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Centre for Learning and Teaching clt
Postgraduate Cert if icate Learning and Teaching in Higher Education
Course Leader: Juliet [email protected]/01273 644546
Course Handbook 2016 – 2017
Postgraduate Certificate in Learning and Teachingin Higher Education
Contents
1 Introductionandoverview........................................................... 4
2 Courseaimsandobjectives......................................................... 5
3 Professionalaccreditation........................................................... 6
4 Coursemanagement...................................................................8
5 Teachingteam............................................................................. 9
6 Coursestructureanddelivery..................................................... 9
7 Assessments................................................................................10
8 Expectationsandformalrequirements.......................................12
9 Keymoduledates........................................................................14
10 ActionLearning...........................................................................15
11 Peerobservationandreviewofteaching....................................18
12 Resourcesandreadings...............................................................22
AppendixA:Modulespecifications.........................................................24
AppendixB:PGCertgradingdescriptors.................................................37
AppendixC:InitialskillsandknowledgeauditagainsttheUKPSF...........40
AppendixD:UKPSFengagementtemplate..............................................43
AppendixE:UKPSFfinalmappingdocument..........................................48
Coursecalendar............................................................................Backpages
1 Introduction and overview
Welcome to the Postgraduate Certificate in Learning and Teaching in Higher Education (PGCert). The course has been designed to meet a number of objectives:
to support you in your initial professional development, and to foster a longer • term approach to developing a reflective approach to your practice i.e. encouraging continuing professional development (CPD).
to provide a space for you to critically evaluate and improve your practice•
to build a community of practice, based on collaborative learning and peer support•
to enable you to demonstrate that you have met the ‘Dimensions’ of the UK•Professional Standards Framework (UKPSF) appropriate to Fellowship level of theHigher Education Academy (HEA).
This is a developmental course rather than a training course, with the emphasis•on developing your understanding of the different ways in which people learn andyour own skill in enabling learning. It offers both short and long term benefits: it willsupport you in the early stages of learning to teach in higher education, and at thesame time it will help to establish a framework for your career-long developmentbased on reflective practice. You will be encouraged to be creative in seeking outeffective approaches to your teaching.
Four key themes of the course, which reflect four key features of academic work, are:
Individual exercise of judgement and evaluation of practice. The focus of coursework•is on your own teaching and the particular disciplinary and professional contexts inwhich it takes place.
Interdisciplinarity: intensive small group discussion in set meetings and online debate•offer interdisciplinary perspectives on your subject teaching.
Prioritising the process of enquiry and helping you to develop an evaluative approach•to your teaching.
Collaborative learning and peer review, to reflect the collegiate nature of•contemporary academic practice.
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2 Course aims and objectivesCourse aims:
Tosupportthecurrentpracticeandfuturedevelopmentofthosewhoteachor•supportlearninginHigherEducation.
Toenhancetheabilityofparticipantstoundertaketheprofessionalactivities•listedbelow:
Teachingandsupportinglearninginhighereducation1.
Contributingtothedesignandplanningoflearningactivitiesand/orprogrammes2.ofstudy
Assessingandgivingfeedbacktolearners3.
Developingeffectivelearningenvironmentsandlearnersupportsystems4.
Evaluatingpracticeandprofessionaldevelopment5.
Usingresearch,scholarlyactivityandrelevantprofessionalworktoinformand6.impactonteaching.
TheseactivitiesarebasedontheHigherEducationAcademy(HEA)’sUKProfessionalStandardsFramework(UKPSF),andyouwillbeengagingwiththesethroughoutthecourse–seesection3(over).
Course learning outcomes:
Bytheendofthecourse,youshouldbeableto:
Makeresearch-informedandappropriatejudgementsandchoicesinrelationto•teaching,studentengagementandotherprofessionalpractices
Frameandundertakeareflexiveandrigorousscholarlyinvestigationofanaspect•ofyourteachingorrelatedactivity,andtodisseminatethisworkinthecontextofthePGCertandbeyond
Engageeffectivelyincollaborativepeerreviewanddevelopment•
Evaluateyourpracticereflexivelyandrigorouslyanddesignappropriateplansforyour•ownprofessionaldevelopment
Demonstratetheabilitytodrawonarangeofpedagogicanddigitalskillsand•approachesappropriatetoyourdiscipline/professionalarea,thecharacteristicsofyourstudentsandtherelevantinstitutionalcontext.
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3 Professional accreditation
TheHigherEducationAcademy(HEA)(https://www.heacademy.ac.uk)isthenationalprofessionalbodyforteachingandlearningintheHEsectorandithasdevelopedtheUKProfessionalStandardsFramework,settingoutthreeDimensionswhichprovideaframeworkfordevelopingandaccreditingteachingpractice.TheseDimensionsofPracticeoutline:
Areas of Activity• undertakenbyteachersandsupportersoflearningwithinHE
Core Knowledge• thatisneededtocarryoutthoseactivitiesattheappropriatelevel
Professional Values• thatsomeoneperformingtheseactivitiesshouldembraceandexemplify
Core Knowledge
K1ThesubjectmaterialK2AppropriatemethodsforteachingandlearninginthesubjectareaandattheleveloftheacademicprogrammeK3Howstudentslearn,bothgenerallyandwithintheirsubject/disciplinaryarea(s)K4Theuseandvalueofappropriatelearn-ingtechnologiesK5Methodsforevaluatingtheeffect-ivenessofteachingK6Theimplicationsofqualityassuranceandqualityenhancementforacademicandprofessionalpracticewithaparticularfocusonteaching
Areas of Activity
A1Designandplanlearningactivitiesand/orprogrammesofstudyA2Teachand/orsupportlearningA3AssessandgivefeedbacktolearnersA4Developeffectivelearningenviron-mentsandapproachestostudentsupportandguidanceA5Engageincontinuingprofessionaldevelopmentinsubjects/disciplinesandtheirpedagogy,incorporatingresearch,scholarshipandtheevaluationofprofessionalpractices
Professional Values
V1RespectindividuallearnersanddiverselearningcommunitiesV2PromoteparticipationinhighereducationandequalityofopportunityforlearnersV3Useevidence-informedapproachesandtheoutcomesfromresearch,scholarshipandcontinuingprofessionaldevelopmentV4Acknowledgethewidercontextinwhichhighereducationoperatesrecognisingtheimplicationsforprofessionalpractice
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The UKPSF also outlines four Descriptors, which map to four levels of ‘Fellowship’
D1 Associate Fellow Those with some teaching or supporting learning responsibility, e.g. PhD students, technicians, new part-time staff
D2 Fellow New/experienced academics
D3 Senior Fellow Experienced academics who can demonstrate leadership in learning and teaching
D4 Principal Fellow Highly experienced/senior staff with strategic leadership roles
The PGCert course provides you with an opportunity to gain Fellowship of the HEA. In order to achieve Fellowship of the HEA, you are required to demonstrate:
a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.
In addition, you need to evidence:
I Successful engagement across all five Areas of Activity II Appropriate knowledge and understanding across all aspects of Core Knowledge III A commitment to all the Professional Values IV Successful engagement in appropriate teaching practices related to the Areas of activity
V Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice VI Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices
(taken from the UKPSF, page 5: see full document in student central, and online at: https:// www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf.
The PGCert course has been developed using the Professional Standards Framework, and the activities, workshops and assessment tasks for each module are designed to help you demonstrate engagement with all the Areas of Activity, Core Knowledge and Professional Values set out above in the three Dimensions of Practice. We will be referring to, and engaging with, the UKPSF throughout the course, and a number of activities will assist you in using the UKPSF to: audit current skills and knowledge; evidence how your current practice demonstrates the Dimensions; identify professional development activities that will enable you to further your practice, both during the course and beyond. You will receive more details during the induction days, but briefly, the activities include:
a personal audit of your current skills and knowledge during the induction days using•the template in appendix C
a clear indication in each module handbook as to which aspects of the UKPSF are•particularly engaged with during the module (see individual module handbooks)
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theproductionofa‘mappingdocument’(seeAppendixE)whichneedstobe•submittedattheendofthecourse.Duringthecourse,theworkshops,readings,andassessmenttaskswillenableyoutoengagewithandevidencealltheDimensionsofPracticeoftheUKPSF.Foreachmoduleassessmenttask,youwillcompleteaUKPSFengagementtemplate,whichallowsyouto:
a) demonstratewhataspectsoftheUKPSFyouhavealreadyevidenced(e.g.aspartofyourreading/developmentduringthemodule,ormoreformallyasanintegralpartoftheassessmenttasks)
b) identifyfurtherdevelopmentandanygapswhichyouwilladdressduringtherestofthecourse
c) buildupabodyofevidencewhichwillinformyourfinal‘mappingdocument’
(formoredetailontheengagementtemplate,pleaseseesection7onassessment)
apeerobservationexerciseaspartofmoduleLT725,whereyouwillhavethe•opportunitytoengageinaprofessionaldialogueaboutateachingeventofyourchoice
areviewofyourdevelopmentattheendofthecourse(onthefinalday),includinga•discussionofcompletingyourfinalmappingdocumentandthedraftingofadevelop-mentplantoconsiderwhatactivitiesyoumayengageinoverthecomingtwoyears.
4 Course management
ThecourseisformallymanagedthroughtheCLTCoursesBoard,whichmeetsseveraltimesayear.Priortoeachmeeting,wewillsolicityourviewsonanyaspectofthecourse,collatethese,andproduceanddisseminateareportdetailingourresponses.WealsoencourageyoutoconsiderbeingaCourseRepforthecourse;thiswillinvolvefeedingbacktheviewsofyourcohortataCoursesBoard.
Wealsogatherfeedbackatregularpoints,andthroughend-of-moduleevaluationfeedbackexercises,andthismakesanimportantcontributiontoourcoursemonitoringanddevelopment.Lessformally,theActionLearningSetsprovideopportunitiesforregularfeedbackthroughoutthecourse,andsetadvisersandthecourseteamasawholearealwaysalerttoparticipants’views.
Wedotakenoticeofyouropinions,evenwheretheseconflictorcannotimmediatelybeaccommodated.Mostofthechangesthathavetakenplaceduringtheevolutionofthecoursehavebeenpromptedbyparticipantfeedback.Soletusknowwhatyouthink–whetherinpersondirectly,viaemail,onlinediscussion,orthroughcoursequestionnaires–andwewilldoourbesttorespondappropriately.
