biases, and ethical considerations integrated in these justifications for methodological approach decisions. Assumptions/ biases, and ethical considerations are identified.

Assumptions, biases, and ethical considerations are identified.

Assumptions/biases, and ethical considerations are completely overlooked, or absent.

Design of practice-based educational research: Implications and dissemination (8)

Implications section in which you


consider each of the possible outcomes as intended for your research. Considerations should be contextualised in the methodological approaches of your research design, as well as the practice context.

The possible inferences and implications of the research design for the intended research aims/ outcomes are considered critically from multiple perspectives. Practical limitations are integrated effectively in discussing the implications.

The possible inferences and implications of the research design for the intended research aims/ outcomes are considered for research purposes as well as for the practice context and purposes. Practical limitations are described, and somewhat tied to implications.

The possible inferences and implications of the research design for the intended research aims/ outcomes are described, though critical analysis is less evident. Practical limitations are identified.

The possible inferences and implications of the research design are incoherent or misaligned with the research and practice context. Practical limitations are insufficiently addressed.

Dissemination plans should include plans for the various levels of communication (e.g., learners, educator peers, wider sector), as well as the consideration of possible consequences of the decisions of dissemination strategies.

Dissemination plans are extensively detailed for the various levels of communication.

Consequences of dissemination and/or communication strategies for the practice context (including learners and the educator(s)) are discussed, and possible biases are identified, with proposed strategies to mitigate or minimise these (as substantiated with the literature).

Dissemination plans are detailed various levels of communication.

Consequences of dissemination and/or communication strategies for the practice context (including learners and the educator(s)) are discussed, and possible biases are identified, with proposed strategies to mitigate or minimise these.

Details of the dissemination plans are laid out, though may be missing key considerations for the various levels of communication.

Consequences of dissemination and/or communication strategies for the practice context (including learners and the educator(s)) are discussed, and possible biases are identified.

Details of dissemination plans are insufficiently considered.

Consequences of dissemination and/or communication strategies for the practice context are minimally described or may be incoherent. Possible biases are overlooked or unaddressed.









7034LFC Transforming Learning and Teaching Practice


Assessment #1 Scholarly project presentation & reflection

Type: Oral Presentation and Written Assignment Learning Outcomes Assessed: 1, 2, UKPSF Descriptor 2: I, II, III, III, IV, V, VI (A5, K1, , K5, K6, V3, V4) Due date: Week 4 Weight: 20% Marked out of: 20 Assignment 1 Scholarly project presentation & reflection

20%

Learning outcomes: 1, 2

This assignment is to be completed in two parts:

A) Oral presentation - Present your design and implementation plans to a small group of peers (Due Week 2-

3) (formative, feedback via peers through scaffolded rubric and feedback sheet)

B) Written assignment 20% - Reflection on your design and implementation plan (Due Week 4)

(Written reflection 1000-1200 words)

Part A: Oral Presentation of scholarly project design and implementation plan (Due Week 2-3)

The oral presentation is a formative yet compulsory assessment task. Present your scholarly project design to two

peers (small group) in order to gain feedback. The presentation content will consist of your intended inquiry

question, aims, methodologies and details about the context factors which you anticipate will help you in

implementing your inquiry and factors that may potentially hinder the process along with strategies with how to

overcome these challenges.

Tools you might use to do your presentation include Collaborate, Skype-for-business, Zoom or other online

meeting tools. You will conduct a live, online (synchronous) presentation for your peers, which will include the use

of a visual presentation, for example, PowerPoint, Prezi, OneNote etc. Presentation slides or link to be provided to

peers prior to the session.

You will be able to sign up into your peer group which will be available in L@G from the beginning of the trimester.

Remember to reflect on and potentially incorporate feedback from the final assessment task in 7033LFC as this

may benefit your project design.

Part B: Written Assignment: Reflection on your project design and implementation plan (Due Wk 4)

The written assignment is your critical reflection on your presentation and the changes to your study in light of the

feedback from your peers (as well as feedback on your written proposal in course 3). Remember to include factors


that will contribute to the success of the project and the factors that may hinder the project as part of your

environment analysis and to reference scholarly literature in your written reflection.

