Unit Outline Proforma_University of Tasmania_updated Web viewThe University of Tasmania experience ... Our graduates recognise and critically evaluate issues of ... You described a

Tasmanian Institute of Learning and Teaching (TILT)

Faculty of Education

ELT501FOUNDATIONS OF UNIVERSITY

LEARNING AND TEACHING

Semester 1, 2017Unit Outline

Dr Andrea Adam

CRICOS Provider Code: 00586B

CONTACT DETAILS

Unit coordinatorUnit coordinator: Dr Andrea Adam

Campus: Sandy Bay

Email: [email protected] *(preferred communication mode)

Phone: 03 6226 7116

Room location: TILT Offices, TUU Building (access off French Street)

Consultation hours: If you would like a meeting, please email me to arrange a time and meeting mode (Skype, webconference, phone, or on- campus).

I work part-time.

Unit administrationGraduate Certificate Administration: Mrs Tamzen Jeanneret

Campus: Sandy Bay

Email: [email protected]

Phone: 03 6226 7251

Contact times: Business hours, Monday to Friday

© The University of Tasmania 2016

mailto:[email protected]

CONTENTS

WHAT IS THE UNIT ABOUT? 2UNIT DESCRIPTION* 2INTENDED LEARNING OUTCOMES* 2GRADUATE QUALITY STATEMENT 3ALTERATIONS TO THE UNIT AS A RESULT OF STUDENT FEEDBACK* 3PRIOR KNOWLEDGE &/OR SKILLS 3

HOW WILL I BE ASSESSED?* 4ASSESSMENT SCHEDULE* 4ASSESSMENT DETAILS* 4HOW YOUR FINAL RESULT IS DETERMINED* 9SUBMISSION OF ASSIGNMENTS* 10ACADEMIC REFERENCING* 11ACADEMIC MISCONDUCT* 13

WHAT LEARNING OPPORTUNITIES ARE THERE? 14MYLO 14RESOURCES 14ACTIVITIES 15COMMUNICATION 17FURTHER INFORMATION AND ASSISTANCE 17UNIT SCHEDULE 21

Page 1 UNIT CODE Unit Title

WHAT IS THE UNIT ABOUT?Unit description* ELT501, Foundations of University Learning and Teaching, is designed to provide information and a collegial environment to support you in developing a rich and integrated understanding of university learning and teaching issues, with reference to the UTAS context.

You will explore the theories, principles and practice of university learning and teaching. There is an emphasis on discussing and applying constructive alignment, strategies to promote deep learning and integrating technology into the learning and teaching environment.

This is the foundation unit in the Graduate Certificate of University Learning and Teaching, and consequently introduces a range of topics that will be developed further in other units. It also acts as a primer for new UTAS staff. ELT501 is aligned with the UK Professional Standards Framework. Eligible ELT501 students completing the approved study sequence in the unit will gain recognition as an Associate Fellow of the UK Higher Education Academy (AFHEA) on successful completion of the unit. The UK HEA Fellowship scheme enables recognition of quality and excellence in the practice of teaching and supporting learning.

Intended Learning Outcomes*Foundations of University Learning and Teaching fulfils two roles. It is the foundation unit in the Graduate Certificate of University Learning and Teaching. It also acts as a primer for new UTAS staff.

The unit is designed to provide information and a collegial environment to support you in developing a rich and integrated understanding of university learning and teaching issues, as described in the following intended learning outcomes. The key dimensions of the UKPSF covered and assessed within ELT501 are included after each ILO. (Additional dimensions less core to the unit are included in brackets.)

At the completion of this unit, you will be able to:

1. Design constructively aligned units where the intended knowledge, skills and understandings are clearly and appropriately communicated, taught, and assessed. A1, A3, K1, K2, K4 (K3, V1, V2, V3)

2. Use Higher Education theory, literature and practice to make and support arguments for teaching. K1, K2, V3

3. Present an argument for change, addressing both formal and informal structures, to improve teaching and learning in your professional context. A5, K1, K2 (A4, V3)


Graduate Quality StatementSuccessful completion of this unit supports your development of course learning outcomes, which describe what a graduate of a course knows, understands and is able to do. Course learning outcomes for the Bachelor of Education with Professional Honours (Higher Education), for which ELT501 is a core unit, are available from the Course homepage. Course learning outcomes are developed with reference to national discipline standards, Australian Qualifications Framework (AQF), any professional accreditation requirements and the University of Tasmania’s Graduate Quality Statement.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop critical and creative literacies and numeracies and skills of inquiry. They demonstrate the ability to apply this knowledge in changing circumstances. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability, are entrepreneurial and creative, and are mindful of their own wellbeing and that of the community. Through respect for diversity and by working in collaborative ways, our graduates reflect the values of the University of Tasmania.