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5 Teaching team
The teaching team on the PGCert is made up of members of staff from the CLT. Your first point of contact for any queries will be your Action Learning Set tutor; feel free, however, to contact the Courser Leader (Juliet Eve) at any time if you have any questions or feedback, or if you need to discuss your work or your progress through the course.
Juliet Eve, Course [email protected]
6 Course Structure and delivery
Structure if taking the course in one year
Semester One Semester TwoLT725 Teaching and Learning in Higher Education
LT750 Assessment and Feedback in Higher Education
LT751 Educational Enquiry
You may also choose to take the course over two or three years, in which case you would normally begin with the module LT725.
The PGCert course is a 60 credit, Level 7 course, consisting of three 20 credit modules. All modules are delivered via a blend of face-to face workshops, supplemented by online resources, support and discussion. Each module is worth 20 Level 7 credits, representing
John Canning, (Module Leader, LT751) Adrian Chown (Module Leader, LT725) Juliet Eve (Course Leader; Module Leader, LT750) Pauline Ridley (Action Learning Set facilitator) Fiona Handley (Module Tutor) Lynda Marshall (Course Administrator)
Staff details can be found at: https://www.brighton.ac.uk/clt/staff
Supported by face-to-face workshops, online materials and engagement, and fortnightly Action Learning Sets
Course Team
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200 hours of ‘student effort’, so the course equates to 600 hours of study. As the course has been designed as a work-based course, your own teaching represents a high proportion of this 600 hours. You will research, develop and evaluate aspects of your academic practice which are embedded in everyday work commitments. Thus, much of the material for the preparation of module assessments draws upon naturally occurring evidence (such as teaching plans). Please refer to individual module specifications and handbooks for more details (all module specifications can be found in Appendix A and in the course and relevant module areas on studentcentral).
The online dimension of the course
We make use of both studentcentral and studentfolio as platforms for delivery of course material, for sharing of work and peer discussions, and for e-submission and feedback (Turnitin and studentfolio collections) – we will introduce you to these tools if you are unfamiliar with them during the workshops. We may also offer the option of an online Action Learning Set if participants wish to explore this. We encourage you to use the course to experiment with a range of e-learning tools, in order that you can assess their usefulness for your own teaching and assessment purposes.
One of the requirements of the UKPSF is to engage with appropriate learning technologies; as well as using a range of these as ‘students’ during the course, you will be introduced to the University’s Digital Literacies Framework, and expected to engage with it during the course (this will provide you with opportunities to evidence the relevant Area of Activity and Core Knowledge within the UKPSF, namely Area A4 and K4).
7 Assessments
The assessments tasks for each module are designed to help you reflect on, evaluate and improve your practice, and are based on evidencing and commenting on activities you already do as part of your academic role.
Relationship with the UKPSF
As indicated above, the assessment tasks have a dual purpose: they enable you to gain the academic credits for the modules and the course, and they also play a part in enabling you to evidence the UKPSF at Fellowship level. For each module assessment task, you will complete a UKPSF engagement template, which allows you to:
a) demonstrate what aspects of the UKPSF you have already evidenced (e.g. as part ofyour reading/development during the module, or more formally as an integral partof the assessment tasks)
b) identify further development and any gaps which you will address during the restof the course
c) build up a body of evidence which will form your final ‘mapping document’
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ForsomeelementsoftheUKPSF,thecompletionoftheassessmenttaskitselfwillbeenoughforyoutoevidencetheparticularArea,CoreKnowledge,andProfessionalValues.Otherswillneedtobedemonstratedviayourengagementwiththemodule/coursemorewidely,andmayincludedrawinguponyourreading,yourengagementwithstudypacks,theactivitiesintheworkshops,and-crucially-whatdevelopmentsinyourpracticeyouhavemadeasaresultofthese.
TheUKPSFengagementtemplateisincludedinAppendixC,anexampleofhowitmightbecompletedforthefirstmodule,LT725,isalsoincluded.Youwillbegivenmoreguidanceonhowtocompletethetemplatesandthefinalmappingdocumentduringthecourseworkshops.
Allassessmentsaresubmittedelectronicallyandfeedbackisalsogivenelectronically.Inlinewithuniversitypractice,assessmentsarefirstmarkedbythemoduletutor,moderatedbyamemberofthePGCertteamandareseenbyourexternalexaminer(MaryClaireHalvorsonfromGoldsmithsUniversity)beforemarksandawardsareagreedatourexamboards.
Allmodulesareassessedusingthestandarduniversitygradingcriteriaforpostgraduatecourses;wehaveadaptedtheseforuseonthePGCertandyouwillhaveopportunitiestoengagewiththeseaspartofthelearningineachmodule.AcopyofthegradingdescriptorscanbefoundinAppendixB.
Eachpieceofassessedworkandthefinalmodulegradewillbeexpressedasapercentageaccordingtothefollowingscale:
Distinction=70%+•Merit=60%-69.9%•Pass=50%-59.9%•Fail=0%-49.9%•
ThePGCertcourseisaLevel7course,soweareexpectingallworktoexhibitthefollowingcharacteristics:
Develop[s]criticalresponsestoexistingtheoreticaldiscourses,methodologiesor•practicesandsuggestsnewconceptsorapproaches;
Demonstrates an understanding of current theoretical and methodological•approaches and how these affect the way the knowledge base is interpreted.
Autonomously implements and evaluates improvements to performance drawing on•innovative or sectoral best practice.(SEEC,2010)
Weencourageyoutoframeyourevaluationofyourteachingpractice(andthusyourPGCertassessedcoursework)accordingtothe‘fourlenses’suggestedbyStephenBrookfieldinBecoming a critically reflective teacher (seereadinglistonpage23):
When we embark on this journey, we have available four lenses through which we can view our teaching [...] They are (1) our autobiographies as teachers and learners,
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(2) our students’ eyes, (3) our colleagues’ experiences, and (4) theoretical literature. (Brookfield,1995:29).
Youwillbegivendetailedassessmentguidanceduringeachmodule;howevertherearesomegeneralcharacteristicsthatwewouldexpectfromallPGCertwork,namely:
assumeanaudienceofyourpeers,i.e.colleagueswhoteachinhighereducation,•butwhomaynotbeexpertsinyourparticulardiscipline…
…therefore,beexplicitaboutwhatyoudoandthedecisionsbehindthat(whether•withreferencetodiscipline-specificnorms,pedagogicliteratureorprofessionalbodyrequirementsforexample)
foregroundyourpractice,andevaluateitaccordingtoBrookfield’sfourlensesabove;•wearenotlookingfortheoreticalessaysaboutaspectsoflearningandteaching,butforcriticalevaluationsofhowyouapproach,implementandevaluateyourownpractice.
considerhowyourworkenablesyoutoevidenceelementsoftheUKPSF.•
8 Expectations and formal requirements
Being a student
OneofthenotableaspectsoftakingthePGCertcourse–oftenremarkeduponbypart-icipants–isthatyouwillfindyourselfin‘studentmode’.Wehavenoticedovertheyearsthatyouarelikelytostartbehaving‘likeastudent’(whateverthatmeansforyou),andprobablyexhibitsomeofthebehavioursyouexperiencewithyourownstudents.Dousethisopportunitythentonoticeandreflectuponyourownexperienceofthecourseandyourengagementwithit,andusethattoinformyourapproachtoteaching.Forexample:Aretheassessmentsclear?Areyouabletoaccesstheinformationandmaterialsyouneed?Doyouknowwhotogotowithanyquestions?Whatfeelingsdidyouexperienceonthefirstday?Inyoursetmeetings?Howhaveyouapproachedtheassessments?Whatkindofstudentareyou?
Doalsofeedbacktousanyimprovementswecanmaketoyourexperienceofthecourse,eitherformally(seeCourseManagementabove)orinformally.
Expectations/formal requirements
Itwillalsobeusefultoconsiderwhatexpectationsyouhaveofthecourse,thecourseteamandyourfellowparticipants.
Ourexpectationsofyouaremuchlikethoseyouwouldhaveofyourownstudents;forexample:
Youwillattendontherequireddays,andturnuptosetmeetingsandworkshopsontime•
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Youwillsubmitassessmentsontime•
Youwillactprofessionallyandrespectfullytowardsyourfellowparticipants•
YouareformallyenrolledonthePGCertcourseandanumberofmodules,andthussubjecttotheusualuniversityrulesaroundregistration,onlineenrolmentetc.Wewillrequireyoutouseyourstudentlogintoaccessstudentcentral,forexample,andyoumustcompletetheenrolmentprocessbothonlineandinpersoninordertobeabletodothat.
Youwillhaveastudentloginandemailaspartofenrollingonthecourse;wewillusethistocorrespondwithyousoensurethatyoucheck it regularly. Youcanarrangetohaveemailfromthisaddressforwardedtoanotheraccount:thiscanbedoneviastudentcentral.
Extensions
Althoughwerecognisethatyou(likeyourownstudents)arejugglingmanydifferentthings,wedoexpectyoutomeetthedeadlinesforsubmittingwork.ExtensionsmustbeapprovedandsignedoffbytheCourseLeader;insomecircumstanceswewilladviseyoutosubmittothenextCLTassessmentdeadline(threeayear,atthestartofeachterm).
