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Tasmanian Institute of Learning and TeachingFaculty of Education
College of Arts, Law and Education
ELT522PEER REVIEW OF TEACHING IN HIGHER
EDUCATION
Semester 2, 2018Unit Outline
Dr Andrea AdamImportant note on HEA recognition: The University’s accreditation with the Higher Education Academy to award recognition through our taught programs (ELT501 and the Graduate Certificate in University Learning and Teaching) is undergoing periodic review. Therefore, we cannot confirm until the commencement of teaching in 2018 that this recognition process will occur as drafted in this document.
CRICOS Provider Code: 00586B
© The University of Tasmania 2015
CONTACT DETAILS
Unit coordinatorUnit coordinator: Dr Andrea Adam, FHEA
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
CONTENTSWHAT IS THE UNIT ABOUT? 2
UNIT DESCRIPTION* 2INTENDED LEARNING OUTCOMES* 2GRADUATE QUALITY STATEMENT 2ALIGNMENT WITH THE UK PROFESSIONAL STANDARDS FRAMEWORK (UKPSF) 3ALTERATIONS TO THE UNIT AS A RESULT OF STUDENT FEEDBACK* 5PRIOR KNOWLEDGE &/OR SKILLS 6
HOW WILL I BE ASSESSED?* 7ASSESSMENT SCHEDULE* 7ASSESSMENT DETAILS* 7HOW YOUR FINAL RESULT IS DETERMINED* 10SUBMISSION OF ASSIGNMENTS* 10ACADEMIC REFERENCING* 11ACADEMIC MISCONDUCT* 12
WHAT LEARNING OPPORTUNITIES ARE THERE? 13MYLO 13RESOURCES 13ACTIVITIES 16COMMUNICATION 17FURTHER INFORMATION AND ASSISTANCE 17CONTINUING PROFESSIONAL LEARNING 18UNIT SCHEDULE 19
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WHAT IS THE UNIT ABOUT?Unit description* The purpose of this unit is to promote the continuous enhancement of your professional practice in university learning and teaching. This is achieved primarily by helping you to apply knowledge of the principles underpinning critical reflection and build the skills of effective engagement in that process. These skills of objectively and critically analysing, evaluating and justifying are used to examine the assumptions that underpin your teaching and learning practices. A range of experiences such as active participation in class discussions, engagement with the relevant literature and participation in a peer observation process support the development of your critical reflection skills.
ELT522 is a core unit in the Graduate Certificate of University Learning and Teaching (part of the Bachelor of Education with Professional Honours, Higher Education). The Graduate Certificate of University Learning and Teaching is aligned with the UK Professional Standards Framework (UKPSF). Successful completion of approved study plan within this unit and the Grad Cert ULT will allow you to gain recognition as a Fellow of the UK Higher Education Academy (UK HEA). The key dimensions of the UKPSF covered and assessed within this unit are included after each ILO. (Additional dimensions less core to the unit are included in brackets.)
Intended Learning Outcomes*On completion of this unit, you will be able to:
1. Apply the process of critical reflection to your learning and teaching practices. A5, K5, K6, V3 (A4)
2. Undertake scholarly peer review of teaching. A2, A3, A5, K5, V1, 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.
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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.
Alignment with the UK Professional Standards Framework (UKPSF)Study within ELT522 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 students successfully completing the approved study sequence in the Grad Cert ULT will be awarded Fellowship of the HEA (FHEA).
The three interrelated dimensions of practice outlined in the UKPSF are the Areas of Activity, Core Knowledge and Professional Values:
Areas of Activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
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A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student support and guidance
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
Core Knowledge
K1 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 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 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 this unit supports you to address Descriptor 2 of the UKPSF (Fellow HEA)ELT522 supports your learning and practice in relation to a number of key dimensions of the UKPSF. The unit has been designed to align with
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the UKPSF across all dimensions, but with a particular focus on selected Areas of Activity [A2, A4, A5], Core Knowledge [K3, K5, K6] and Professional Values [V3, V4]. In combination with the other units in the Grad Cert ULT, ELT522 enables you to meet the requirements of Descriptor 2 of the UKPSF (FHEA). 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 ELT522 you will present a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student leaning and demonstrate the following elements of Descriptor 2:
D2.1 Successful engagement across all five Areas of Activity.
A2, A3, A5 (A4)
D2.II Appropriate knowledge and understanding across all aspects of Core Knowledge.