Word limit: 1000-1200 words

Assessment Rubric #1: Scholarly project reflection

CRITERIA STANDARDS


Unsatisfactory

Self reflection and analysis

• Changes to study

• On peer feedback

• Environmental analysis

• Implementation plan

(/10 marks)

(9-10) (7-8) (5-6) (3-4) (1-2)

A critical self-evaluation is provided with clear structure that shows reflection in line with the literature. Logical and comprehensive environmental analysis and implementation plan.

A critical self-evaluation is provided that has some references to the literature.

Detailed environment analysis and implementation plan.

A descriptive self-evaluation is provided with some evidence of structure.

Environment analysis and implementations plan included.

A descriptive self-evaluation is provided.

Environment analysis and/or implementation plan with a lack of detail. Force-field analysis with a lack of detail.

Self-evaluation lacks structure and/or detail.

Very limited environment analysis and implementation plan.

Use of References

• Appropriate references used

• APA formatting

(/5 marks)

(5) (4) (3) (2) (1)

Response includes many appropriate references to course literature, and references that are beyond those included in the modules. APA guide is followed.

Response supported by some reference to course literature. References are generally appropriate. APA guide is generally followed.

References used may have occasional inappropriate use of course references and/or references that do not specifically follow APA guide.

Very limited references used and/or may have occasional inappropriate use of course references and/or references that do not follow APA guide.

No references to the literature and/or inconsistently cited, many errors.


Written Communication

• Clarity

• Grammar

• Spelling

• Structure

• Sequencing

• Presentation

(/5 marks)

(5) (4) (3) (2) (1)

There is a logical structure throughout that is concise and focused and with no spelling or grammatical errors.

There is a logical structure but lacks conciseness and focus and/or some minor spelling or grammatical errors.

Some spelling or grammatical errors, clear, reasonably structured though some problems with the structure may be evident.

At times poorly organised and confused structure. Some spelling or grammatical errors.

Very poor presentation with many spelling and/or grammatical errors. Problems in the structure sequencing are evident.




Assessment #2 Report of project data analysis and interpretation

Type: Written Assignment

Learning Outcomes Assessed: 3, 4

UKPSF Descriptor 2: III, III, IV, V (A1, A2, A4, K1, K2, K3,K4, V1, V2, V3)

Due date: Week 9

Weight: 20%

Marked out of: 20

Task Description:

The purpose of this assignment is for you to collect and analyse the quantitative and/or qualitative data

obtained as part of your scholarly inquiry, making interpretations in relation to your learning and teaching

context.

Task detail:

As part of your scholarly inquiry you will have collected some data. This assignment requires you to

analyse and interpret your data and present this as scholarly results. This will allow you to gain feedback

on your findings/results prior to incorporating these into your final report (Assignment 3). Although

dependent on your individual project, it is expected that you might include as a minimum, descriptive

statistics of any quantitative data and/or a thematic analysis of any qualitative data. Include an

interpretation of your data that you present (this might be in a way that a journal article presents the

results/findings section).


Please include an initial paragraph in your report giving the context of your project (half a page). Any

tables, graphs, figures and quotes must comply with APA 6 standards.

You might wish to include excerpts of transcripts and other results as an appendix.

Word limit: 1300-1400 words

Assessment Rubric #2: Report of project data analysis and interpretation

CRITERIA STANDARDS


Unsatisfactory

Data Analysis • Quantitative

analysis And/or • Qualitative

analysis

At least descriptive statistics based on quantitative analysis And/or

Thematic results based on qualitative analysis

(/10 marks)

(9-10) (7-8) (5-6) (3-4) (1-2)

Analyses the data and reports in a comprehensive, appropriate and concise way with a very clear structure. The project demonstrates excellent use of data/information collected and/or analysis skills in developing clearly articulated results/findings.

Analyses the data and reports in a detailed yet concise way with a clear structure.

The project demonstrates good use of data/information collected and/or analysis skills in developing clearly articulated results/findings.

Analyses the data and reports this with some omissions or with some problems to the structure and/or presentation. The project adequately represents data/information collected and/or analysis skills in developing results/findings.

Data analysis is limited and reported in a confusing way.

The project represents data/information collected and/or analysis skills in developing results/findings in a very limited way.

This is very limited or no data analysis.

The project fails to adequately represent the data/information collected and/or fails to demonstrate analysis of the data/information in developing results/findings.