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LT725 LT750 LT75112-13 Sept 2016: 2 day workshop
25 Jan 2017:Workshop 1 13.00 – 16.30
5 Oct 2016:Workshop (Introduction to module)13.00 – 16.00
28 Sept 2016:Inclusive practice workshop9.30 – 12.30
8 Feb 2017:Workshop 213.00 – 16.30
12 Oct 2016:Optional workshop (Introductionto pedagogic research)All day
Module design workshop14.00 – 16.00
22 Feb 2017:Workshop 313.00 – 16.30
19 Oct 2016:Workshop (Ethics: introduction to studentfolio)14.00 – 16.30
19 Oct 2016: Work in progress (for assessment task) workshop 13.00 – 14.00
27 Feb 2017Assessment task 1 due
2 Nov 2016:Optional workshop (Using qualitative data)13.00 – 16.00
26 Oct 2016:Module design workshop14.00 – 16.00
22 Mar 2017:Workshop 413.00 – 16.30
9 Nov 2016Optional workshop (Using quantitative data) 13.00 – 16.00
9 Nov 2016:Module design workshop14.00 – 16.00
24 Apr 2017:Assessment task 2 due
16 Nov 2016:Workshop (Engaging with literature)13.00 – 16.00
30 Nov 2016:Work in progress (for assessment task) workshop 13.00 – 14.00
26 April 2017:Workshop 513.00 – 16.30
30 Nov 2016:Online peer review week
7 Dec 2016:Module design workshop14.00 – 16.00
23 May 2017:Assessment task 3 due
16 Dec 2016:Assessment task (proposal) due
30 Jan 2017: Assessment due
4 Jan 2017: Tutorials
11 Jan 2017: Tutorials
8 March 2017:Workshop (annotated biblio- graphies) 13.00 – 16.00
10 May 2017:Workshop (poster design; studentfolio collections)13.00 – 16.0015 May 2017:Assessment task (portfolio) due7 June:Poster due and final PGCert workshop
9 Key module dates
Please also see the Course calendar on the back pages, which includes Action Learning Set dates, holiday and semester dates.
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10 Action Learning
Youwillbeinvitedtojoinanactionlearningsetduringyourtimeonthecourse;manyparticipantsovertheyearshavefoundthesetobethemostusefulaspectofthecourse:
The concept of AL [sets] was something I hadn’t come across before but I found them extremely useful. So much so that I’ve incorporated them into my classes. Talking and listening and understanding other people’s problems made such a nice and useful change to simply ‘learning’.
...being able to share principles, ideas, misgivings, fears and paranoias with fellow educators. The supportive nature of the sessions, and the relationships we have built, were invaluable in every way.
Actionlearningisaremarkablysimplebuteffectivemodelofprogressingeachindividual’slearningwithinasmallcohesivegroup.McGillandBeaty(2002)defineactionlearningasfollows:
a process of learning and reflection that happens with the support of a group or ‘set’ of colleagues working with real problems with the intention of getting things done. The participants in the group or ‘set’ each take forward an important issue with the support of the set.
Youwillbecomeamemberofanactionlearningsetwitharoundsixcolleaguesplusasetfacilitatorfromthecourseteam.Thecolleaguesinyoursetwillbefromdifferentsubjectareas,enablingyoutodrawontherichnessoftheinterdisciplinarymixofthecourse.Thestructuredmethodofworkinginthesetisdesignedtomaximisethebenefittoeachindividualmember,bothforyourowndevelopmentandinsupportingthedevelopmentofyourfellowsetmembers.
Youwillmeetfortnightlyforthreehours.Eachsetmemberwillhaveanequalperiodoftime(roughly20minutes)tousetobesteffecttofurthertheirlearninganddevelopmentbyworkingthroughissuesandidentifying,withthehelpoftheset,howtomoveforward.
Eachpersonchooseshowtousetheirtime:
Themostusualpatternistotalkaboutanissueinyourcurrentpracticeandaskthe•settohelpyouexploreitconstructivelyinordertogainnewinsightsandidentifywaysahead
Youmightbringsomethingyouhavebeenworkingon–forexampleanevaluation•questionnaire–andgetfeedbackandsuggestionsfromthesettohelpyourefineit
Ifyouarestrugglingwithanissue,youmightaskthegrouptobrainstormitwhile•youlistenanddrawinspirationandclarification,confirmationandreassurancetoplanandact.
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Allsetmembersneedtobeactivelylistening,observing,thinkingandcontributingthroughoutthemeeting,ineveryone’stime.ActionLearningisapowerfulmeansofgivingandgainingsupportandclarification,enablinganactiveandconsideredapproachtoprofessionalpracticeanddevelopment.
Notethattheword‘advice’isabsenthere–itisnottheroleofthesetmemberstogiveadvice,butrathertohelpthepresentertoexploretheissue,gainnewinsights,andmaketheirowndecisionsonfutureaction,withencouragementandsupportfromfellowsetmembers.
Inasuccessfulset,thememberscometoknowandtrusteachotherandareabletoobservenon-verbalcluestosituationsandfeelingsthatmaybeblockingasetmember’sprogressandcanhelpthemtoseetheiroptionsmoreclearly.Attheendofeachperson’stimetheyarehelpedbythesettoformulateactionpointstoprogresstheirwork.
ActionLearningisexperiential,andisbestlearnedbydoingit.However,therearesomeessentialprinciplesandskills,whichareveryclearlyexplainedinthekeytextbyMcGillandBeaty,Action Learning: a guide for professional, management and educational development (2002).AcopyisavailableintheCLTlibrary.Youwillfinditworthwhiletolookparticularlyatthefollowingchapters:
WhatisActionLearning?•
Howasetworks•
Beingasetmember•
Skillsdevelopment:thebasics•
Learninganddevelopment•
Theroleofthesetfacilitatoristoguidethesetinfunctioningeffectivelybysettingthetonefromthestart,gettingthesettoformulateitsgroundrules,helpingtoensurethatallsetmembersareactivelyinvolvedthroughoutandguardingagainstthehijackingofeachother’stime.Thiswilloftenbedoneinsubtlewaysbutalsomoreexplicitly.Thesearefunctionswhichthesetmembersthemselveswilltakeonasitbecomessecondnatureforthemtofunctioninamutuallysupportiveandhelpfullychallengingway.
ThephilosophyofActionLearningisbasedontheideathatpersonaleffectivenessisanessentialcomponentofprofessionaleffectiveness.Itchallengessomeotherphilosophiesofteachingbysuggestingthatexpertiseinoursubject,andfamiliaritywithusefulpracticaltechniquesforteaching,arenecessarybutnotsufficienttoensurerealeffectiveness.ThevariousactivitiesandprocessesthatareassociatedwithActionLearninghavebeendevisedtohelpusgainagreaterawarenessandunderstandingofour‘selves’asprofessionaltools.Theyhelpustounderstandhowandwhyweact,respondandfeelthewaywedoindifferentworksituations.
WehopeyouandyourfellowsetmemberswillgainagreatdealfromthisdistinctiveaspectofthePostgraduateCertificate.
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Preparing for set meetings
The proforma below may help you in preparing for your own time slot in set meetings, to ensure you gain maximum benefit in progressing your own development. You can download this as a Word document from the PGCert area on studentcentral.
Five tips for participants when in the focus role at set meetings
1) Use the proforma the day before the set meeting to prepare for the set.
2) Be aware of the power of the following three simple questions:
What do I want to achieve before the next set meeting?•
What could get in the way?•
What could I do about that?•
You could use these questions to set the agenda in your time slot.
3) It is your responsibility to use your allocated time to gain as much benefit as you can.Be assertive in how you use this valuable time.
4) Watch out for who seems to be getting most value from their time and reflect on whatyou can learn from what they are doing.
5) Use the set to brainstorm options for dealing with obstacles.
Sample pro-forma for preparing for a set meeting
Date: Venue:
What I’ve done since the last set meeting?•
Action points outstanding•
What is my most pressing problem?•
What I need from this set meeting•
Proposed next steps•
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11 Peer observation and review of teaching
Introduction
ThelearningoutcomesformoduleLT725include:LO5 engage effectively in the peer review of teaching. So,thecommentaryyousubmitforassessmentinmoduleLT725shouldincludereferencestoyourengagementinthepeerobservationandreviewofteachingprocess.
What peer-observation and review of teaching involves
TheUniversityofBrightonhasalongstandingProtocol for the implementation of peer observation of teaching in a quality enhancement context.1Theprotocolencouragesstaff‘to:
developprocessesofpeerobservationthatmeettheirownneedswithinthebroad•contextofthelearningenvironmentinwhichtheywork
sharegoodpractice•
reflectontheirownandtheircolleagues’teachingpracticeinamutuallysupportive•andconfidentialwayasameansofenhancingtheindividualandcollectiveprofessionaldeliveryofcourses.’
TheprocessofpeerobservationandreviewinLT725isbasedonthisprotocolandinformedbyDaiHounsell’sproposalthatreviewandevaluationare‘anintegralpartofgoodprofessionalpractice’(2003,p200).
ForthepurposesofLT725youneedtobeobservedbyapeer(i.e.acolleagueofyourchoice)whilstyouareteachingoneofthesessionsreferredtoinyoursubmissionforLT725.Butitisimportanttoemphasisethattheaimoftheobservationistoenableboth of you(observerandobserved)togaininsightsfromadiscussionofyoursharedexperience.So,followingtheobservation,youshouldhaveaconversationataconvenienttimeinwhichyouevaluatethesessionanddiscusstheaspectsthatparticularlyinterestedyou.ThisdiscussionshouldbeguidedbyPaulRamsden’sobservationthat:
Evaluation is not at heart about collecting evidence to justify oneself, nor about measuring the relative worth of courses and teachers. It is about coming to understand teaching in order to improve student learning. (2003,p225,emphasisadded)
WhileyouneedtobeobservedforthepurposesofLT725,itisworthnotingthatpeoplealsooftenfinditverybeneficialtoobserveothers,andwerecommendyouconsiderdoingthis,especiallyiftherearecolleagueswhohaveparticularexperienceorexpertiseyouwouldliketodrawon.
1 UniversityofBrighton,Protocol for the implementation of peer observation of teaching in a quality enhance-ment context,ProfessorSILaing,AssistantDirector(AcademicAffairs)2000(reconsideredbyLearningandTeachingCommitteeNovember2003).
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What peer-observation and review of teaching does NOT involve
Because people sometimes misunderstand the purpose, it’s important to note that the peer observation and review process is intended to be developmental, not judgemental. It is independent of any quality assurance procedures which may be used in your department, and it does not involve any judgement of the observed person’s competence as a teacher. For this reason it’s probably worth emphasising that you choose the person who you ask to be your ‘peer observer’ and they do not need to be a senior colleague, or someone who manages your work. We suggest you choose someone who is sensitive, thoughtful, reflexive, enthusiastic about teaching, and willing to give the time necessary for an effective observation and discussion. Your peer observer should be someone who is familiar with the UKPSF. We have a pool of colleagues who have previously completed either the PGCert course or gained Fellowship via the Professional Recognition and Development Scheme, who are willing to act as peer reviewers. Please see details on studentcentral or contact the course leader.