K5, K6
D2.IIIA commitment to all the Professional Values.
V1*, 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.)
D2.IVSuccessful engagement in appropriate teaching practices related to the Areas of Activity.
Supported by peer observation by a colleague in ELT522.
D2.V Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice.
The incorporation of research and scholarship [D2.V] into your practice is integral to the Grad Cert ULT. You evidence this by supporting your practice and your claims about teaching and learning with appropriate evidence from critical reflection, investigation into practice (e.g., peer review) and the higher education literature.
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D2.VISuccessful engagement in continuing professional development in relation to teaching, learning, assessment and where appropriate, related professional practices.
Your participation in ELT522 is evidence of your commitment to continuing professional learning. This is supported by your participation in the processes of peer review and providing collegial feedback.
For more information about the operation of the HEA program, including the role of our External Advisor, please consult the Grad Cert ULT Course Handbook.
Alterations to the unit as a result of student feedback*This is the first time that this unit has been offered. Student feedback on the Bachelor of Education with Professional Honours (Higher Education) and the Graduate Certificate in University Learning and Teaching, and its constituent ELT units has been a significant driver in the development of this unit. In particular, certain features have been designed into this unit and the other new ELT units being offered, to address student feedback:
Smaller weighted units to address the challenge of committing to and completing a full 12.5% post-graduate level unit in addition to students’ other workload and responsibilities.
Increased opportunities for specialisation within units, to allow students to follow their area of interest.
Increased alignment of the units with the areas of need identified by students, including opportunities for peer review, reflection on practice, and professional development that contributes to multiple outcomes (e.g., providing evidence for Teaching Performance Expectations, Promotions, and recognition opportunities such as the Higher Education Academy fellowship scheme).
We will be seeking your feedback on this unit through both formal and informal processes (e.g., eVALUate; in-class discussions)
For more information about the quality assurance processes in this unit and the Grad Cert ULT, please see the Grad Cert ULT Course Handbook.
Prior knowledge &/or skillsIn most cases, you need to have completed a bachelor’s degree or equivalent to participate in ELT units. 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. It is expected that you are currently engaged in teaching or supporting the learning of students.
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HOW WILL I BE ASSESSED?*Assessment schedule*
Assessment task Date due by
Percent weighting
Links to Intended Learning Outcomes
Assessment Task: Peer Review of Teaching: Reflective Essay
24/09/18 100% 1, 2
Assessment details*Assessment task: Peer Review of Teaching: Reflective EssayTask description You are required to engage in a process of peer review
of teaching with one or two of your peers and document your personal experiences in a descriptive and reflective journal (the equivalent of Brookfield’s (1995) autobiographical lens). One focus of this peer review will be how you develop effective learning environments and approaches to students support/guidance. These experiences should be documented from two perspectives: as a peer observer and as someone being observed. Your journal should include reference to: your initial feelings/beliefs about the peer review of
teaching process, including an attempt to account for those feelings/beliefs;
meetings with your peer/s, including decision-making processes, jointly-established rules, etc.;
the observation or review sessions, including the tools used, processes employed, your experience of those processes and critical reflection about the effectiveness of those processes; and
what you have learnt about yourself and your own teaching throughout the process.
Your journal is not submitted for assessment. The key purpose of the journal is to capture the true essence of the experience, as it is experienced - something that is often difficult to do retrospectively. The reflective essay you submit (written from the first person perspective) should draw explicitly upon your
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journal (which essentially forms a database of evidence). In your reflective essay you should first describe the process you have undertaken, and then analyse and evaluate the contents of your journal to draw out themes and relationships between these themes. (Please note that you are required to paraphrase, quote and date journal excerpts in the body of your reflective essay. See exemplars provided in class for how this might look.)Next, you should critically reflect on the impact of the peer review of teaching process on your thinking about learning and teaching (including devising a course of action for future learning and teaching practice). You may wish to use one of the reflective models/frameworks provided in class or create your own to guide this aspect of the essay.Research literature, peer feedback and your journal (3 of Brookfield’s reflective ‘lenses’), should be used to inform and to provide evidence to justify, analyse, evaluate and reflect.Criterion Measures Intended
Learning Outcome:Criterion 1 Engage in a collegial process of
peer review of teaching from the perspective of both the observer and the person being observed, and identify emerging professional and personal themes using data from your journal (40%).
