Postgraduate Certificate in Learning & Teaching

Module 2 Workshop Guide September 2012

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Welcome to Module 2 of the Postgraduate Certificate in Learning and

Teaching (CiLT).

This Workshop Guide is one of the three core documents you need to support

your studies on CiLT (the other two being the “Course Handbook” and the

“Module 2 Assessment Guide”). You will find the workshop timetable on page 3

followed by a short guide to each workshop. These will let you know the tutor for

the workshop, give a short description and provide details of the workshop

reading.

Each workshop will include a discussion on the readings which have been

carefully chosen to accompany the workshop theme. Some readings will provide

theory, others may provoke discussion. You are not expected to agree with

everything you read! Key points have been provided to help guide your reading.

The Course Team look forward to working with you throughout your time on

CiLT and hope you will find this programme stimulating, interesting and, above

all, useful in your teaching practice.

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CiLT September 2012 Timetable

MODULE 2

Monday 3rd to Thursday 6th September 2012

Venue: Collaboratory 3, Bartolome House, Winter Street (Mon, Tues & Thurs) Collaboratory 2, Level 1, Information Commons (Wed)

12:00-13:00 Break 15 min

13:15-14:45 Break 15 min

15:00-16:30

Day 1: Monday

Intro: Design in the wider perspective: QA, QE and the LTS

Curriculum Design Assessment

Day 2: Tuesday

Transitions Internationalisation Feedback

Day 3: Wednesday (Info Commons, Collab 2)

e-Learning 13:15-14:15 Employability and Enterprise 14:15-15:15 Equality, Diversity and Inclusion

15:30-16:30 Research Experience

Day 4: Thursday

Communities of Learning

Information Literacy and Unfair Means

CiLT Assessment, CPD and Next Steps

Community of Learning: Session 1 Community of Learning: Session 2 Tuesday 6th November 2012 – 11:00-12:00 Monday 8th April 2013 – 16:00-17:00 Wednesday 14th November 2012 – 13:30-14:30 Wednesday 10th April 2013 -13:30-14:30 Monday 19th November 2012 – 16:00-17:00 Friday 12th April 2013 – 12:00-13:00 Thursday 29th November 2012 – 12.00-13.00 Tuesday 16th April 2013 – 11:00-12:00 Office Hours: Nigel Russell (for surnames beginning A-M): Wednesdays, 15:00-16:00 (Except in Sept: Thurs 6th 10:00-11:00, Fri 14th 10:00-11:00, Tues 18th 10:00-11:00 and Wed 26th 15:00-16:00) Nadine Wills (for surnames beginning N-Z): Tuesdays, 09:30-10:30

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The University of Sheffield

Postgraduate Certificate in Learning and Teaching

Module 2: Assessment and Design of Learning Activities

Most workshops have a reading associated with them. Before you attend each workshop

please:

read the chapter or paper;

think about the key points raised in preparation for the session.

The readings are pre-requisite to attending the sessions and will form the basis for

discussions. Readings are available from the Library MyResource List online from early

September. You will shortly receive an email with further information about how to access

these readings before that time.

SUMMARY OF MODULE 2 PRE-REQUISITE READING

Being an Academic, Joelle Fanghanel, Routledge (2012) – Chapter 1

Rethinking University Teaching, Diana Laurillard, Routledge (2002) – Chapter 7

Teaching for Quality Learning at University, John Biggs and Catherine Tang, McGraw-Hill

(2011) – Chapters 6 & 10

Understanding the International Student Experience, Catherine Montgomery, Palgrave

Macmillan (2010) – Chapters 1 & 5

Archer (2007): http://dx.doi.org/10.1080/13562510701595325

Sewell & Dacre Pool (2010): http://dx.doi.org/10.1108/00400911011017708

Doherty & Ketchner (2005): http://digitalcommons.unl.edu/libphilprac/70

Nicol & Macfarlane‐Dick (2006): http://dx.doi.org/10.1080/03075070600572090

Swan (2002): http://dx.doi.org/10.1080/1463631022000005016

Willison & O‟Regan (2007): http://dx.doi.org/10.1080/07294360701658609

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DAY 1

Workshop: Introduction – Design in the Wider Perspective 12:00-13:00

Tutor: Nadine Wills

This session will consider academic responses to the shifting Higher Education landscape

and current QA and QE strategies. This session will end by exploring the University of

Sheffield response to government requirements and the current HE climate: our Learning

and Teaching Strategy and the Sheffield Graduate.