Interpretation of findings/ results

• Report on

the interpretation

• Discuss findings

(/5 marks)

(5) (4) (3) (2) (1)

Accurate and appropriate interpretation of the results. The project demonstrates excellent understanding of the analysis through a well-argued discussion.

Accurate or appropriate interpretation of the results. The project demonstrates good understanding of the analysis through a well-argued discussion

Interpretation of the results included. The project demonstrates some understanding of the analysis through a discussion.

An interpretation lacking in accuracy and appropriateness. The project inadequately discusses the findings.

Very limited interpretation.

The project fails to discuss the findings.



• Grammar

• Spelling

• Structure

• Sequencing

• Presentation

(/5 marks)

(5) (4) (3) (2) (1)









Assessment #3 Scholarly project presentation and report

Type: Oral Presentation and Written Assignment


UKPSF Descriptor 2: I, II, III, III, IV, V, VI (A1, A5, K1, K2, K3, K5, K6, V1, V2, V3, V4)

Due date: Week 11 & 13

Weight: 60%

Marked out of: 60

Task Description:

The purpose of this assignment is for you to synthesise the findings and insights gained from your scholarly inquiry

to produce a scholarly research report outlining your approaches, findings and implications for future practice. You

will present your report at a learning and teaching symposium of cohort peers sharing their scholarship of learning

and teaching. In addition, your report will outline a continuing professional learning plan for learning and teaching

capabilities development.

Task detail:

This assignment is composed of two parts:

Oral presentation: Presentation of your inquiry to peers at a learning & teaching symposium 20% (In Week 11)

A) Written assignment:

B) A scholarly report on your project 40% (that can be turned into a journal article if you wish) (Due 2 weeks

later)

Part A: Final oral presentation of project to peer cohort

20%

Due Week 12


On a date at the end of trimester (TBD), there will be a live session where all students present their scholarly

research as a 10 minute oral presentation to their peer cohort in the format of Pecha Kucha style presentation


The presentation content will consist of the educational research question, aims, methodology and methods; force-

field analysis considerations; results/findings and interpretation of your data; discussion including limitations of the

study, implications for practice and future research opportunities; conclusions/final comments.

Part B: Scholarly project report and professional learning plan

40%

Due two weeks later (TBC)

Part A: Scholarly project report. The report is to include an abstract, keywords (3-5), introduction (including

research context, questions, aims), updated literature review, methodology and methods, results (this is not

graded), discussion and conclusions, as well as, a reference list (in APA 6). Your environment scan and

implementation plan should be included in an Appendix. An exemplar project report template will be provided on

the Learning@Griffith course site. (2000-3000 words maximum - not including references and appendices)

Part B: Continuing professional learning plan. As an adjunct to your report you are required to produce a

continuing professional learning plan that will support your learning and teaching practice development. This will

entail considering the capabilities in the Griffith Learning and Teaching Capabilities Framework (link) and the

descriptors of the HEA Professional Standards Framework, identifying your professional learning goals regarding

capability development and articulating a continuing professional learning plan. A template will be provided on the

Learning@Griffith course site (500 words maximum).

Assessment Rubric #3: Scholarly project presentation and report

CRITERIA STANDARDS


Unsatisfactory

(18-20) (14-17) (10-13) (5-9) (0-4)

Oral presentation

Clear, well structured

Clear, well structured

Clear, reasonably

Presentation lacks clarity,



• Structure

• Expression of ideas

• Synthesis

• Speaks clearly

• Audience engagement

• Eye contact

• Multimedia use

• Timing

(/20 marks)

presentation, concise and

complete. Superior expression of ideas/ synthesis. Speaks clearly and can be heard easily. Maintains good audience

engagement and eye contact. Effective use of multimedia – well designed slides and

does not read from

slides / notes. Keeps to time.

presentation, reasonable

audience engagement though does not always maintain good eye contact. Good use of multimedia – does not read from slides

/ notes though may need to refer to them.

Keeps to time.

structured approach though some

problems with the structure may be evident. Clearly

presented. Maintains

reasonable audience

engagement for most of the

presentation. Reasonable use of multimedia - occasionally reads from slides. Timing slightly out.

some problems in the

structure / sequencing. Speaks too quietly to be heard or nervousness

Interferes significantly with

presentation.

Does not complete the presentation.