How to organise peer observation and review
1 Pre-observation meetingThe university protocol for peer observation recommends a ‘pre-observation meeting . . . to enable the observed member of staff to identify the aims and context of the session . . .’ In addition; we suggest that you and your colleague use this meeting to agree the specific aspects of the session the observer will focus on - and whether they will also comment on other aspects not specified in advance.
In making this decision, it will probably be helpful to keep in mind that people who are relatively new to teaching often focus attention on their own performance when reviewing and evaluating sessions. While this is understandable, the main purpose of teaching is that the students attain the intended learning outcomes (ILOs). So although the observation may include attention to the teacher’s behaviour, we recommend that it concentrates on the extent to which the students achieve the various outcomes; the aspects of the session that help them to do this; and the things that impede their learning. During the post-observation discussion you can then consider how the effective aspects of the session could be incorporated into future teaching and how the constraints on learning could be avoided or overcome.
Given that the assessment task for LT725 is concerned with the planning and management of teaching and learning activities appropriate to a specific group of students and purposes, you will probably identify some of the following aspects as priorities for the observation:
organisation and management of the physical environment and resources (A4, V3)•relations between learning in this session and learning elsewhere in the module•and course (A1)the level of the ILOs and the learning materials used (K1, K2)•student preparation for the session (A1, K1, K2, K4)•the characteristics and behaviour of the students (A1, A2, K2, K3,V1, V2)•support for students with particular needs or characteristics (A1, A4, K2, K3, V1, V2, V3)•
19
teachingandlearningactivities(A1,A2,A3,K1,K2,K3,K4,V2,V3)•useofexamples,analogies,anecdotesandillustrations(A1,A2,A3,K1,K2,K3,•K4,V1,V2,V3)opportunitiesforinteraction,discussion,questionsorcomments,andfor•students’experiencestobeshared(A1,A2,A3,A4,K1,K2,K3,V1,V2,V3)thepaceoftheactivities(A1,A2,K2,K3,V1,V3)•opportunitiesforthelecturerandstudentstogaugetheachievementoftheILOs•(A1,A3,K2,K3,K4,K5,V1,V2,V3)
Duringthepre-observationmeetingwerecommendthatyoualsoagree:
thebestwaytointroducetheobserverandexplaintheirpresence•wheretheywillpositionthemselves(attheback,tothesideoramongthe•students)whetherornottheywillinteractwiththestudentsatanypoint(werecommend•thatnormallytheydon’ttakeanactivepartinthesession).
Theprotocolnotesthatthesearrangementsareparticularlyimportantwhentheobservedsessionis,forexampleatutorialorseminar,anditadvisesthatinmakingthem‘careshouldbetakentoensurethatthestudentexperienceisnotadverselyaffectedbythepresence’oftheobserver.
2 The ObservationNormally,duringtheobservation,youshouldruntheeventasanyother,andwerecommendthattheobserverdoesnottakeanactivepart.Thisensurestheobserverisabletogivecloseattentiontothewayyouandthestudentsarebehaving,makingbriefnotesthat:
describewhattheyobservedatparticularpointsduringthesessionrelevanttothe•agreedthemesoftheobservationrecordrelevantthingsyouorthestudentssay•captureideasorthoughtstheywishtoincludeinthepost-observationdiscussion.•
3 The post-observation discussionThisisavitalpartofthepeerobservationandreviewprocessbecause,asweexplainedearlier,thepurposeoftheprocessistoenablebothofyou(observerandobserved)togaininsightsfromadiscussionofyoursharedexperience.Theuniversityprotocoldescribesitasanopportunityforpeopleto‘reflectontheirownandtheircolleague’steachingpracticeinamutuallysupportiveandconfidentialwayasameansofenhancingtheindividualandcollectiveprofessionaldeliveryofcourses.’Similarly,PaulRamsden(ibid)encouragesustoengageinevaluationasameans‘tounderstandteachingin order to improve student learning’.
Werecommendthatyoubeginbydiscussingthespecificaspectsyouselectedasthefocusoftheobservation,usingtheobserver’snotestostarttheconversation.Wealsoarguedearlierthatyourdiscussionshouldconsiderinparticulartheextenttowhichthestudentsachievedthelearningoutcomes,theaspectsofthesessionthathelpedthemtolearn;andthethingsthatimpededtheirlearning.Youmayalsofindithelpfultothinkaboutothersourcesofrelevantideas,researchfindings,andinformation.Towardstheendofyourdiscussionwerecommendthatyoujointly:
20
identifyhowtheeffectiveaspectsoftheobservedsessioncouldbeincorporatedinto•futureteachingconsiderhowanyconstraintsonlearningcouldbeavoidedorovercome.•summarisewhatyouhavelearnedfromthissharedexperience•considerwhethertherearethingsyouneedtolearnand,ifso,howyoucould•achievethis
Tohelpyoudraw-upthissummary,werecommendthatyourefertotheUKPSFthreeDimensionsofPracticeonpage6.
Referring to the peer observation and review processin the assessment task for LT725InthecommentaryyouwriteformoduleLT725youshouldexplainhowengaginginthepeerobservationandreviewofteachingprocesshelpedyoutogaininsightsintothedesign,implementationand/orevaluationofthe3sessionsthatarethefocusofyourassignment.Thenotesyoumadetowardstheendofthepost-observationdiscussioninrelationtothe4bullet-pointssetoutabovewillhelpyoutodothis.
Demonstrating relevant elements of the UKPSF BeforeyousubmittheassessmenttaskforLT725,youarerequiredtocompleteandattachaUKPSFengagementtemplatewhichclearlyindicateshowyoursessionplansandcommentarydemonstratevariouselementsinthethreeDimensionsoftheUKPSF:AreasofActivity,CoreKnowledgeandProfessionalValues.So,whenwritingyourcommentary,werecommendyouhaveacopyoftheUKPSFinfrontofyou(seepage6),andensurethatyourworkprovidesclearevidenceofalltherelevantelements.
ConfidentialityTheuniversityprotocolstipulates‘thepreandpost-observationdiscussionshouldremainstrictlyconfidential;anywrittennotestakenduringtheobservationtoaidthefeedbackshouldbedestroyedafterthe(post-observationdiscussion).Eitherpartymay,however,wishtokeeppersonalnotesofspecificissues raisedbythesession.Suchnotesshouldbeanonymisedwherepossible.’Therefore,whenyoureferinyourcommentarytothepersonwhoactedasyourpeer,youshoulduseapseudonym,unlessthereisgoodreasonnotto.Similarly,allreferencestostudentsorotherstaffinthecommentaryshouldbeanonymisedandprofessional.
Youdonotneedtoincludeacopyofnotes/yourdiscussionaspartoftheassessmenttaskforLT725.However,inorderthatwecanverifythatpeerobservationhastakenplace,wewillneedasigneddeclarationfromyourobserverthatthishastakenplace.Thisshouldbeemailedtothecourseleader,usingthetemplateinthePGCertareainstudentcentral.
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12 Resources and readings
A range of resources are available to support your work on the course:
CLT study packs: We have designed a number of study packs to act as introductions to certain areas of teaching; these will provide you with initial readings, activities and guidance on further reading. The packs available are:
Learning and Teaching in Higher Education – • we recommend that you study thispack as part of your work for the module LT725.
Assessment and marking • (also useful for LT725, and particularly LT750)
Evaluating your teaching • (also useful for LT725)
Module design • – this will supplement the module design workshops
Lecturing and teaching large groups•
Teaching in small groups•
All the packs can be downloaded from the Resources page on the CLT website at: (http://www.brighton.ac.uk/resouces/) where you will also find links to other useful materials.
The CLT library (in the CLT Office in 104 Mayfield House) houses a small collection of books, and books are also available in libraries on all campuses. A range of e-books is also available, and we refer you to e-books as far as possible in the study packs and the reading lists.
Aspire readings lists are available for all modules, and can be accessed from either the studentcentral or the studentfolio area for each module. A general list of readings is also available from the PGCert Course Area in studentcentral.
Staffcentral (http://staffcentral.brighton.ac.uk) is a key resource for all staff in the university and partner colleges. It contains a wealth of information and resources, including quick links from the home page to studentcentral, the Online Library and other internal sites. You need a University of Brighton log in to access certain documents on staffcentral (and the Online Library) – if you are from a partner college, you can get a University of Brighton staff login by contacting your HE liaison person where you work, or contact Juliet Eve, the Course Leader if you need more assistance.
Information Services (http://www.brighton.ac.uk/is) provide computing, library, and media service in support of learning, teaching, research and administration. In addition to online resources there are libraries on all five university campuses. The basic Dewey classification number for materials on learning and teaching in higher education is 378.17.
22
Initial reading list
Biggs,JandTang,C(2011)Teachingforqualitylearningatuniversity.4thed.London:KoganPage.Availableasane-bookat:https//www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.brighton.ac.uk/shibboleth&dest=http://dawsonera.com/depp/reader/protected/external/AbstractView/S9780335242764[Uniloginrequired]
Brookfield,S(1995)Becomingacriticallyreflectiveteacher.SanFrancisco:Jossey-Bass.
Brookfield,S(2006)Theskillfulteacher:ontechnique,trustandresponsivenessintheclassroom.2nded.SanFrancisco:Jossey-Bass.
Brookfield,SBrown,GwithBull,JandPendlebury,M(1997)Assessingstudentlearninginhighereducation.London:Routledge
Exley,KandDennick,R(2004)Givingalecture.London:RoutledgeFalmer.
Exley,KandDennick,R(2004)Smallgroupteaching:tutorials,seminarsandbeyond.London:RoutledgeFalmer.
Fry,H;Ketteridge,SandMarshall,S(2009)TeachingandLearninginHigherEducation:enhancingacademicpractice,(3rded.),London,KoganPage.NB:2nded.availableasane-bookat:http://ezproxy.brighton.ac.uk/login?url=http://www.mylibrary.com?id=7419
Jaques,D(2007)Learningingroups:ahandbookforimprovinggroupwork.4thedition.London:KoganPage.
McGill,IandBeaty,L(2002)ActionLearning:aguideforprofessional,managementandeducationaldevelopment.Revised2ndedition.London:KoganPage.