Reading: Chapter 1 of Being an Academic by Joe‏‏lle Fanghanel: “The managed academic”

Key points: This chapter is very dense. Feel free to focus your reading on the areas below:

- Know generally what a “managed academic” and performativity, and

the QAA, QA and QE stand for

- Read Mary and Theo‟s vignettes

- Do you agree with Fanghanel‟s argument about authenticity and

compliance or does it seem over the top?

Workshop: Curriculum Design 13:15-14:45

Tutor: Nigel Russell

This session will examine issues that need to be considered when devising new programmes

and curricula. It will look at the concept of „constructive alignment‟ in curriculum design,

what it means and how it can be achieved in practice.

Reading: Chapter 6 of Teaching for Quality Learning at University by John Biggs and

Catherine Tang: “Constructively aligned teaching and assessment”

Key points: - The concept of „Constructive Alignment‟

- The four stages in course design that create a supportive learning

environment: intended learning outcomes; learning environment;

assessment tasks; and grading criteria

- Consideration of why much university teaching is not aligned

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Workshop: Assessment 15:00-16:30

Tutor: Nadine Wills

Please ensure that you have headphones for this session. This session will consider what

aligned assessment is. How do formative and summative assessment, threshold concepts,

reliability and validity need to be taken into account when designing assessment?

Reading: Chapter 10 of Teaching for Quality Learning at University by John Biggs and

Catherine Tang: “Aligning assessment tasks with intended learning outcomes:

principles”

Key points: Half of this chapter is very good, and half of this chapter is not going to be

discussed in our workshop.

- Concepts of formative and summative assessment, and backwash

- Also be familiar with threshold concepts and performance vs

de-contextualised assessment

- The concepts of validity and reliability are also important

- You can skip the SOLO section and bits on grading curves and NRA

unless interested

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DAY 2

Workshop: Transitions 12:00-13:00

Tutor: Nigel Russell

In this workshop we will consider the student journey and its impact on learning. There are

many transitions (amongst others: school to university, international students studying in a

foreign country, students learning to live as adults, graduating and moving to employment).

Through an awareness of these transitions we will consider how we can support students

effectively in our own departments and across the university.

Reading: Chapter 5 of Understanding the International Student Experience by

Catherine Montgomery: “International Students and Home Students: Worlds

Apart?”

Key points: - The development of home students‟ sense of “self” through their

experiences at university

- The effect of social networks on the learning experiences of

international students

- Inter-cultural communication

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Workshop: Internationalisation 13:15-14:45

Tutor: Nadine Wills with Deanna Meth

Please ensure that you have headphones for this session. This session will explore what

internationalising feedback, assessment and the curriculum means. Why is this considered

important and what are useful concepts or frameworks when considering

internationalisation?

Reading: Chapter 1 of Understanding the International Student Experience by

Catherine Montgomery: “Culture in Higher Education”

Key points: This chapter may seem overly “jargony” at first. However, just focus on the

main concepts below in preparation for our session.

- If the concept of internationalisation is so hard to define, why is it so

influential and important right now in HE?

- Understand why differentiating between culture and nationality might

be useful when thinking about internationalisation (and international

students).

- What are the “small cultures versus large cultures” and “communities

of practice” concepts?

Workshop: Feedback 15:00-16:30

Tutor: Nadine Wills

This session begins with some basic concepts about how students use feedback before

supporting participants to explore a couple of ways in which feedback can be designed into

modules and assessment to have the greatest impact on student learning.

Reading: David J. Nicol & Debra Macfarlane‐Dick (2006): Formative assessment and

self‐regulated learning: a model and seven principles of good feedback

practice, Studies in Higher Education, 31:2, 199-218 Download link:

http://dx.doi.org/10.1080/03075070600572090

Key points: - Concepts of self-regulated and internal feedback

- Sadler‟s three conditions necessary for students to benefit from

feedback

- Then focus on the seven principles of good feedback practice

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DAY 3

Workshop: E-Learning 12:00-13:00

Tutor: Sarah Horrigan

This session explores how e-learning and learning technologies need to be considered,

supported and embedded in the curriculum (including feedback and assessment) to

support student learning.

Reading: Chapter 11 of Rethinking University Teaching by Diana Laurillard: “Setting up

the learning context”

Key points: - Student preparation and support for e-learning

- Signposting and connecting separate e-learning module components

- Embedding of assessment in e-learning environments

Workshop: Employability and Enterprise 13:15-14:15

Tutor: Nigel Russell with Jane Simm

This workshop will give you the opportunity to think about employability and enterprise in

the Higher Education context, at the University of Sheffield, and within your own curriculum.