Structured report

• Abstract

• Keywords

• Introduction

• Literature review

• Research questions

• Methodology and methods

• Discussion and conclusions

(/20 marks)

(18-20) (14-17) (10-13) (5-9) (0-4)

Concise and complete

description of all aspects without omissions, clearly

articulated and explicit linkage to theory; shows high level overall coherence across all sections of the

report, research questions align with methods, data collection and results in an evidenced based way.

Clearly describes all of the aspects; link is evident to theory. No significant errors or omissions. Research questions align with methods, data collection and results in an evidence based way.

Adequate description of all aspects though there may be some minor omissions or some issues with clarity; includes some link to theory. Research questions align with methods, data collection and results.

Minimal explanation of any

of any or all of aspects or misses some key elements

in any of the aspects; and/ or omitted or inadequate link evident to theory.

Report not

attempted or not

complete in any

way.

(9-10) (7-8) (5-6) (3-4) (1-2)


Continuing professional learning plan

• Capabilities and PSF descriptors

• Learning goals

• Professional learning opportunities

(/10 marks)

Explains the relevant capabilities and use of PSF descriptors; realistic relevant and SMART learning goals; identification of relevant professional learning opportunities.

.

Describes the relevant capabilities and use of PSF descriptors; most learning goals are SMART realistic and relevant goals; identification of relevant professional learning opportunities.

Identifies relevant capabilities and PSF descriptors; most learning goals are relevant learning goals; identification of relevant professional learning opportunities.

.

Identifies relevant capabilities or PSF descriptors; some learning goals are identified; some identification of relevant professional learning opportunities.

No identification of the relevant capabilities or PSF descriptors; no learning goals are identified, no identification of relevant professional learning opportunities.

Use of References APA formatting

(/5 marks)

(5) (4) (3 (2) (1)

Response includes many appropriate references to course literature, and references that are beyond those included in the modules

APA guide is followed.

Response supported by some reference to course literature. References are generally appropriate.

APA guide is generally followed.

References used may have occasional inappropriate use of course references and/or references that do not specifically follow APA guide.

Very limited references used and/or may have occasional inappropriate use of course references and/or references that do not follow APA guide.

No references to the literature and/or inconsistently cited, many errors.


• Grammar

• Spelling

• Structure

• Sequencing

• Presentation

(/5 marks)

(5) (4) (3) (2) (1)










Appendix 3. Continuing Professional Learning Plan

Considerations

You are encouraged to use feedback from the Authentication of Practice, your peer-partnership, and your reflections across the program in the creation of a Continuing Professional Learning Plan. The following table is designed to support the development of the plan.

Element of

CPL Plan

Instructions Success Criteria

GLTCF Learning and

teaching

capabilities

Reflect on your capabilities, as described in the

Griffith Learning and Teaching Capabilities

Framework. Which capabilities would you like to

develop further? Why?

Continuing professional learning plan identifies

relevant capabilities from the Griffith Learning

and Teaching Capabilities Framework

UKPSF

dimensions

Consider the UKPSF dimensions: Areas of Activity,

Core Knowledge and Professional Values. Which

dimensions of your practice would you like to

develop further? Why?


relevant UKPSF dimensions that enable further

development towards Descriptor 2 (FHEA)

Professional

learning goals

Develop one or more SMART* professional

learning goals related to enhancing your capabilities Continuing professional learning plan contains

learning goals that are SMART, relevant to

capabilities development and support practice

enhancement

Professional

learning

opportunities and

experiences

In light of your learning goals, identify potential

professional learning opportunities and/ experiences

that will support capabilities development, practice

enhancement and progress towards SMART

professional learning goal(s)


relevant professional learning opportunities

and/or experiences that will support capabilities

development, practice enhancement and

progress towards SMART professional learning

goal(s)

*Specific, Measurable, Action-Oriented, Relevant, Time-framed

CONTINUING PROFESSIONAL LEARNING PLAN

Template


Element of

CPL Plan

Professional

learning

goal(s)*

Planned

professional

learning

experiences/

activities

Planned

Actions

Indicative

Milestones

GLTCF Learning and

teaching

capabilities

UKPSF

dimensions

*Specific, Measurable, Action-Oriented, Relevant, Time-frame


Appendix 4: Course Coversheet

Griffith University collects, stores and uses personal information for administrative purposes only. The information collected is confidential and will not be disclosed to third parties without your consent, except to meet government, legal or other regulatory requirements. For further information consult the University’s Privacy Plan at

http://www.griffith.edu.au/about-griffith/plans-publications/griffith-university-privacy-plan. Updated: 15 April 2016