ILO2
Criterion 2 Critically reflect on the impact of the peer review of teaching process on your own teaching and learning, using both experiential and literature-based evidence to support your reflection (50%).
ILO1
Standard descriptors for the above criteria are included in the assessment rubric located on page 25 of this Unit Outline.
Alignment with the UKPSF
Through direct peer observation in Assessment Task 2, you will demonstrate your engagement in appropriate teaching and learning support activities within the areas of activity of the UKPSF [A2: Criterion 1, Criterion 2]. You will also evidence your feedback practice in providing constructive feedback to your peer partner [A3: Criterion 1].Your engagement in a peer observation process will evidence your understanding of methods that can be
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used to assess teaching performance [K5: Criterion 1, Criterion 2].You will explore different sources of evidence that can be used to support reflection on practice. Throughout the report on the peer observation and reflection process, you will use evidence, including that from the higher education literature, to support your analysis [V3: (Criterion 1), Criterion 2].You will obtain feedback, and reflect, on the learning environment you create [A4: Criterion 2], and the respect that you show your learners in your interactions with them and planning for their learning [V1: Criterion 1] This assessment task will be an important way for you to evidence the impact of your reflection and investigations into teaching on your actual teaching practice [A5: Criterion 2], and your beginning understanding of the importance for assessment and development of quality in teaching and learning [K6: Criterion 2].
Task length Maximum 3,000 words (including references)
Due by date 24th September 2018, 2pm
IMPORTANT: The Graduate Certificate in University Learning and Teaching (GradCertULT) is now accredited by the UK Higher Education Academy (HEA). If you would like to be eligible for recognition as a Fellow of the UK HEA (FHEA) on completion of the GradCertULT, you must complete an additional peer review activity as a part of the approved study sequence within ELT542. This required activity can be completed alongside the peer review assessment undertaken in this unit: ELT522.
Additional peer review activity for recognition as an HEA Fellow: Your practice must also be observed by a nominated teacher from TILT. Your peer review must involve observation of your teaching or learning support practice; that is, your direct, observable interaction with students and facilitation to support their learning. This peer review can take place at any time during the course.
Candidates for FHEA must obtain a satisfactory evaluation of teaching practice through observation. Given the wide range of students’ teaching contexts, no single set of criteria or assessment template is provided. The purpose of observation by a nominated TILT teacher is to verify your successful engagement in appropriate teaching practices. The observation process should also be developmental and contribute to the
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peer review process. Therefore, there is room for you to identify areas on which you would particularly like feedback from the TILT teacher, in addition to an overall assessment. It is up to you to negotiate whether you prefer observation by your peer and the TILT teacher to occur at the same time, or for different sessions and/or practices to be observed by your peer and the TILT teacher.
The same processes of pre-meeting, observation and post-meeting will be followed by the teacher as with your peer. Feedback on your performance will be provided by the teacher in writing in addition to a negotiated meeting. An overall assessment of ‘Satisfactory’ or ‘Not yet satisfactory’ will be provided along with your feedback. If you have received an assessment of ‘Not yet satisfactory’, you will have the opportunity to negotiate a second observation session during the semester. Any participants not achieving a ‘Satisfactory’ observation of teaching during the unit will need to meet with the Course Coordinator and may arrange one further observation cycle. Participants who do not achieve a ‘Satisfactory’ observation assessment will not be eligible for recognition at FHEA on completion of the Grad Cert ULT.
Only those participants who have completed this additional peer review activity as part of the approved study sequence in the GradCertULT will be recognised as a Fellow of the HEA on completion of the course.
How your final result is determined*ELT522To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes. The table below shows which of the assessment task criteria are used to measure each of the ILOs.
At the completion of this unit, you will be
able to:
AT:
Apply the process of critical reflection to your learning and teaching practices.
2. Critically reflect on the impact of the peer review of teaching process on your own teaching and learning, using both experiential and literature-based evidence to support your reflection.
Undertake scholarly peer review of teaching.
1. Engage in a collegial process of peer review of teaching
Your grade will be determined by the overall grade obtained for the assessment task. It is the practice of the Faculty of Education (the Faculty within which this Graduate Certificate is housed) that moderation of marks may occur.
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In the event that a passing grade is not achieved, the opportunity for resubmission is available1.