We will consider techniques and learning approaches currently practiced which may be

incorporated into our teaching to support the demonstration of employability and enterprise.

Reading: Peter Sewell, Lorraine Dacre Pool, (2010),"Moving from conceptual ambiguity

to operational clarity: Employability, enterprise and entrepreneurship in higher

education", Education + Training, Vol. 52 Iss: 1 pp. 89 – 94. Download link:

http://dx.doi.org/10.1108/00400911011017708

Key points: - The use of the terms “employability” and “enterprise” in Higher

Education

- CareerEDGE model – Career development learning; work and life

experience; degree subject knowledge, understanding and skills;

generic skills; emotional intelligence

- Can you see this model being useful in your discipline?

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Workshop: Equality, Diversity and Inclusion 14:15-15:15

Tutor: Nigel Russell

In this workshop we will explore what we mean by “equality”, “diversity” and “inclusion”. We

will consider the University‟s Equality and Diversity strategy, and the Widening Participation

agenda.

Reading: Louise Archer (2007): Diversity, equality and higher education: a critical

reflection on the ab/uses of equity discourse within widening participation,

Teaching in Higher Education, 12:5-6, 635-653. Download link:

http://dx.doi.org/10.1080/13562510701595325

Key points: - The politicisation of equality and diversity in Higher Education – does

diversity lead to equality or social justice for students?

- Stratification of universities into „gold‟, „silver‟ and „bronze‟

- Is widening participation more than a “money-making scheme that

puts bums on seats”?

Workshop: Research Experience 15:30-16:30

Tutor: Nadine Wills

Please ensure that you have headphones for this session. This session will allow you to

explore a variety of different ways of teaching, designing in, giving feedback and assessing

research experiences for students.

Reading: John Willison & Kerry O‟Regan (2007): Commonly known, commonly not

known, totally unknown: a framework for students becoming researchers,

Higher Education Research & Development, 26:4, 393-409. Download link:

http://dx.doi.org/10.1080/07294360701658609

Key points: - What is a definition of undergraduate research?

- Try to get an understanding of the RSD framework (and how they have

linked it to Bloom‟s Taxonomy)

- What is the point of undergraduate research?

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DAY 4

Workshop: Communities of Learning 12:00-13:00

Tutor: Nadine Wills

Please ensure that you have headphones for this session. During this session, participants will

be asked to interact on discussion boards by using the techniques proposed in the Swan

article. They will be asked to both comment on the article and find further resources to

share with each other.

You are invited to attend this session from you Office, the park, the Information Commons or

elsewhere in Bartolome House - as long as you are at a networked computer – in order to

experiment with the online discussion techniques discussed in the Swan article. Please

ensure that wherever you “attend” the session from, you will be able to be back at Collab 3 of

Bartolome House for 13:15.

Reading: Karen Swan (2002): Building Learning Communities in Online Courses: the

importance of interaction, Education, Communication & Information, 2:1, 23-

49 Download link: http://dx.doi.org/10.1080/1463631022000005016

Key points:

- Study One: know the three factors connected to success in online

courses

- Study Two: be able to identify the text-based, verbal immediacy

behaviours used to reduce psychological distance (and be prepared to

use some of these with each other)

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Workshop: Information Literacy and Unfair Means 13:15-14:45

Tutors: Nigel Russell with Lyn Parker

This workshop will consider the concept of information literacy, the skills involved, and how

to measure whether students have acquired these competencies. Discussion will focus on

designing activities and exercises to embed information literacy within the curriculum.

Reading: Doherty, John J. and Ketchner, Kevin, "Empowering the Intentional Learner: A

Critical Theory for Information Literacy Instruction"(2005). Library Philosophy

and Practice (e-journal). Paper 70. Download link:

http://digitalcommons.unl.edu/libphilprac/70

Key points: - Theory of Information Literacy and terminology

- Students thought of as intentional learners who can adapt to new

environments, integrate knowledge from different sources, and

continue learning throughout their lives

- Engaged students inform themselves and become information literate

learners

Workshop: CiLT Assessment, CPD and Next Steps 15:00-16:30

Tutor: Nadine Wills

This session will ask you to familiarise yourself with the assessment process for Module 2

and begin to consider what type of Continuing Professional Development (CPD) activities

you might undertake in the next 6 months.

There is no required reading for this session.