Alterations to the unit as a result of student feedback*In response to student feedback from 2015 and 2016, the following changes to the learning opportunities and assessment in ELT501 have been made:

additional learning opportunities have been introduced during the semester to facilitate ongoing engagement with the content and with colleagues.

alterations have been made to assessment task 2 to better allow reflection on practice.

incorporating a clear opportunity for all students to be able to refine their assessment submissions and to best demonstrate their attainment of the ILOs


Prior knowledge &/or skillsIn most cases, you need to have completed a bachelor’s degree or equivalent. You also need to be committed to self-improvement in your teaching and other educational activities, and be willing to engage colleagues in this process. You will need to have access to a Unit Outline, preferably for a unit in which you teach. If you are not teaching into a unit, you may need to request to use an outline written by a colleague. If you are unsure about what Unit Outline to use, please discuss with Andrea.


HOW WILL I BE ASSESSED?*Assessment schedule*

Assessment task Date due by

Percent weighting

Measures Intended Learning Outcomes

Eligibility assessment for AFHEA

10/02/17, 11pm

- eligibility for AFHEA

Learning Outcomes CritiquePost 1.1 Submit proposed ILOs Post 1.2 Comment on peers’ ILOsPost 1.3 ILO justification

13/02/17, 2pm20/02/17, 2pm

06/03/17, 2pm

15% 1, 2 and 3

Learning Activity Development & Assessment Essay/Presentation

01/05/17, 2pm

85% 1, 2 and 3

References for AFHEA candidates

22/05/17, 2pm

- eligibility for AFHEA

Refinement of Learning Activity Development & Assessment Essay/Presentation

12/06/17, 2pm

(85%) (1, 2 and 3)

Assessment details*Assessment task 1: Learning Outcomes Critique (15%)Task description The purpose of this assessment task is for you to

develop and demonstrate your skills in designing good intended learning outcomes (ILOs). This task is designed to give you an opportunity to share and reflect on your practice, and experience giving and receiving constructive peer feedback on teaching. This assignment will take the form of a series of discussion posts in MyLO. Post 1.1You will share draft ILOs that you propose should be


used for your unit/module. You will also include a maximum of two sentences to explain the context of the unit/module to your peers (e.g., year level, discipline, role in the course)Post 1.2Provide constructive feedback to your peers on their ILOs, supporting your position with reference to the recommendations of Biggs and Tang (2011) and UTAS (2015) ILO guidelines.The aim of your feedback is to explain to your peers the ways in which their ILOs reflect good practice. You may make constructive suggestions for modifications to the proposed ILOs to meet guidelines and/or recommendations. (Maximum 250 words each reply.)Post 1.3You will make a final proposal for a set of ILOs to use in your unit/module, plus a 500-word justification for why they are good. This justification will use at least Biggs and Tang (2011) and UTAS (2015; 2016) guidelines.For information about how to label your posts for assessment, please see the Learning Outcomes Critique Instructions Content Topic in the ELT501 MyLO site.Criterion Measures Intended

Learning Outcome:Criterion 1 Use Biggs and Tang (2011) and

UTAS guidelines to analyse your colleagues’ ILOs. (Post 1.2) – 33.33%

2

Criterion 2 Propose ILOs in line with guidelines, and principles and theories of teaching and learning (Post 1.3) – 33.33%

1

Criterion 3 Justify your final ILOs (Post 1.3) – 33.33%

2, 3

Task length approximately 1200 words

Alignment with the UKPSF

Assessment Task 1 will allow you to demonstrate your ability to design modules or units of study [A1: Cr2]. You will bring your understanding of your discipline and your context [K1] to this design activity. The theory of constructivism incorporated into the constructive alignment framework will underlie your


https://mylo.utas.edu.au/d2l/le/content/182558/viewContent/2150509/View


approach to developing intended learning outcomes written from the perspective of what the students will do, rather than your own actions as a teacher [(K3): Cr1, Cr2]. You will use evidence, from Biggs and Tang and the University’s guidelines, to support your proposals for better design [V3: Cr1, Cr3]. In this assessment you will show that you can use the knowledge you have acquired about the way students learn and good learning design to advocate for better teaching practice by presenting your argument [A5: Cr3].

Due by date Post 1.1: Monday 13th February, 2pmPost 1.2: Monday 20th February, 2pmPost 1.3: Monday 6th March, 2pm

Assessment task 2: Learning Activity Development and Assessment Essay (85%)Task description The purpose of this combined task is for you to

demonstrate your understanding of good teaching and assessment practice. You will demonstrate this through describing the design of a learning activity and the design of an assessment task that reflect good practice and are constructively aligned to develop and measure the ILO(s) of the unit. You will support your claims with evidence from Higher Education literature and reflections from your own practice on what has or has not worked well in the past. This assessment is also designed to measure your ability to advocate for change to improve teaching and learning.This task will include:

1) List of good ILOs for the unit/module2) Description of learning activity and a description

of an Assessment Task (see template in MyLO)3) Explanation of how these contribute to ensuring

the unit is constructively aligned. This may include how the learning activity develops the students’ skills, knowledge and/or understandings described in the ILO(s), and/or how the assessment task measures attainment of the ILO(s).