Candidates for Fellowship of the Higher Education Academy (FHEA)Participants successfully graduating with a Graduate Certificate in University Learning and Teaching (Grad Cert ULT) will be eligible for recognition as a Fellow of the UK Higher Education Academy (HEA), if they have completed the approved study sequence.
The study sequence within this unit requires successful completion of the assessment task.
Submission of assignments*Completed assessment task should be submitted to the ELT522 MyLO Assessment folder by the due date.
Requests for extensionsAll requests for extensions should be submitted via email to the Unit Coordinator a minimum of 3 days prior to the due date of the assignment. Generally, foreseeable work commitments will not be grounds for an extension.
Penalties*Unless an extension has been granted in writing, a penalty of 5% of the awarded mark will be deducted for each day the assignment is overdue. As assignments are to be submitted electronically, submission on weekends is possible. Weekend days, therefore, will attract the same penalties as weekdays.
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.
Review of results and appealsAppeals should go to the Unit Coordinator in the first instance. As the unit coordinator for this unit is also the Course Coordinator, if unresolved, appeals are referred to the Faculty Executive (Education).
For more information about the processes for revision, appeal and remark or for making a query or complaint, please see the Grad Cert ULT Course Handbook.
1 For more information about resubmission processes, please see the Course Handbook for the Grad Cert ULT.
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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 recommended referencing style for this unit is American Psychological Association (APA) referencing style as this style is the one most commonly adopted in higher education and journals in the area of Scholarship of Learning and Teaching (SoTL).
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
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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.
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.
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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. You will be required to access MyLO to submit your Assessment Task. We also strongly encourage you to use the discussion boards to post any questions you might have and respond to other students’ enquiries. The discussion boards should be a collegial space where everyone can contribute.
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 readingsBrookfield, S. (2017). Becoming a critically reflective teacher. San
Francisco, CA: Jossey-Bass.
Full text available from Ebook Library (UTAS only)
This text will be extremely useful for your teaching career. It will support you in all assessment tasks.
Pre-readingsIt is required that you engage with the readings below before you attend the workshop:
Harris, K. et al. (2008). Peer Review of Teaching in Australian Higher Education: A Handbook to Support Institutions in Developing Effective Policies and Practices. Centre for the Study of Higher Education,
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University of Melbourne. http://www.cshe.unimelb.edu.au/research/teaching/peer_review.html
Brookfield, S. (2017). Chapter 4: The Four Lenses of Critical Reflection . Becoming a critically reflective teacher . San Francisco, CA: Jossey-Bass.
Recommended readingsReading 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.
The following resources are all available through reading lists:
Adcroft, A. (2011). The mythology of feedback. Higher Education Research and Development, 30(4), 405-419.
Barnard, A., Croft, W., Irons, R., Cuffe, N., Bandara, W., & Rowntree, P. (2011). Peer partnerships to enhance scholarship of teaching: A case study. Higher Education Research and Development, 30(4), 435-448.
Bell, M., & Cooper, P. (2013). Peer observation of teaching in university departments: A framework for implementation. International Journal for Academic Development, 18(1), 60-73.
Byrne, J., Brown, H., & Challen, D. (2010). Peer development as an alternative to peer observation: A tool to enhance professional development. International Journal for Academic Development, 15(3), 215-228.
Donnelly, R. (2007). Perceived impact of peer observation of teaching in higher education. International Journal of Teaching and Learning in Higher Education, 19(2), 117-129.
Drew, S., Phelan, L., Lindsay, K., Carbone, A., Ross, B., Wood, K., . . . Cottman, C. (2016). Formative observation of teaching: focusing peer assistance on teachers’ developmental goals. Assessment & Evaluation in Higher Education, 1-16. doi:10.1080/02602938.2016.1209733Handley, K., & Williams, L. (2011). From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment and Evaluation in Higher education, 36(1), 95-108.
Freire, P. (1970). Pedagogy of the oppressed. Continuum: New York. Library no. LB 880.F73 P4313 1986
Harper, F., & Nicolson, M. (2012). Online peer observation: Its value in teacher professional development, support and well-being. International Journal for Academic Development. DOI:10.1080/1360144X.2012.682159
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Kreber, C., & Castledon, H. (2009). Reflection on teaching and epistemological structure: Reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields. Higher Education, 57(4), 509-531.
McMahon, T., Barrett, T., & O’Neill, G. (2007). Using observation of teaching to improve quality: Finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education, 12(4), 499-511.