Race,P(2015)TheLecturer’stoolkit:apracticalguidetoassessment,learningandteaching.4thed.Abingdon,Oxon:Routledge.
Ramsden,P(2003)Learningtoteachinhighereducation.2nded.London:Routledge:Falmer.
Mortiboys,A(2010)Howtobeaneffectiveteacherinhighereducation:answerstolecturers’questions.Maidenhead:OpenUniversityPress.
Mortiboys,A(2011)Teachingwithemotionalintelligence:astep-by-stepguideforhigherandfurthereducationprofessionals2nded.NewYork:Routledge.
Salmon,G(2011)E-moderating:thekeytoteachingandlearningonline3rded.London:Routledge.
Salmon,G(2002)E-tivities:thekeytoactiveonlinelearning.London:KoganPage.Practicalguidanceonhowtodesign‘motivating,engaging,purposefulactivities’tosupportlearningonline.
SEEC(2010)SEECCreditleveldescriptorsforHigherEducation.[online]Availableat:http://www.seec.org.uk/wp-content/uploads/2013/seec-files/SEEC%20Level1%20Descriptors%202010.pdf(Accessed08/4/2016).
Toohey,S(1999)Designingcoursesforhighereducation.Buckingham:SRHEandOpenUniversityPress.
23
Appendix A: Module specifications
MODULE DETAILS
Module title Teaching and Learning in Higher Education
Module code LT725
Credit value 20
Level Mark the box to the right of
the appropriate level with an 'X
‘X’
Level 4 Level 5 Level 6 Level 7 x Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites
Specify in terms of module codes
or equivalent
Participants must be able to demonstrate 90 hours of teaching practice, where they have primary responsibility for the design, implementation and assessment of that practice.
Co-requisite modules Specify in terms of module codes
or equivalent
Module delivery
Mode of delivery Taught Distance Placement Online
Other X Taught/work-based
Pattern of delivery Weekly Block Other X
When module is delivered Semester 1 x Semester 2 Throughout year
Other
Brief description of
module content and/ or
aims
Overview (max 80 words)
This module provides you with opportunities to:
1) systematically plan, implement and evaluate a sequence of
teaching sessions (or equivalent sets of coherent learning
activities) appropriate to a specific groups of students and
purposes;
2) engage in the peer review of teaching
Module team/ author/
coordinator(s)
Dr. Adrian Chown
School CLT
Site/ campus where
delivered
Falmer
Course(s) for which module is appropriate and status on that course
Course Status (mandatory/ compulsory/
optional)
Post Graduate Certificate in Learning and Teaching in HE Compulsory
MODULE SPECIFICATION TEMPLATE
Module descriptor template: updated Aug 2012
Module descriptor template: updated Aug 2012
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate
to the SEEC level descriptors for level 7 study.
This module provides you with opportunities to:
1. develop your understanding of the ‘theory’ and ‘practice’ ofteaching and learning in HE
2. systematically plan, implement and evaluate a sequence ofteaching sessions (or equivalent sets of coherent learningactivities) appropriate to a specific group of students andpurposes
3. participate in the peer-review of teaching4. evaluate your teaching5. evaluate and plan for your development as a teacher
Learning outcomes In relation to the QAA Framework for Higher Education Qualifications
and the SEEC level descriptors for level 7 study, by the end of
the module you should be able to:
1. systematically plan, prepare and implement a sequence ofteaching sessions (or equivalent sets of coherent learningactivities) appropriate for a specific group of students andpurposes
2. explain and justify the decisions involved in the planning andpreparation
3. evaluate the effectiveness of the sessions4. relate your experience to relevant concepts, theories,
principles and concerns in the pedagogic literature5. engage effectively in the peer review of teaching6. consider the implications of your experience for your
professional development
Content The module will include a consideration of:
the general characteristics of effective teaching and learningenvironments, and activities in HE
teaching strategies for different contexts and purposes
assessment principles and practices, especially the relationshipbetween aims, learning outcomes, teaching strategies, assessmentand feedback to students
evaluation of teaching through critical review and feedback fromothers
relations between individual practice and departmental, institutionaland national frameworks; for example, statutory or professionalbody requirements; QAA frameworks and the implications oflegislation concerning students with learning difficulties ordisabilities
Learning support Books:
Biggs, J. (2011) Teaching for quality learning at university, (4th
ed.), London, Kogan Page. Exley, K. and Dennick, R. (2004) Giving a lecture: from presenting to teaching, London, RoutledgeFalmer. Fry, H.; Ketteridge, S. and Marshall, S. (2009) Teaching and Learning in Higher Education: enhancing academic practice, (3rd ed.), London, Kogan Page,
Module descriptor template: updated Aug 2012
Jaques, D. and Salmon, G. (2007) Learning in groups, (4th ed.),
London, Kogan Page. Ramsden, P. (2003) Learning to teach in higher education, (2nd ed.), London, Routledge.
Journals:
Teaching in Higher Education Innovations in Education and Teaching International Studies in Higher Education
Electronic Sources:
HEA Supporting new staff http://www.heacademy.ac.uk/resources/detail/ourwork/employability/employability404 accessed 17
th July 2013
First words (David Baume, Oxford Brookes) http://www.brookes.ac.uk/services/ocsld/firstwords/fwconts.html accessed 17th July 2013 Doceo, James Atherton’s teaching and learning website: http://www.learningandteaching.info/ accessed 17
th July 2013
QAA (2012), The Quality Code. http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx accessed 17th July 2013
Other:
Development events provided by the CLT Other internal and external events Generic or discipline-related resources (especially those produced by Student Services, professional associations and HEA Subject Centres)
Teaching and learning activities
Details of teaching and
learning activities
The module is taught through a combination of face-to-face sessions,
work-based and online learning:
Seminar sessions involving various individual and collaborativepractical activities are used to introduce and support key stages ofthe planning process; consideration of the institutional and nationalframeworks and contexts, and identification and reflection onprofessional development needs.
These sessions are complemented by group work-in-progresstutorials and online resources. You are also expected to discussand evaluate your current knowledge, experience and skills withappropriate colleagues.
Work-based learning, including preparation for teaching sessions,their implementation and subsequent evaluation, peer review ofpractice.
In addition, participants undertake:
Preparatory activities in advance of the seminars and grouptutorials, including reading, writing and reviewing experience
Guided independent study
Engagement with the literature, CLT study packs and other similarmaterials
Module descriptor template: updated Aug 2012
Preparation of written assignment
Reviewing and planning for continuing professional development.
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
Study hours
SCHEDULED
This is an indication of the number of hours students can expect to
spend in scheduled teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios, fieldwork,
external visits, and work-based learning.
15
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study
which includes wider reading/ practice, follow-up work, the
completion of assessment tasks, and revisions.
100
PLACEMENT
Practice based learning 85
TOTAL STUDY HOURS 200
Assessment tasks
Details of assessment on
this module
Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following task:
A commentary on, and evaluation of, the plans for three teaching
sessions (or equivalent sets of coherent learning activities) and
their implementation, which include reference to your experience of
the peer observation process. (LOs 1-6)
Two appendices must be included (not included in the word count):
session plans
a log of your teaching duties, demonstrating 90 hours of
teaching practice.
Word length: 4000 words.
The task will be marked on a percentage basis.
Referral task: reworking of original task
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit or which are required for
progression.
% weighting (or indicate if
component is
pass/fail)
WRITTEN
COURSEWORK
Written assignment/ essay, report, dissertation, portfolio, project
output, set exercise 100
PRACTICAL
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
Module descriptor template: updated Aug 2012
EXAMINATION INFORMATION
Area examination board CLT Area and Course Examination Board
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name Position and institution Date appointed Date tenure
ends
Linda Byles Senior Lecturer, Programme
Leader PG Cert Education
Practice, Bournemouth
University
1st October 2012 30
September
2016
QUALITY ASSURANCE
Date of first approval
Only complete where this is not the
first version
June 2011
Date of last revision
Only complete where this is not the
first version
September 2012
Date of approval for this
version
September 2013
Date this version first
taught (implementation)
September 2013
Version number 3
Modules replaced
Specify codes of modules for which
this is a replacement
Available as free-standing module? Yes x No
Module descriptor template: updated Aug 2012
MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title Assessment and Feedback in Higher Education
Module code LT750
Credit value 20
Level Mark the box to the right of the
appropriate level with an ‘X’
Level 4 Level 5 Level 6 Level 7 X Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites Specify in terms of module codes or
equivalent
Staff should have sufficient current engagement in assessment and
feedback at HE level to enable them to meet the learning outcomes.
Co-requisite modules Specify in terms of module codes or
equivalent
Module delivery
Mode of delivery Taught Distance Placement Online
Other X taught/work-based
Pattern of delivery Weekly Block Other X
When module is delivered Semester 1 Semester 2 x Throughout year
Other
Brief description of module
content and/ or aims Overview (max 80 words)
This module focuses on the formative and summative assessment of
learning and giving effective feedback to learners in higher education. The
module looks at the ways assessment and feedback activities are
designed and implemented and how practice can be improved.
Module team/ author/
coordinator(s)
Dr John Canning; Juliet Eve
School CLT
Site/ campus where
delivered
Falmer
Course(s) for which module is appropriate and status on that course
Course Status (mandatory/ compulsory/
optional)
Post Graduate Certificate in Learning and Teaching in HE Mandatory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims This module provides you with opportunities to: 1. Develop your understanding of the theory and practice ofassessment and feedback in HE 2. Discuss and evaluate technologies for assessment and feedback3. Give high quality feedback to learners and help learners make themost of the feedback you give
Learning outcomes By the end of the module you should be able to:
Module descriptor template: updated Aug 2012
1. Critically evaluate your practice of assessment in the context of
relevant concepts, theories, principles and concerns in the
pedagogic literature and design improvements.
2. Design and evaluate feedback practices.
3. Explain and justify the decisions involved in designing an
assessment regime with reference to best practice in the sector
and university/professional requirements.
Content Module content includes:
1. Introduction to assessment and feedback
2. Learning technologies in assessment and feedback
3. Inclusive assessment design
4. Giving good quality feedback to learners
Learning support Books: Biggs, J. & Tang, C. (2011) Teaching for quality learning at university: what the student does (4
th edition), Maidenhead: Open University
Press. Fry, H., Ketteridge, S. & Marshall, S. (2003) A Handbook for Teaching and Learning in Higher Education (2
nd edition), London: Kogan Page.