4) Justification for why the learning activity and the assessment task are demonstrative of good practice, and good for your context, your students, the discipline, workloads, the content,



etc. You will support your justification with evidence from: Higher Education literature; reflection on your own teaching practice; feedback from peers and students; and UTAS policy and guidelines.

5) Explanation of how you (from your current professional position) could ensure that the good practice described is implemented into the unit and/or further across the course. We want to hear realistic strategies for influencing others to support good teaching and assessment practice. These strategies will include an awareness of the formal administrative processes for implementing change as well as the interpersonal and discipline-specific context for change.

Criterion Measures Intended Learning Outcome:

Criterion 1 Description of a learning activity and an assessment task that are demonstrative of good practice

1

Criterion 2 Explanation of how the learning activity and/or the assessment task ensures the unit is constructively aligned

1

Criterion 3 Use of evidence, including reflection on practice and literature, to justify your arguments

2

Criterion 4 Explanation of how you could facilitate uptake of improved teaching and/or assessment practice

3

Task length 4500 words or 20 minutes (15 minutes presentation, 5 minutes cross-examination)


In this Assessment Task 2, you will present a learning activity that supports the attainment of the ILO(s) in an existing unit. The learning activity will be designed or chosen by you to fulfil the design needs of the unit, meeting the requirements of constructive alignment [A1: Cr1]. You will use your knowledge of your discipline and context and how students learn in your discipline and context to plan an appropriate activity [K1, K2: Cr1]. You will consider the value of different


technologies, to select an appropriate technology for the activity in the context of your unit [K4: Cr1].To justify the activity, you will use evidence from a range of sources. One source of evidence will be your own learning experiences and teaching practice. You will use these reflections to identify features of good activity design, and to plan an activity that is appropriate for your students and context. You will also engage with the literature in higher education, and use this to shape your understanding of, and explain how the activity will support student learning and is appropriate for your context [V3: Cr2]. In justifying a good assessment task, you will actively reflect on your current teaching practice, particularly in relation to your assessment and feedback practices [A3: Cr2]. Your analysis will reflect your understanding of and work to improve the constructive alignment of the unit [A1: Cr3]. Your reflection on what is working and what could be improved in your teaching and/or assessment practice will be informed by your discipline knowledge and context, and an explicit consideration of appropriate teaching practices for your discipline and/or context [K2: Cr1, Cr2]. Your sources of evidence to support your analyses and proposals will include reflection on practice and higher education literature [V3: Cr2].Your assessment design will provide equitable and fair measures of student learning, as required by the University’s Assessment Policy, to ensure equitable access to learning for all of your students [V1, V2: Cr1, Cr2]. In your paper, you will discuss how you will use what you have learned about quality learning and teaching in your discipline to facilitate improved assessment practice [A5: Cr4].

Due by date Monday, 1st May, 2pm - Full written essay, orMonday, 1st May, 2pm – Description of Learning Activity and Assessment Task, with oral presentation to be held between 2nd and 5th May (Dates in Calendar).

Assessment of eligibility for AFHEA (no summative weight) Task description If you want successful completion of ELT501 to gain


you recognition as an Associate Fellow of the UK HEA (AFHEA), you must successfully complete an assessment of your eligibility. The University of Tasmania is accredited by the HEA to award Associate Fellowship to eligible staff.

Assessment of your eligibility will involve you completing a short online questionnaire, administered through the ELT501 MyLO site.

Assessment criteria

Your eligibility will be determined by whether you are currently:

1. employed by the University of Tasmania, and

2. engaged in teaching and/or supporting learning in some capacity


Determination of eligibility for AFHEA

Task length approximately 5 minutes

Due by date Friday 10th February, 2pm

References for AFHEA candidates (no summative weight)Task description Candidates for AFHEA recognition must provide two

references to verify their teaching practice.

Details about the references and guidance for referees, including a reference template are available on the ELT501 MyLO site.


Support for case for AFHEA recognition

Due by date Monday 22nd May, 2pm

Submit to AFHEA References Assignment Folder in the ELT501 MyLO site


How your final result is determined*ELT501 Integral to successful completion of this unit is attainment of each of the three intended learning outcomes. Therefore, your performance against each of the ILOs will be assessed separately. To be eligible to pass the unit, you will need to attain a pass for each ILO, and attain an overall mark of 50% for the unit. The following table shows which of the assessment task criteria aligns with each of the ILOs.

At the completion of this unit, you will be able to:

AT 1: Learning Outcomes Critique

AT 2: Learning Activity Development and Assessment Essay

Design constructively aligned units where the intended knowledge, skills and understandings are clearly and appropriately communicated, taught, and assessed.