Potter, M. (2013). Constructivism in the shadow of a dead God. International Journal for the Scholarship of Teaching and Learning, 7(1).
Ryan, M., & Ryan, M. (2012). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research and Development, 32(2), 244-257.
Smyth, J. (1992). Teachers’ work and the politics of reflection. American Educational Research Journal, 29(2), 267-300.
Wood, D., & Friedel, M. (2009). Peer review of online learning and teaching: Harnessing collective intelligence to address emerging challenges. Australasian Journal of Educational Technology, 25(1), 60-79.
Woodman, R., & Parappilly, M. (2015). The Effectiveness of Peer Review of Teaching when performed between Early-career Academics. Journal of University Teaching & Learning Practice, 12(1). http://ro.uow.edu.au/jutlp/vol12/iss1/2
Online resourcesRace, P. et al. (2009). Using peer observation to enhance teaching. Leeds
Metropolitan University: https://www.leedsmet.ac.uk/publications/files/090505-36477_PeerObsTeaching_LoRes.pdf
University of Tasmania Learning and Teaching website on Peer Review of Teaching - http://www.teaching-learning.utas.edu.au/unit-design/evaluation/peer-review-of-teaching
Peer review of online learning and teaching - http://www.communitywebs.org/peer_review/
JournalsAnd, other relevant articles in the following journals, all available as ejournals through the UTAS library:
Assessment & Evaluation in Higher Education
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Higher Education Research and Development
Journal of University Teaching and Learning Practice
Participants are also encouraged to consult discipline-specific pedagogic journals.
Equipment, materials, software, accountsFor on-campus sessions, it is recommended that you bring an internet connected device. Ideally, this would be either a tablet device (including iPads) or a portable computer (e.g. laptop or notebook).
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.
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*ELT522 is taught through a combination of on-campus workshops, and synchronous and asynchronous online activities during semester. This semester, the on-campus workshop available to support this unit is offered on the Hobart campus on
Monday 2nd July, 2018, Sandy Bay campus, from 10am to 4pm
Specific attendance/performance requirements*Participants will be required to engage with the pre-reading materials listed above. Attendance to the workshop is highly recommended and not compulsory.
In this unit, your active engagement will be monitored in the following way:
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1. Attendance in the face to face workshop
2. Contribute to the MyLO discussion board by briefly explain to others which aspect of your teaching practice are planning to review during the peer review of teaching and a rationale for your decision.
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 522 is primarily a self-paced unit, supported by online resources and community (via MyLO), and on-campus collaboration. Attendance at on-campus learning opportunities is strongly recommended. A valuable aspect of the on-campus workshop is to give you the opportunity to meet, and work with, colleagues from different Schools and Faculties.
The recommended process for engaging in the unit is:
1. Undertake the unit pre-reading as outlined in MyLO.
2. Participate in the scheduled on-campus workshop offered to support this unit. At this workshop, you will participate in activities to support your understanding of critical reflection and prepare for your peer review process. Those attending the workshop will be able to pair up with another attendee to undertake the peer review process
3. Engage in the peer review of teaching process.
4. Participate in online discussions and learning activities to support preparation of the assessment task and attainment of the unit ILOs.
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.
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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 this unit 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.
Should you require assistance in accessing the Library, visit their website for more information.
Continuing professional learningYou have the opportunity in the Graduate Certificate in University Learning and Teaching to have your practice recognised through the University’s accredited HEA fellowship scheme. As discussed, your study in ELT522 will add to the evidence from the other units of the Grad Cert ULT to enable you to demonstrate practice consistent with Descriptor 2 of the UKPSF, and gain recognition as a Fellow of the HEA.
As outlined in Figure 1, from ELT522, you can progress to completion of the full Grad Cert ULT, which is accredited at Descriptor 2, Fellow of the HEA. Should you wish to pursue Senior Fellowship, you can do so through the University’s Peer Professional Learning Program for UKSF, which is a continuing professional development program, accredited at D3. Figure 1. Course structure of the Graduate Certificate in University Learning and Teaching
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D3 Senior Fellow
D2 FellowD1 Associate
FellowUniversity of Tasmania programs
D4 Principal Fellow
For more information about the University’s HEA fellowship programs and their integration with our Grad Cert ULT, please see the Grad Cert ULT Course Handbook available from the homepage for the Grad Cert’s parent course, the Bachelor of Education with Professional Honours (Higher Education).