Sambell, K., McDowell, L. & Montgomery, C. (2012) Assessment for Learning in Higher Education, New York: Routledge.
Journal articles: (All links below accessed 05/08/15)
Peter T. Knight (2002) The Achilles' Heel of Quality: The assessment of student learning. Quality in Higher Education Vol. 8. Issue 1.
Simpson, & Gibbs (2004-5). Conditions under Which Assessment Supports Student Learning. Learning and Teaching in Higher Education Issue 1 (Online). Available at: http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/issue1.pdf#page=5
Journals: Assessment and evaluation in higher education
Electronic Sources:
Race, P. (2014) Assessment (Online) Available at:
http://phil-race.co.uk/assessment/ HEA Resources on Assessment & Feedback (Online). Available at: http://www.heacademy.ac.uk/assessment REAP - Home (REAP- Re-Engineering Assessment Practices in Scottish Higher Education). http://www.reap.ac.uk/reap/index.html TESTA: Transforming the Experience of Students through Assessment (Online) Available at: http://www.testa.ac.uk/
Other: CLT Study Packs, especially:
Assessment and Marking
Materials available in the CLT Resource Centre, and the expertise of the teaching team and other colleagues in the university.
Module descriptor template: updated Aug 2012
Teaching and learning activities
Details of teaching and
learning activities
This module is taught through a combination of face to face sessions, work-based and online learning, comprising around 40% of total study time. Workshops and group tutorials are used to introduce and support key concepts. These are complemented by online resources. Workshops will also cover practical issues such as designing inclusive assessments. Staff should have sufficient current engagement in assessment and feedback at HE level to enable them to meet the learning outcomes.
Allocation of study hours (indicative) Where 10 credits = 100 learning hours
Study hours
SCHEDULED This is an indication of the number of hours students can expect to
spend in scheduled teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios, fieldwork,
external visits
18
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study
which includes wider reading/ practice, follow-up work, the
completion of assessment tasks, and revisions.
120
PLACEMENT The placement is a specific type of learning away from the
University. It includes work-based learning and study that occurs
overseas.
62
TOTAL STUDY HOURS 200
Assessment tasks
Details of assessment on
this module
Assessment will be in the context of the University of Brighton Assessment Policy and the Academic Services Code of Practice in Assessment, and students will be required to complete the following tasks:
Task One: 40% 1. An evaluation of current assessment practice. Evaluate an
existing formative or summative assessment task on a module you teach identifying strengths, limitations and possible improvements for the future. (2000 words) (LO1)
Task Two: 30% 1. Design and evaluate an effective feedback activity to be carried
out with your students (1500 words) (LO2) OR 2. A 5 minute video or screencast (with commentary)
demonstrating how a particular learning technology/ piece of software can be used to give effective feedback to learners. (LO2)
Task Three: 30% 1. An audit of the strengths and limitations of the assessment
regime across a whole course programme/level (not just your module). (2000 words) (LO3)
Each task will be marked on a percentage basis
Referral task: reworking of original task
Types of assessment task1 % weighting
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
Module descriptor template: updated Aug 2012
Indicative list of summative assessment tasks which lead to the award of credit or which are required for
progression. (or indicate if
component is
pass/fail)
WRITTEN
COURSEWORK Written assignment/ essay, report, dissertation, portfolio, project
output, set exercise 100%
PRACTICAL
EXAMINATION INFORMATION
Area examination board CLT Area and Course Examination Board
Refer to Academic Services for guidance in completing the following sections
External examiners
Name Position and institution Date appointed Date tenure
ends
Linda Byles Senior Lecturer, Programme
Leader PG Cert Education
Practice, Bournemouth
University
01/10/12 30/09/16
QUALITY ASSURANCE
Date of first approval Only complete where this is not the
first version
July 2014
Date of last revision Only complete where this is not the
first version
n/a
Date of approval for this
version
August 2015
Date this version first
taught (implementation)
September 2015
Version number 2
Modules replaced Specify codes of modules for which
this is a replacement
LT728
Available as free-standing module? Yes x No
Module descriptor template: updated Aug 2012 Module descriptor Guidance: updated Feb 2016. For any queries / further guidance please contact a Campus Quality Officer or the Curriculum Team
MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title Educational Enquiry
Module code LT751
Credit value 20
Level Mark the box to the right of the
appropriate level with an ‘X’
Level 4 Level 5 Level 6 Level 7 x Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites Specify in terms of module codes or
equivalent
None
Co-requisite modules Specify in terms of module codes or
equivalent
None
Module delivery
Mode of delivery Taught x Distance Placement Online
Other
Pattern of delivery Weekly Block Other x
When module is delivered Semester 1 Semester 2 Throughout year x
Other
Brief description of module
content and/ or aims Overview (max 80 words)
This module provides you with the opportunity to conduct a small scale,
systematic enquiry that will inform the enhancement of teaching in your
discipline.
Module team/ author/
coordinator(s)
Dr John Canning.
School Centre for Learning and Teaching
Site/ campus where
delivered
This module will normally be delivered at Falmer.
Course(s) for which module is appropriate and status on that course
Course Status (mandatory/ compulsory/
optional*)
Postgraduate Certificate in Learning and Teaching in HE Mandatory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims This module aims to
1. Enable the participant to conduct a small scale educational enquiry
project to enhance an aspect of their teaching practice.
2. Enable the participants to conduct the study in a systematic and
research-informed manner
3. Enable participants to report outcomes and recommendations of
the project to academic colleagues.
Module descriptor template: updated Aug 2012 Module descriptor Guidance: updated Feb 2016. For any queries / further guidance please contact a Campus Quality Officer or the Curriculum Team
Learning outcomes On successful completion of the module the student will be able to:
1. Design a small scale educational enquiry within a specific discipline
context.
2. Identify, critically evaluate and synthesise relevant literature to
contextualise their project.
3. Plan, undertake and critically evaluate a project ethically and
effectively.
4. Effectively communicate the outcomes and implications of the
project.
5. Evaluate appropriate dissemination methods.
Content Module content includes:
How knowledge is created in the disciplines
Undertaking educational enquiry
Developing and communicating research ideas
Methods for data collection and analysis
Ethics
The bigger picture: locating your project within institutional,
(inter)national and theoretical and legal frameworks
Presentation of project outcomes
NB The scope of the projects that are the focus of this module will vary
according to the responsibilities and interests of individual participants.
However, they should normally be capable of completion within the
timescale of the module.
Learning support Books:
Cleaver, E., Lintern, M. and McLinden, M. (2014) Teaching and learning
in Higher Education: disciplinary approaches to educational enquiry,
London: Sage
Cohen, L., Manion, L. and Morrison, K. (2007) Research methods in
education (6th ed), London: Routledge.
Cousin, G. (2009) Researching learning in Higher Education: an
introduction to contemporary methods and approaches, London:
Routledge.
Journals:
Teaching in Higher Education
Active Learning in Higher Education
Innovations in Education and Teaching International
Studies in Higher Education
Discipline Learning and Teaching journals as appropriate.
Electronic Sources: (accessed June 2016)
British Educational Research Association (BERA):
http://www.bera.ac.uk
CLT Study Packs: http://blogs.brighton.ac.uk/cltresources/
QAA (2012) The Quality Code:
http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-
code/Pages/default.aspx
Society for Research in Higher Education (SRHE):
http://www.srhe.ac.uk
Other materials available in the CLT Resource Centre.
Module descriptor template: updated Aug 2012 Module descriptor Guidance: updated Feb 2016. For any queries / further guidance please contact a Campus Quality Officer or the Curriculum Team
Teaching and learning activities
Details of teaching and
learning activities
Participants need to have sufficient current engagement in teaching and
assessment at HE level to enable them to meet the learning outcomes.
This module is taught through a combination of face to face sessions
(including tutorials), work- based and online learning.
Workshops and group tutorials are used to introduce and support key
stages of the project, including the development of initial proposals,
consideration of ethical implications, appropriate methods of enquiry and
presentation of outcomes to colleagues.
These are complemented by online resources and forums, offering a space
to share and reflect on work in progress.
The concluding workshop is an opportunity for participants to present
their findings to their peers and invited colleagues.
In addition, participants undertake: guided independent study, planning
/implementation of work-based projects and completion of assessment
tasks.
Allocation of study hours (indicative) Where 10 credits = 100 learning hours
Study hours
SCHEDULED This is an indication of the number of hours students can expect to spend
in scheduled teaching activities including lectures, seminars, tutorials,
project supervision, demonstrations, practical classes and workshops,
supervised time in workshops/ studios, fieldwork, and external visits.
30
GUIDED
INDEPENDENT STUDY
All students are expected to undertake guided independent study which
includes wider reading/ practice, follow-up work, the completion of
assessment tasks, and revisions. Guided independent study will typically
be derived as the number of hours remaining after taking into account
hours spent in placements and scheduled learning and teaching
activities.
100
PLACEMENT The placement is a specific type of learning away from the University,
(normally including word-based learning) that is not a year abroad. 70
TOTAL STUDY HOURS 200
Assessment tasks
Details of assessment
for this module
Students will be required to complete the following tasks:
Task 1 (20%) A completed proposal and rationale (1000 words) for an
educational enquiry project. (LOs 1-2)
Task 2 (40%) An abstract and an annotated bibliography to contextualise
the project (LO3) (1500 words)
Task 3 (40%) Project Poster
A poster (or other appropriate format by negotiation) which communicates
the main aims, outcomes and implications of your project clearly and
succinctly for a non-specialist academic audience. (LO4-5)
Module descriptor template: updated Aug 2012 Module descriptor Guidance: updated Feb 2016. For any queries / further guidance please contact a Campus Quality Officer or the Curriculum Team
Each task will be marked on a percentage basis
Referral task: reworking of original task
Types of assessment task1
List of summative assessment tasks which lead to the award of credit or which are required for progression.