Assignment Handling Services Division of Information Services Nathan Campus GRIFFITH UNIVERSITY QLD 4111

ASSESSMENT COVER SHEET

Please complete section below

Course Code:

Course Name:

Due Date: / / Assessment Item # :

Enrolment: External On Campus

Campus (Enrolled) Nathan GC Logan Mt G SB

Course Tutor:

Course Convenor:

Please provide your STUDENT DETAILS here:

Student Number:

Student Name:

ACADEMIC INTEGRITY DECLARATION

Breaches of academic integrity (cheating, plagiarism, falsification of data, collusion) seriously compromise student learning, as well as the University’s assessment of the effectiveness of that learning and the academic quality of the University’s awards. All breaches of academic integrity are taken

seriously and could result in penalties including failure in the course and exclusion from the University.

Students should be aware that the University uses text-matching software to safeguard the quality of student learning and that your assignment will be checked using this software.

I acknowledge and agree that the examiner of this assessment item may, for the purpose of marking this assessment item:

reproduce this assessment item and provide a copy to another Griffith staff member; and/

submit this assessment item to a text-matching service. This web-based service will retain a copy of this assessment item for checking the

work of other students, but will not reproduce it in any form.

Examiners will only award marks for work within this assignment that is your own original work.

I, hereby certify that :

except where I have indicated, this assignment is my own work, based on my personal study and/or research.

I have acknowledged all materials and sources used in the preparation of this assignment whether they be books, articles, reports, lecture

notes, or any other kind of document or personal communication.

I have not colluded with another student or person in the production of this assessment item unless group work and collaboration is an

expectation of the assessment item.

this assignment has not been submitted for assessment in any other course at Griffith, or at any other University or at any other time in the

same course without the permission of the relevant Course Convenor.

I have not copied in part or in whole or otherwise plagiarised the work of other students and/or other persons.

I have not made this piece of work available to another student without the permission of the Course Convenor.

Providing this declaration falsely is considered a breach of academic integrity.

I have retained a copy of this assessment item for my own records.

Acknowledged by: Date:

(insert name here)

Where the item is submitted electronically Clicking “I Agree” constitutes an electronic signature for the purpose of assignment declaration compliance.

DATE RECEIVED:

Postmark:


Appendix 5 Practitioner Reflection (End-of-course reflection) Template

REFLECTION QUESTION YOUR REFLECTIVE RESPONSE

WHAT? What have you learnt?

• What new principles, practices or perspectives related to learning and teaching in higher education you have come to understand? How did you come to understand these new learnings?

• What new principles, practices or perspectives have the potential to significantly impact positively on student learning? Why do you think so?

• What assumptions about student learning might underpin your current thinking?

• What other principles, practices and perspectives might you explore? Why?

SO WHAT? Why is this learning important, relevant or related to you and your values?

• How are these new learnings important to you, your educational practice and your students’ learning?

• How do these new learnings relate to your values regarding learning and teaching and/or your university teaching philosophy?

• How might your university learning and teaching philosophy, perspectives and/or approaches change as a result of these new learnings, and why?

• What might be a learning goal related to this aspect of your learning and teaching practice? How might you learn more about this aspect of your practice in the future?

NOW WHAT? What’s next for you?

• How would you consider integrating new principles, perspectives or reflective insights into your university teaching philosophy, and why?

• What opportunities exist (in your professional context) for you to apply your new learnings in your


practice? Which opportunity(ies) do you favour? Why?

• How might you go about applying your new learnings in your practice? What factors would be supportive? What factors would be challenging? How can supportive factors be optimised and challenging factors be minimised?

• What would be the first step toward apply your new learnings in your practice?

• How enthusiastic and committed are you to taking this step to apply your new learnings in your practice? Who can you ‘lean on’ for support and encouragement?

Documents

GRADUATE CERTIFICATE IN UNIVERSITY …...programs lead to recognition as Higher Education Academy Fellowship in the categories of Associate Fellow, Fellow or Senior Fellow. This handbook