2. Propose ILOs in line with guidelines and policies, and principles and theories of teaching and learning

1. Description of a learning activity and an assessment task that are demonstrative of good practice2. Explanation of how the learning activity and/or the assessment task ensures the unit is constructively aligned. (measures ILO1)

Use Higher Education theory, literature and practice to make and support arguments for teaching.

1. Use Biggs and Tang (2011) and UTAS guidelines and policies to analyse your colleagues’ ILOs 3. Justify your final ILOs

3. Use of evidence, including reflection on practice and literature, to justify your arguments

Present an argument for change, addressing both formal and informal structures, to improve teaching and learning in your professional context.

3. Justify your final ILOs

4. Explanation of how you could facilitate uptake of improved teaching and/or assessment practice.

Intended learning outcomes are designed to reflect the knowledge, understanding and skills that you have on completion of the unit. Hence, performance on the final assessment task is considered your best demonstration of your achievement of the ILOs. Therefore,You will be deemed to have passed ILO1 if you pass criteria 1 and 2 on AT2You will be deemed to have passed ILO2 if you pass criterion 3 on AT2You will be deemed to have passed ILO3 if you pass criterion 4 on AT2


If you have not fully demonstrated attainment of all ILOs, you will have the opportunity to reflect on your feedback, refine and resubmit AT2 for re-grading.Once you have demonstrated a pass on all ILOs, your final result is determined by summing the marks obtained for all assessment tasks.

Candidates for Associate Fellowship of the HEA (AFHEA)The HEA Fellowship scheme enables recognition of quality and excellence in the practice of teaching and supporting learning. The University of Tasmania is accredited by the HEA to award Associate Fellowship to eligible staff.

If you want successful completion of ELT501 to gain you recognition as an Associate Fellow of the HEA (AFHEA), you must:

1. be eligible (employed by UTAS and engaged in teaching/supporting learning)

2. provide two references to verify your teaching practice

3. successfully complete the unit assessment tasks

Submission of assignments*All assessment tasks must be submitted on MyLO. Assessment task 1 posts must be submitted to the Learning Outcomes Critique Discussion Topic by 2pm on each of the three due by dates. Assessment Task 2 must be submitted to the Assignments Folder by 2pm on the due by date.

Requests for extensionsAll requests for extensions should be submitted via email to Dr Andrea Adam ([email protected]) well before the due date of the assignment. Generally, foreseeable work commitments will not be grounds for an extension.

Penalties*Students may submit assignments at any time up to the due by date. A penalty may be applied for submission after the due date unless a formal extension has been granted in MyLO. Weekend days attract the same penalties as weekdays.The following late penalties apply.

Assessment Task 1


• The timely submission of Posts 1.1 and 1.2 are important as your peers are relying on your information and feedback.

• Five-percent (5%) of the maximum mark available for the assignment for each day late (including weekend days and public holidays) for each component (i.e., Posts 1.1, 1.2 and 1.3) up until 10 days late or the due date of the subsequent component, whichever comes first. After that date, the maximum possible mark for that component will be 50%.

Assessment Task 2• Five-percent (5%) of the maximum mark available for the

assignment for each day late (including weekend days and public holidays) up until 10 days late.

Word limits have been set for assessment tasks. Submissions that exceed the word limit by more than 10% may incur a penalty of 10% of the awarded mark for each 10% over the word limit. Submissions below the word limit will not attract a penalty.

Application of penalties in ELT501*In ELT501, if applied, penalties may reduce the standard of passing grade achieved, but will not impact on your eligibility to pass the unit. If you have demonstrated achievement of the learning outcomes of ELT501, you will receive a pass. The application of penalties will not reduce an otherwise passing grade below 50%.

Review of results and appealsAppeals should go to the unit coordinator - Dr Andrea Adam - in the first instance. As the unit coordinator for ELT501 is also the Course Coordinator, if unresolved, appeals are referred to the Faculty Executive (Education).

Academic referencing*In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others, and how to maintain academic integrity.

Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

The appropriate referencing style for this unit is American Psychological Association (APA) referencing style as this style is the one most commonly adopted in Higher Education journals.

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.


https://elibrary-utas-edu-au.ezproxy.utas.edu.au/utas/file/ab1ef3c9-0834-4f22-b29b-09daf1265fc7/1/APA%20style%20guide%20to%20electronic%20references.pdf

https://elibrary-utas-edu-au.ezproxy.utas.edu.au/utas/file/ab1ef3c9-0834-4f22-b29b-09daf1265fc7/1/APA%20style%20guide%20to%20electronic%20references.pdf

However, our priority is that you use a referencing style consistently, and this will be the expectation in all assessment tasks.

The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit.

Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

PlagiarismPlagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work.

If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines. You may also find the Academic Honesty site on MyLO of assistance.