% weighting (or indicate if
component is
pass/fail)
WRITTEN Written exam 0
COURSEWORK Written assignment/ essay, report, dissertation, portfolio, project output, set
exercise100
PRACTICAL Oral assessment and presentation, practical skills assessment, set exercise 0
EXAMINATION INFORMATION
Area examination board Centre for Learning and Teaching Joint Area and Course Examination
Board
Refer to Academic Services for guidance in completing the following sections
External examiners
Name Position and institution Date appointed Date tenure
ends
Mary Claire Halvorson Director of Professional Development,
Goldsmiths, University of London
September 2016 September 2020
QUALITY ASSURANCE
Date of first approval Only complete where this is not the first
version
July 2014
Date of last revision Only complete where this is not the first
version
Date of approval for this version July 2016
Version number 2
Modules replaced Specify codes of modules for which this is a
replacement
Available as free-standing module? Yes x No
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative
skills, are included under the type of assessment most appropriate to the particular task.
Appendix B: PGCert grading descriptors
These grading criteria have been adapted from the university postgraduate marking/grading descriptors, which can be found at: https://staff.brighton.ac.uk/reg/acs/docs/Postgraduate%20making-grading%20 descriptors.pdf
100-80: High distinctionAn outstanding response to the task: The work demonstrates most or all of the following characteristics beyond that expected for work at the given level of study within the discipline:
Performance of the task(s): specifications, approach, presentation, organisationAll specifications for the assessment task, including word limit where appropriate,•have been adhered to The work has been approached and/or executed/performed in an original way•The organisation, structure and standard of presentation of the work, including•any subject-specific conventions where appropriate, are exemplary throughoutPotential for publication/exhibition and/or ability to undertake further research•Evidence of effective communication of work to specialist and non-specialist audiences•
Professional practice: issues, decisions, problem-solving, evaluationEvidence of very high quality analysis, synthesis, evaluation and critical appraisal•Inspirational, innovative and authoritative - evidence of intellectual rigour,•independence of judgementDemonstration of ability to reach appropriate decisions based on incomplete or•complex evidenceOutstanding problem solving skills – suggests alternative approaches•Ability to address complex issues both systematically and creatively - challenges•established knowledgeStimulating and rigorous arguments that are likely to be at the limits of what may•be expected at this level
Scholarship and use of sourcesClear evidence of extensive study•Exceptional display of understanding, exploration, insight and/or research•Insightful contextualisation, including relevant theory/literature/artefacts/ performance•
79-70: DistinctionAn excellent response to the task:The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
Performance of the task(s): specifications, approach, presentation, organisationAll specifications for the assessment task, including word limit where appropriate,•have been adhered to The organisation, structure and standard of presentation of the work, including any•subject-specific conventions where appropriate, are excellent throughout The work has been approached and/or executed/ performed in an original way•
37
Potential for publication/exhibition and/or ability to undertake further research•Evidence of effective communication of work to specialist and non-specialist audiences•
Professional practice: issues, decisions, problem-solving, evaluationEvidence of high to very high quality analysis, synthesis, evaluation and critical appraisal•In-depth understanding, exploration, insight and/or research•Clear evidence of extensive study and demonstration of ability to reach appropriate•decisions based on incomplete or complex evidenceExcellent problem solving skills – suggests alternative approaches•Ability to address complex issues effectively – challenges established knowledge•Convincing arguments that are likely to be at the limits of what may be expected at•this level
Scholarship and use of sourcesInsightful contextualisation, including relevant theory/literature/artefacts/performance•
60-69: MeritA good to very good response to the task:The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
Performance of the task(s): specifications, approach, presentation, organisationThe specifications for the assessment task, including word limit where appropriate,•have been adhered to The work has been approached and/or executed/performed in a comprehensive way•with some degree of originality The work is well organised, coherent and the standard of presentation including any•subject-specific conventions where appropriate, is at least good Evidence of effective communication of work•Some capacity to undertake further research•
Professional practice: issues, decisions, problem-solving, evaluationEvidence of high quality analysis, synthesis, evaluation and critical appraisal•Good to very good understanding and exploration, some insight and/or thorough•researchEvidence of extensive study and demonstration of ability to reach appropriate•decisions based on incomplete or complex evidenceGood or at least competent problem solving skills – suggests alternative approaches•Ability to address complex issues competently – explores established knowledge•Ability to present structured, clear and concise arguments•
Scholarship and use of sourcesAppropriate contextualisation, including relevant theory/literature/ artefacts/performance•No significant inaccuracies, misunderstandings or errors•
50-59: PassAn adequate to sound response to the task:Performance of the task(s): specifications, approach, presentation, organisation
38
Some minor aberrations from the specifications for the assessment task, including•word limit where appropriateThe work has been approached and/or executed/performed in a standard way with•limited evidence of originalityThe work is suitably organised and the standard of presentation, including any•subject-specific conventions, where appropriate, is at least sound
Professional practice: issues, decisions, problem-solving, evaluationSome, but limited evidence of analysis, synthesis, evaluation and critical appraisal•Sound understanding and exploration, some insight and/or appropriate research•Evidence of study and demonstration of ability to reach appropriate decisions based•on incomplete or complex evidenceSome evidence of problem solving skills•Some evidence of ability to address complex issues adequately•Ability to develop an argument but can lack fluency•
Scholarship and use of sourcesSome minor inaccuracies and/or misunderstandings – small but not significant errors•Some contextualisation but with a heavy reliance on a limited number of sources and,•in general, the breadth and depth of sources and research are lacking
40-49: FailAn unsatisfactory response to the task: The work may display some strengths but these are outweighed by several weak features in relation to the expectations for the given level of study within the discipline, such as:
Performance of the task(s): specifications, approach, presentation, organisationInsufficient attention paid to some of the assessment criteria and some significant•aberrations from the specifications for the assessment taskThe work has been approached and/or executed/performed inadequately•The work is too descriptive, somewhat disorganised and unclear and the standard of•presentation, including any subject-specific conventions where appropriate, isinadequate
Professional practice: issues, decisions, problem-solving, evaluationLimited or inappropriate research and demonstrated ability to reach decisions•Development of an argument is limited and often flawed•Insufficient evidence of analysis, synthesis, evaluation and critical appraisal•Little evidence of problem solving skills•Barely addresses complex issues•
Scholarship and use of sourcesSome significant inaccuracies and/or misunderstandings – gaps in understanding•and/or knowledge The context provided takes the form of description lacking any breadth, depth•and or/accuracy Limited understanding and/or exploration of major ideas with very little insight and/•or minimal research
39
Ap
pe
nd
ix C
: In
itia
l ski
lls a
nd
kn
ow
led
ge a
ud
it a
gain
st t
he
UK
PSF
Dim
en
sio
ns
of
Act
ivit
y Ex
isti
ng
exp
eri
en
ce
Gap
an
alys
is
Act
ion
pla
n
A1
. D
esig
n a
nd
pla
nn
ing
of
lear
nin
g ac
tivi
ties
an
d/o
r p
rogr
amm
es o
f st
ud
y
A2
. Tea
chin
g an
d/o
r su
pp
ort
of
stu
de
nt
lear
nin
g
A3
. Ass
essm
ent
and
giv
ing
fee
db
ack
to le
arn
ers
A4
. D
evel
op
ing
effe
ctiv
e en
viro
nm
ents
an
d s
tud
ent
sup
po
rt a
nd
gu
idan
ce
A5
. En
gage
in c
on
tin
uin
g p
rofe
ssio
nal
dev
elo
pm
ent
in s
ub
ject
/dis
cip
lines
an
d
thei
r p
edag
ogy
, in
corp
or-
atin
g re
sear
ch, s
cho
lars
hip
an
d t
he
eval
uat
ion
of
pro
fess
ion
al p
ract
ices
40
Co
re K
no
wle
dge
co
nte
nt
Exis
tin
g e
xpe
rie
nce
G
ap a
nal
ysis
A
ctio
n p
lan
K1
. Th
e su
bje
ct m
ater
ial
K2
. A
pp
rop
riat
e
met
ho
ds
for
teac
hin
g an
d l
earn
ing
in
the
sub
ject
are
a an
d a
t th
e le
vel
of
the
acad
emic
p
rogr
amm
e
K3
. H
ow
st
ud
ents
le
arn
b
oth
ge
ner
ally
an
d
wit
hin
th
eir
sub
ject
d
isci
plin
ary
are
a
K4
. Th
e u
se a
nd
val
ue
of
app
rop
riat
e le
arn
ing
tech
no
logi
es
K5
. Met
ho
ds
for
eval
uat
ing
the
effe
ctiv
ene
ss o
f te
ach
ing
K6
. Th
e im
plic
atio
ns
of
qu
alit
y as
sura
nce
an
d
qu
alit
y en
han
cem
ent
for
pro
fess
ion
al p
ract
ice
wit
h a
p
arti
cula
r fo
cus
on
tea
chin
g
41
Pro
fess
ion
al v
alu
es
Exis
tin
g e
xpe
rie
nce
G
ap a
nal
ysis
A
ctio
n P
lan
V1
. Res
pec
t in
div
idu
al le
arn
ers
an
d d
iver
se le
arn
ing
com
mu
nit
ies
V2
. Pro
mo
te p
arti
cip
atio
n in
h
igh
er e
du
cati
on
an
d e
qu
alit
y o
f o
pp
ort
un
ity
for
lear
ner
s.
V3
. Use
evi
den
ce in
form
ed
app
roac
he
s an
d t
he
ou
tco
mes
fr
om
res
earc
h ,
sch
ola
rsh
ip a
nd
co
nti
nu
ing
pro
fess
ion
al
dev
elo
pm
ent
V4
. Ack
no
wle
dge
th
e w
ider
co
nte
xt in
wh
ich
hig
her
ed
uca
tio
n o
per
ates
rec
ogn
isin
g th
e im
plic
atio
ns
for
pro
fess
ion
al p
ract
ice.
42
Appendix D: UKPSF engagement template
This is the engagement template you will need to complete for each assessment task; the appendix also includes an example of how you might complete one for the first module, LT725.
Please complete and attach the following template as an appendix to each of your assessment tasks.
Please note that we have highlighted (in bold) the elements we expect you to be able to demonstrate as an integral part of the assessment tasks for each module; you will need to draw on your wider experience of the PGCert (e.g. reading, workshops, developments you make to your practice) to evidence some of the others. Each template will help you assess your progress in demonstrating all Dimensions of the UKPSF by the end of the course, when you will need to submit a complete ‘mapping document’.