Unit schedule
WEEK DATE BEGINNING
ACTIVITIES & IMPORTANT DATES
2nd July Monday 02/07/18: On-campus workshop, Hobart
9th July
1 16th July Semester 2 commences
2 23rd July
3 30th JulyStart peer review process (schedule pre- and post-review meetings, negotiate what is going to be reviewed, choose the review instruments, etc.)
4 6th August Semester 2 Census Date (10th August)
5 13th August
6 20th August Unit Coordinators will send you a reminder and resources about session on 4th September
7 27th August
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D3 Senior Fellow
D2 FellowD1 Associate
FellowUniversity of Tasmania programs
Grad Cert ULT ELT521
ELT522 ELT531 ELT532
ELT501
D4 Principal Fellow
Peer Professional
Learning Program for
Direct application to the HEA
Mid-semester
break3rd September
Mid-semester breakMonday 04/09/18: ELT502 Videoconference: 9:30am – 12:30pm
810th September
917th September
1024th September Assessment Task – due 24th September
11 1st October
12 8th October
13 15th October
Study period
23rd October
Exams 29th October
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Assessment task: Peer review of teaching: reflective essayCriterion High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)
In your personal account you:
Engage in a collegial process of peer review of teaching from the perspective of both the observer and the person being observed, and identify emerging professional and personal themes using data from your journal
Systematically and thoroughly described your peer review process, including all stages
Thoroughly described your peer review process, including all stages
Thoroughly described your peer review process, including most stages
Briefly described your peer review process, including some stages
Cursorily described your peer review process and provided minimal to no detail about the stages
Explained both your, and your peer’s, context and perspective in a respectful manner
Focussed mainly on explaining your context and perspective
Focussed only on explaining your context and perspective
Did not explain your, or your peer’s, context or perspective
You thoroughly and insightfully analysed a balanced selection of data from your journal to identify emerging personal and professional themes, and explain the relationships between these themes
You thoroughly analysed a mostly balanced selection of data from your journal to identify emerging personal and professional themes, and explain the relationships between these themes
You analysed a selection of data from your journal to identify emerging professional and some personal themes, and explain some of the relationships between these themes
You partially analysed a selection of data from your journal to identify some emerging professional themes, and made some statements about the relationships between these themes
You included some data from your journal, but did not reflect on it.
Critically reflect on the impact of the peer review of teaching process on your own teaching and learning, using both experiential and literature-based evidence to support your reflection
You critically reflected on the impact of the peer review of teaching process by: You reflected on the impact of the peer review of teaching process by:
You superficially described the peer review of teaching process by:
Recognising the strengths and limitations of your and others’ understanding of teaching and learning
Recognising the strengths and limitations of your understanding of teaching and learning
Stating whether it affirmed or challenged your current practice in teaching and learning
Making very little to no mention of your reactions to your peer’s feedback
Questioning your convictions with integrity and open-mindedness and revealing how receptive you are to constructive feedback
Questioning your convictions with open-mindedness and revealing how receptive you are to constructive feedback
Questioning your convictions and revealing how receptive you are to constructive feedback
Confirming your convictions and justifying your reaction to your peer’s feedback
Explaining in depth how personal histories and
Explaining how personal histories and institutional Making some statements about how your personal
Failing to describe how personal histories and
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institutional environment can affect professional practice
environment can affect professional practice history and institutional environment affect your professional practice
institutional environment affect professional practice
Proposing a realistic course of action for your future practice by applying what you have learned from the peer review process
Making some suggestions about how you can apply aspects of what you have learned from the peer review process into your future practice
Outlining what you have learned from the peer review process
Failing to describe what you have learned from the peer review process
You supported your reflection by:
Explaining in detail the benefits, limitations and complexities of the peer review process
Explaining the benefits, limitations and some complexities of the peer review process
Explaining the benefits and limitations of the peer review process
Stating the benefits or limitations of the peer review process
Failing to describe the limitations, benefits and complexities of the peer review process
Using relevant and convincing evidence (both experiential and literature-based) to challenge your practice, habits and beliefs
Using relevant evidence (both experiential and literature-based) to challenge your practice, habits and beliefs
Rationalising why your practice, habits and beliefs do not need to be challenged
Using minimal to no evidence
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