The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see the Plagiarism and Academic Integrity page on the University web site or the Academic Honesty site on MyLO.


http://www.teaching-learning.utas.edu.au/redirect-pages/go-to-academic-honesty-mylo-site

http://www.utas.edu.au/students/plagiarism/

http://www.teaching-learning.utas.edu.au/redirect-pages/go-to-academic-honesty-mylo-site

http://utas.libguides.com/referencing

http://utas.libguides.com/referencing

Academic misconduct* Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:

a. seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or

b. improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct.


http://www.utas.edu.au/__data/assets/pdf_file/0006/23991/Ordinance-9-Student-Discipline.pdf

WHAT LEARNING OPPORTUNITIES ARE THERE?MyLOMyLO is the online learning environment at the University of Tasmania. This is the system that will host the online learning materials and activities for this unit.

Getting help with MyLOIt is important that you are able to access and use MyLO as part of your study in this unit. To find out more about the features and functions of MyLO, and to practice using them, visit the Getting Started in MyLO unit. For access to information about MyLO and a range of step-by-step guides in pdf, word and video format, visit the MyLO Student Support page on the University website.If something is not working as it should, contact the Service Desk ([email protected], phone 6226 1818), or Request IT Help Online.

ResourcesRequired readingsChapters 1-7 and 10 from the following text are required reading. This book is available in electronic format through the Library. If you prefer to access a hard-copy, the book is also available for purchase from the Co-op Bookshop:

Biggs, J., & Tang C. (2011). Teaching for quality learning at university (4th ed). Maidenhead, Berkshire, England: Open University Press/McGraw-Hill.

Recommended readingsJournalsIt is important that you read journal articles throughout the semester. This is particularly important in relation to Assignment 2. We strongly recommend that you visit the Library’s Subject Guide for Education. This subject guide includes valuable guidance on finding and evaluating literature on higher education teaching and learning.


http://utas.libguides.com/education

http://utas.libguides.com/education

https://servicedesk.its.utas.edu.au/

https://servicedesk.its.utas.edu.au/

mailto:[email protected]

http://www.utas.edu.au/service-desk/

http://www.utas.edu.au/service-desk/

http://www.utas.edu.au/mylo/student-support

https://mylo.utas.edu.au/d2l/home/135294

https://mylo.utas.edu.au/d2l/home/135294

Policy & GuidelinesThere is a range of University policy with which you will be expected to become familiar. Some important policies and guidelines for learning and teaching are listed here: Rundle, N. (2016). Guidelines for good assessment practice (3rd ed.).

Hobart, Tasmania, Australia: Tasmanian Institute of Learning and Teaching, University of Tasmania.

University of Tasmania. (2015). Teaching and Learning. Retrieved May 26, 2016, from http://www.teaching-learning.utas.edu.au/

University of Tasmania. (2012). Assessment policy. Retrieved from www.utas.edu.au/governance-legal/policy

University of Tasmania. (2009). Rule No 2 – Academic assessment (Amended). Retrieved from http://www.utas.edu.au/governance-legal/academic-governance/academic-senate/academic-senate-rules

Reading ListsReading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.

There are a number of areas of teaching and learning research that have been of common interest to previous ELT501 cohorts (e.g., feedback, peer assessment). We have selected a few interesting and seminal articles across these areas to get you started.

Equipment, materials, software, accountsFor the on campus sessions, it is highly recommended that you bring an internet connected device. Ideally, this would be a portable computer (e.g. laptop or notebook), or alternatively a tablet device (including iPads).

Activities Learning expectations

The University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers.


http://rlms.utas.edu.au/erl/

http://rlms.utas.edu.au/erl/

http://www.utas.edu.au/governance-legal/academic-governance/academic-senate/academic-senate-rules

http://www.utas.edu.au/governance-legal/academic-governance/academic-senate/academic-senate-rules

http://www.utas.edu.au/governance-legal/policy

http://www.teaching-learning.utas.edu.au/

Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.

Details of teaching arrangements*ELT501 is taught through a combination of block teaching on-campus before the semester begins, and synchronous and asynchronous activities online during semester.

Specific attendance/performance requirements*Students must attend at least 80% of all teaching sessions, and submit all assessment tasks to be eligible to pass the unit. If you are unable to attend a portion of the on-campus sessions due to illness, a medical certificate will be required. If you miss classes for medical or other reasons, you will be required to attend alternative professional development activities as negotiated with the Unit Coordinator. Even with a medical certificate, you may not be able to complete the unit if you miss more than one-third of the on-campus sessions. In this unit, your active engagement will be monitored in the following way:

1. your access of the instructions for Assessment Task 1 Learning Outcomes Critique, and

2. timely submission of Post 1.1 for Assessment Task 1 Learning Outcomes Critique

If you do not demonstrate evidence of having engaged actively with this unit by completing these two activities by Week 4 of semester, your enrolment may be cancelled or you may be withdrawn from the unit.

Teaching and learning strategiesELT 501 is taught through a blend of on-campus and online teaching. Attendance at sessions is very important. An important aspect of the on-campus classes is to give you the opportunity to meet, and work with, colleagues from different Schools and Faculties.