Module and task:
Element of UKPSF Brief indication of where demonstrated in submission, and evidence
Any further development activities identified in relation to this element
Areas of ActivityA1 Design and plan learning activities and/or programmes of studyA2 Teach and/or support learningA3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student support and guidance[including blended learning environments]A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
43
Core KnowledgeK1 The subject material
K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programmeK3 How students learn, both generally and within their subject/disciplinary area(s)K4 The use and value of appropriate learning technologiesK5 Methods for evaluating theeffectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values
V1 Respect individual learners and diverse learning communitiesV2 Promote participation in higher education and equality of opportunity for learnersV3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional developmentV4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice
44
45
Below is an example of how you might feel in the template for the first module, LT725. Note that you may not cover all Areas, Core Knowledge and Professional Values in each module, but you will need to demonstrate full coverage of the UKPSF across the course as a whole. Also note that some elements are evidenced formerly, as inherent parts of the assessment task, and some of evidenced via your engagement with the module/course more widely (e.g. via readings, workshops, development of your professional practice).
The elements of the UKPSF inherent in the assessment task have been highlighted in bold.
Module and task: LT725: Evaluation of teaching sessions
Element of UKPSF Brief indication of where demonstrated in submission, and evidence
Any further development activities identified in relation to this element
Areas of ActivityA1 Design and plan learning activities and/or programmes of study
Assessment task requires evaluation of design and planning of three teaching sessions
Will be redesigning the delivery of these next year based on peer observation and my own evaluations (can add in details here)
A2 Teach and/or support learning
Assessment task indicates (section 2) how I delivered the actualsessions
Peer observation was useful in helping me consider how to check understanding of students’ learning during the session; will incorporate this in future
A3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student support and guidance [including blended learning environments]
Planning of session (as outlined in the assessment task) illustrates how I facilitated a safe space for student discussion.
The flipped approach I took to delivering the sessions, using Camtasia, followed by the in-class discussion provided a successful blended experience
Continue reading on teaching in small groups (engage with CLT study pack)
Update technical skills; ask for assistance from LTA
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
The reading I have done for this module has benefited my practice, in particular I have applied Biggs’ constructive alignment
The CLT workshops on module design have helped me in the writing of learning outcomes
Attending the [subject-based] conference gave me ideas on how to teach [specific topic]
Will be redesigning my module for next academic year; will use the assessment and feedback module on the PGCert to redesign the assessment tasks
Core KnowledgeK1 The subject material Delivery of subject knowledge via
the teaching sessions, as indicated in the assessment task
Continuation of my research in this area (provide details)
K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme
As the assessment task demonstrates, I designed my introductory sessions to be appropriate for Level 4, and enabled students to identify and build on existing knowledge (p. 10)
Will be delivering a Level 6 module in this area next year, so will need to design appropriately to that level
K3 How students learn, both generally and within their subject/disciplinary area(s)
The design of the sessions (p. 4) was informed by [name of author]’s work on teaching [discipline area]
K4 The use and value of appropriate learning technologies
Examples you may have used:Talis Aspire reading listsUse of student central/student folioUse of AV materials in-class
As part of the PGCert, I will be fully engaging in the University’s Digital Literacies Framework
K5 Methods for evaluating theeffectiveness of teaching
The assessment task specifically evaluates the sessions, drawing on Brookfield’s four lenses.
I will develop methods for evaluating sessions continually, rather than just relying on end of module evaluation
K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching
Attending the module design workshops was extremely useful in understanding the QA procedures at the University for validating and making changes to modules
The student feedback, as well as the peer observation process, enabled me to identify the following changes I will make to the module next year: [list details here]
I will be using the peer observation process and consulting the external examiner as a way of getting feedback from colleagues on module changes
46
47
Professional Values
V1 Respect individual learners and diverse learning communities
I designed the teaching sessions (see page 5 of assessment task) to take account of the diversity of students in this module; I used the first exercise to draw on the international experience within the cohort.
I will investigate the HEA’s internationalisation framework so I can develop this aspect of my practice
V2 Promote participation in higher education and equality of opportunity for learners
V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
The CPD workshops offered as part of the PGCert, and the reading from the reading list have informed the design and execution of the teaching sessions [can provide specific examples here too]
Continuation of the PGCert will enable me to enhance the pedagogic underpinning of my practice
V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice
As this module has been designed for existing professionals, the sessions discussed (see pages 7 to 8) enable them to engage with real-life issues in the workplace [again, provide details]
I will invite guest lecturers next year to provide the link between practice and the University setting
NB An electronic version of this template is available in the PGCert module areas on studentcentral, along with Appendix C and E.
48
Appendix E: UKPSF final mapping document
Please complete the following template and submit it via Turnitin. The completion of your mapping document should be fairly straightforward, in that you will have been collecting evidence throughout the course, reflecting on how your engagement with the course (including the module assessments) has enabled you to evidence all the aspects of the UKPSF, and you will have been considering any future development activities.
Name:School/College
Element of UKPSF Brief indication of where demonstrated during the course, and evidence
Any further development activities identified in relation to this element (as identified in your development plan)
Areas of ActivityA1 Design & plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student support and guidance[including blended learning environments]
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practicesCore KnowledgeK1 The subject material
K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programmeK3 How students learn, both generally and within their subject/disciplinary area(s)
K4 The use and value of appropriate learning technologies
K5 Methods for evaluating theeffectiveness of teaching
K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching
Professional Values
V1 Respect individual learners and diverse learning communitiesV2 Promote participation in higher education and equality of opportunity for learners
V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional developmentV4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice
49
22 Feb Action Learning Set 9 9.30-12.30
Workshop 3 13:00-16:30
1 Mar Blended Learning: Consistency and confidence in eMarking and eFeedback 13:00-14:00 Moulsecoomb
8 Mar Action Learning Set 10 9.30 – 12.30
Workshop (Annotated bibliographies) and creating Talis Aspire reading lists. 13:00-16:00
15 Mar Blended Learning: Blogs and Twitter in Learning and Teaching 13:00-14:00 Moulsecoomb
22 Mar Action Learning Set 11 9.30 – 12.30
Workshop 4 13:00-16:30
29 Mar Blended Learning: Digital Literacies: The University of Brighton Framework 13:00-14:00
26 April Action Learning Set 12 9.30 – 12.30
Workshop 5 13.00-16.30
10 May Action Learning Set 13 9.30 – 12.30
Workshop (Poster design; making collections on studentfolio) 13:00- 16.00
7 June
Course Calendar 2016-17
SEMESTER TWO: 6 FEBRUARY - JUNE 2017 (CONT...)
LT750 submission of Task 1: 27 February 2017
Spring break (End term 31 March; start term 24 April)
LT751 submission of Task 2: 24 April 2017
LT750 submission of Task 3: 23 May 2017
LT751 submission of Task 2 (Annotated bibliography) 15 May 2017
LT751 submission and peer assessment of poster and final PGCert workshops: 9.30-16.00
50
InsIde back page
7 Dec Module design work-shop 14.00-16.00
Module LT750 Assessment and Feedback in HE (Juliet Eve)
Module LT751 Educational Enquiry (John Canning)
Other activities
4 Jan Tutorials11 Jan Action Learning Set 6
9.30 – 12.30Tutorials
18 Jan Blended Learning: Six steps, flipped and finding resources 13:00-14:00 Moulsecoomb
25 Jan Action Learning Set 7 9.30 – 12.30
Workshop 1 13.00-16.30
1 Feb Blended Learning: Engaging students in lectures with mobile technologies 13:00-14:00 Moulsecoomb
8 Feb Action Learning Set 8 9.30 – 12.30
Workshop 2 13:00-16:30
15 Feb Blended Learning: Learning analytics 13:00-14:00 Moulsecoomb
Course Calendar 2016-17
SEMESTER ONE: SEPTEMBER 2016 – JANUARY 2017 (CONT ...)
Winter break (End term 16 December; start term 4 January)
LT751 submission of proposal: 16 December 2016
LT725 submission point: 30 January 2017
SEMESTER TWO: 6 FEBRUARY - JUNE 2017
Date Module LT725 Module LT751 Other activities
16 Nov Action Learning Set 4 9.30-12.30
Workshop (Engaging with literature) 13.00-16.00
23 Nov Module design workshop 14:00-16:00 Blended Learning: Blogs and Twitter in Learning and Teaching 13:00-14:00
30 Nov Action Learning Set 5 9.30-12.30
Work in progress workshop 13.00-14.00
Online peer review week
PGCert Learning and Teaching in Higher Education: Course Calendar 2016-17
SEMESTER ONE: SEPTEMBER 2016 – JANUARY 2017
Date Venue: Sessions are in Mayfield House, Falmer, unless indi-cated otherwise
Module LT725 Teaching and Learning in HE) (Adrian Chown)
Module LT751 Educational Enquiry (John Canning)
Other activities
12-13 Sept 2 day LT725 workshop (Attend only one set of 2-day workshops) 9.30 – 16:30
19-20 Sept 2 day introduction to the PGCert course 9.30-16.30 Creativity Centre, Moulsecoomb
21 Sept Blended Learning: Six steps, flipped and finding resources 13:00 – 14:00
28 Sept Inclusive Practice workshop 9.30-12.30 Blended Learning: Engaging students in lectures with mobile technologies 13:00-14:00 Module design workshop 14:00-16:00
5 Oct Action Learning Set 1 9.30-12.30
Workshop (Module introduction) 13:00-16:00
12 Oct Optional: All day workshop: Introduction to methods for pedagogic research 9:30-16:00
Blended Learning: Digital Literacies: The University of Brighton Framework 13:00-14:00
19 Oct Action Learning Set 2 9.30 – 12.30
Work in progress workshop 13.00-14.00
Workshop (Ethics intro- duction to studentfolio)14.00-16.30
26 Oct Module design workshop 14:00-16:00
2 Nov Action learning Set 3 9.30 – 12.30
Optional Workshop (Using qualitative data) 13:00-16:00
Blended Learning: Learning Analytics 13:00-14:00
9 Nov Optional Workshop (Using quantitative data) 13:00-16:00
Blended Learning: Consistency and confidence in eMarking and eFeedback 13:00-14:00 Module design workshop 14:00-16:00