There are three on-campus days with classes running from 10am until 4pm on those days. A schedule of sessions will be communicated on the first day of the unit.


In addition to the on-campus teaching, learning activities in the course will be supported through a MyLO site. The on-campus days will involve activities that introduce key concepts. A range of learning opportunities will be facilitated through MyLO during the semester to deepen your understanding and to support your development of the skills and knowledge that will be assessed.

The activities in MyLO have also been designed to assist you to communicate effectively with the teaching team and your classmates.

Work Health and Safety (WHS)The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University’s Work Health and Safety website and policy.

Communication News and announcements regarding the unit will be posted to MyLO News, and students will be expected to be aware of the content of such posts within 72 hours of them being posted.

Questions about learning activities or assessment can be asked using the relevant discussion board in MyLO. Teaching staff will regularly review discussion boards and you can expect a response to your post within 72 hours.

The discussion tool in MyLO is preferred for communication in ELT501 to ensure equality of access to information for all students.

If you have a question of an individual or personal nature, please contact the relevant staff member via email.

Further information and assistanceIf you are experiencing difficulties with your studies or assignments, have personal or life-planning issues, disability or illness which may affect your course of study, you are advised to raise these with the unit coordinator in the first instance.

There is a range of University-wide support services available to you including Student Learning Support, Student Advisers, Disability Services, and more which can be found on the Student Support and Development page of the University website.


http://www.utas.edu.au/students/students/support-development

http://www.utas.edu.au/students/students/support-development

http://www.utas.edu.au/students/disability/students

http://www.utas.edu.au/students/disability/students

http://www.utas.edu.au/first-year/student-advisers

http://www.utas.edu.au/student-learning/

http://www.utas.edu.au/work-health-safety/

Should you require assistance in accessing the Library, visit their website for more information.


http://www.utas.edu.au/library/study

Continuing professional learningThe UK Professional Standards Framework (UKPSF)Study within ELT501 is aligned with the UK Professional Standards Framework (UKPSF). The UKPSF, developed by the Higher Education Academy (HEA) in the UK, has international recognition and support.

The UKPSF aims to support the initial and continuing professional learning of all staff engaged in teaching and supporting learning, and provide a mechanism for recognition of quality and innovation in teaching and learning practice. The University’s Teaching Performance Expectations (TPEs) and the Graduate Certificate in University Learning and Teaching (Grad Cert ULT) are all aligned to the UKPSF. The University’s commitment to the UKPSF is a signal to students, staff and other stakeholders of the standards of quality and professionalism supported at the institution.

The HEA provides an fellowship scheme which enables staff to be recognised, depending on their role and experience, as an Associate Fellow, Fellow, Senior Fellow or Principal Fellow of the Academy.

Eligible ELT501 students completing the approved study sequence in the unit will gain recognition as an Associate Fellow of the HEA (AFHEA) on successful completion of the unit. Fellowship of the HEA (FHEA) will be awarded on successful completion of the approved study sequence in the Grad Cert ULT.

The three interrelated dimensions of practice outlined in the UKPSF are the Areas of Activity, Core Knowledge and Professional Values:

Areas of ActivityA1 Design and plan learning activities and/or programmes of studyA2 Teach and/or support learning A3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student

support and guidanceA5 Engage in continuing professional development in

subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices


http://www.utas.edu.au/provost/the-utas-academic-performance-expectations-for-academic-staff

http://www.utas.edu.au/provost/the-utas-academic-performance-expectations-for-academic-staff

https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf

https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf

Core KnowledgeK1 The subject material K2 Appropriate methods for teaching, learning and assessing in the

subject area and at the level of the academic programme K3 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 the effectiveness of teachingK6 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 communities 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 V4 Acknowledge the wider context in which higher education operates

recognising the implications for professional practice

How ELT501 supports you to meet Descriptor 1 of the UKPSF (Associate Fellow HEA)ELT501 supports your learning and practice in relation to a number of key dimensions of the UKPSF and assesses your demonstration of meeting Descriptor 1 of the UKPSF (AFHEA). Many aspects of your activity, knowledge and values are addressed in the unit. The unit has been designed to align with the UKPSF across all dimensions, but with a particular focus on selected Areas of Activity [A1, A3, A5], Core Knowledge [K1, K2, K4] and Professional Values [V3] to meet the requirement of Descriptor 1. The Professional Values [V1, V2] underpin the University of Tasmania’s policies and values, within which you operate. These dimensions of the UKPSF are the core areas of development in learning activities and are explicitly assessed through the assessment tasks of the unit.


In completing ELT501 you will present an understanding of specific aspects of effective teaching, learning support methods and student learning and demonstrate the elements of Descriptor 1:

Elements of Descriptor 1: Addressed in ELT501:D1.1 Successful engagement with at least two of the five Areas of Activity.

A1, A3, A5

D1.II Successful engagement in appropriate teaching and practices related to these Areas of Activity.

supported by references

D1.IIIAppropriate Core Knowledge and understanding of at least K1 and K2.

K1, K2, K4

D1.IVA commitment to appropriate Professional Values in facilitating others’ learning.

V1*, V2*, V3 (*all of your plans and proposals are required to be consistent with the University’s values, policies and plans, which are discussed in the unit, including the: UTAS Statement of Values; Assessment Policy; Open to Talent Plan and Social Inclusion Plan.)

D1.V Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities.

The use of the Scholarship of Teaching and Learning literature to shape and support your ideas about teaching demonstrates your emerging engagement within this area.

D1.VISuccessful engagement, where appropriate, in professional development activity related to teaching, learning, and assessment responsibilities.

Your participation in ELT501 is evidence of your commitment to continuing professional learning. This is supported by evidence from your references about your commitment to improvement in your practice.



Unit schedule

WEEK OF SEMESTER

BEGINNING

ASSESSMENT TASKS AND WEBCONFERENCES

30 January On-campus classes for Launceston cohort Wednesday 1 to Friday 3 February

6 FebruaryOn-campus classes for Hobart cohort Wednesday 8 to Friday 10 February Eligibility assessment for AFHEA due by Friday 10 February, 12pm

13 February Assessment Task 1.1 due by Monday 13 February, 2pm

20 February Assessment Task 1.2 due by Monday 20 February, 2pm

1 27 February

2 6 March Assessment Task 1.3 due by Monday 6 March, 2pm

3 13 March Eight Hour Day Holiday Monday 13 MarchWebconference to discuss AT2

4 20 March Census Date Thursday 23 March

5 27 March

6 3 April

break 10 April Easter Break commences Thursday 13 April

7 17 April Classes resume 20 April

8 24 April ANZAC Day 25 April

9 1 May Assessment Task 2 due by Monday 1 May, 2pm.

10 8 May

11 15 May

12 22 MayFeedback on AT2 returnedReferences for AFHEA candidates due by Monday 22 May, 2pm

13 29 MayStudy Period 5 June

Examinations 12 JuneQueen’s Birthday Holiday 12 JuneRefinement of Assessment Task 2 due by Monday 12 June, 2pm


APPENDIX A ASSESSMENT RUBRICS

ELT501 Assessment Task 1: Learning Outcomes Critique (15%)Criteria High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)

1. Evaluate your colleagues’ ILOs (Use Biggs and Tang (2011)/ UTAS guidelines to support your evaluation.) (Post 1.2)

You clearly explained how specific features of your colleagues’ ILOs represent good practice as recommended by guidelines and policies, and Biggs and Tang (2011). Where relevant, you provided practical suggestions to bring the ILOs into line with recommended practice.

You explained how your colleagues’ ILOs represent good practice as recommended by guidelines and policies, and Biggs and Tang (2011). Where relevant, you provided practical suggestions to bring the ILOs into line with recommended practice.

You identified good features of your colleagues’ ILOs and made recommendations for change that were consistent with recommended practice.

You identified good features of your colleagues’ ILOs and/or made recommendations for change that were consistent with recommended practice.

The comments you provided to peers did not address or were inconsistent with guidelines, teaching and learning theories and/or Biggs and Tang.

2. Propose ILOs in line with guidelines and principles of teaching and learning (Post 1.3)

Your proposed ILOs were fully consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).

The majority of your proposed ILOs were consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).

Your proposed ILOs were mostly consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).

Your proposed ILOs were partially consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).

Your proposed ILOs deviated significantly from UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011) without justification.

3. Justify your final ILOs (Post 1.3)

You presented a compelling, thorough and succinct justification for the proposed ILOs. Your justification was supported by reference to relevant evidence from Biggs and Tang (2011) and/or UTAS guidelines and policies. You may have used additional sources of evidence.

You thoroughly justified the proposed ILOs. Your justification was supported by reference to relevant evidence from Biggs and Tang (2011) and/or UTAS guidelines and policies.

You justified the majority of the proposed ILOs. Your justification was supported by reference to evidence.

You partially justified the proposed ILOs. You supported some of your justification with reference to evidence.

You provided minimal justification for your proposed ILOs.

ELT501 Assessment Task 2: Learning Activity Development and Assessment Essay (85%)

Criterion High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)

1. Description of a learning activity and an assessment task that are demonstrative of good practice

You described a student-centred activity that directly develops students’ skills, knowledge and understandings as described in the ILO(s). The activity is likely to be engaging for students and support a deep approach to learning. The activity is authentic and meaningful to students.

You included a description of appropriate and high-quality resources and technology-use ideal for supporting students’ learning and engagement in the activity.

You described an assessment task that supports student learning and criteria that fairly and validly measure what students know, understand or can do, as described in the ILO(s).

You described how students will receive meaningful feedback on their progress towards achieving the ILO(s).

You described a student-centred activity that develops students’ skills, knowledge and understandings as described in the ILO(s). Students are likely to understand why the task is relevant to their learning in and beyond the unit.

You included a description of appropriate and high-quality resources and technology-use to support students’ learning and engagement in the activity.

You described an assessment task that supports student learning and criteria that fairly and validly measure what students know, understand or can do, as described in the ILO.

You described how students will receive feedback on their learning.

You described a learning activity that supports development of the skills, knowledge and/or understandings in the ILO(s). You described an assessment task that validly measures elements of the ILO(s).

The activity and assessment were described in a way that students can understand their purpose.

You included a description of appropriate resources and technology-use to support students’ learning in the activity.

You described a learning activity that supports development of the skills, knowledge and/or understandings in the ILO(s). You described an assessment task that measures elements of the ILO(s).

The activity and assessment do not contravene UTAS rules and policies.

Students will be able to understand the purpose of the activity and how to complete the assessment task.

You described a learning or teaching activity. You described an assessment task and/or your proposals are inconsistent with UTAS rules, policies, and/or guidelines.



2. Explanation of how the learning activity and/or the assessment task ensures the unit is constructively aligned.

You have clearly explained how what you have asked the students to do will develop their skills, knowledge and/or understandings in a way that enables them to progress towards attaining the ILO(s).

or

You explained how the assessment task enables you to be confident that a student who passes it knows, understands or can do what is described in the ILO(s).

You have explained how the activity develops students’ skills, knowledge and/or understandings in a way that enables them to progress towards attaining the ILO(s).

or

You have explained how the assessment enables you to measure whether a student who passes it knows, understands or can do what is described in the ILO(s).

You explained how the learning activity develops students’ skills, knowledge and/or understandings as described in the ILO(s), or how the assessment task measures the ILO(s).

You provided an explanation for how the learning activity develops the skills, knowledge and/or understandings described in the ILO(s), or how the assessment task provides a measure of the ILO(s).

You mentioned alignment in a general sense.



3. Use of evidence, including reflection on practice and literature, to justify your arguments

You used evidence to thoroughly justify and support all of your claims.

Your evidence took a range of forms, including:

insightful reflection on your practice,

peer and/or student feedback, both formal and informal,

a variety of the literature in the area , including: general, assessment-focussed and discipline-specific teaching and learning literature,

UTAS policies, guidelines and/or rules. You clearly explained how your assessment practice enacts UTAS rules, policies, and/or guidelines.

Your explanation was succinct and compelling.

You used evidence to justify your claims that the activity and the assessment are demonstrative of good practice and are appropriate for your unit.

Your evidence took a range of forms, including:

thoughtful reflection on your practice,

a variety of the literature in the area , including: general, assessment- or learning activity-focussed and discipline-specific Higher Education literature,

UTAS policies, guidelines and/or rules. You explained how your assessment practice enacts UTAS rules, policies, and/or guidelines.

You used evidence to justify that the activity and the assessment are demonstrative of good practice and are appropriate for your unit.

Your evidence included:

reflection on your practice,

a range of Higher Education literature including discipline-specific

You discussed relevant UTAS rules, policies, and/or guidelines.

You used evidence to justify that the activity and the assessment are demonstrative of good practice.

Your evidence included:

reflection on your practice,

a range of Higher Education literature (in addition to Biggs and Tang, 2011).

You relied heavily on a few sources of literature.

You cited a limited range of evidence.



4. Explanation of how you could facilitate uptake of improved teaching and/or assessment practice.

You proposed specific, realistic steps that you could take in your current professional context to facilitate implementation of the good practice described both within your own unit and beyond.

Your strategies addressed both formal approval processes and informal structures (including, but not limited to, students, teaching staff, coordinators and committees), and recognised the potential for both positive and negative reception by stakeholders and impact on workloads.

In particular, you demonstrated your understanding of what is most and least important for the quality of learning and teaching.

You proposed realistic steps that you could take in your current professional context to facilitate implementation of the good practice described both within your own unit and beyond.

Your explanation reflected consideration of policies and guidelines, workloads and stakeholder reception.

You explained realistic steps that you could take in your current professional context to facilitate implementation of the good practice described.

You considered how others within or outside your unit would be involved and discussed how to present your argument to them.

You explained realistic steps that you could take in your current professional context to facilitate implementation of the good practice described.

You considered how others within or outside your unit would be involved.

You made almost no mention of strategies to facilitate improved teaching and/or assessment practice.

Your grade for Assessment Task 2 is determined according to the following guidelines:HD – HD on criteria 1 and 3, not less than a DN on criteria 2 and 4.

DN - DN on criteria 1 and 3, not less than a CR on criteria 2 and 4.

CR - CR on criteria 1 and 3, not less than a PP on criteria 2 and 4.

PP – PP on criteria 1, 2, 3 and 4

NN – NN on any of the criteria 1, 2, 3 or 4.


Documents

Unit Outline Proforma_University of Tasmania_updated Web viewThe University of Tasmania experience ... Our graduates recognise and critically evaluate issues of ... You described a