PGCertLTHE Part Two

Questions about Part OneStructure of Part TwoAssessment tasksBlackboard mobile learnGood designResearch thoughts

Session outcomes

By the end of this session you will:

Be familiar with the assessment requirements for part twoRecognise principles of good course design

Schedule

0930 – 1000 Programme structureFeedback from quizPart two assessment requirements

1000 – 1030 Principles of good course design

1030 – 1045 Break

1045 – 1100 Black mobile learn: Alice Bird

1100 – 1130 Applying design principles , aims and outcomes

1130 – 1200 Preparing for module 5: Martyn Stewart

Award

Part one Part two7001PCLTHE Learning, Teaching and Assessing in HE20 credits

7002PCLTHE Learning, Teaching and Assessing in HE (NMC) 20 credits

7003PCLTHEObservation of practice in HE5 credits

7004PCLTHEDesign for learning in the HE context20 credits

7005PCLTHEPedagogic research and evaluation15 credits

PG Certificate Learning and teaching in HE

PG Certificate Learning and teaching in HE NMC route

Certificate in Professional DevelopmentLTA in HE

1 1

1Either 7001PCLTHE or 7002PCLTHE

Assessment deadlines: today!, 21st August 2013Part one: Please submit hard copy (not via e-mail).

Any questions?

Feedback on part one (2012)

Different mode of delivery: programme review

Range of tutors: this term contributions from entire programme team

Difficulties navigating Blackboard: ‘two clicks policy’

Too much being ‘talked at’: make sessions more interactive

Sessions too long: will aim to finish at 1200/1215

Part two 2012 Part two 2013

First ‘taught’ session 18th January 6th February

Last ‘taught’ session 2nd May 17th April

Contact hours 22.5W 7.5PLG 17.5W 5PLG 3seminar

Core/optional attendance 30:0 22.5:3

Assessment Two written tasks One written task One poster/podcast/video

On line 0 4.5

What you can with a minor module amendment?

Risks? 1. Attendance at the lunchtime seminars2. Fixed assessment day

Part one: Individual focusPart two: Focus on context and research 7004PCLTHE [20cr]Design for learning in Higher Education

7005PCLTHE [15cr]Pedagogic research & evaluation

Scheme of workCurriculum innovation

Small scale pedagogic research projectPedagogic critical literature review

Models; inclusivity; employability; student engagement; PDP; technology

Preparation and ethics; collecting, analysing and interpreting data

PLG: 13th February; 27th March PLG: 13th February; 27th March Module schedule Research question17th April 2013: ‘curriculum innovation’ 21st August 2013

7004PCLTHE Design for Learning in HE Context

pp.6-9 module handbook - Semester 2 Assessment

PLG: 13th FebruaryWorkshops: 20th , 27th FebruaryPLG: 27th March

PGCertLTHE Curriculum Innovation Conference 17th April 2013PVC Education, LSU President

Submission with highest mark will receive certificate from VC at L&T Conference.

Think of something that for you represents ‘good’ design. What the characteristics of good design?

How can we introduce these elements into a lecture?

For you what are the principles of good course design (programme or module)

How can we introduce these elements into a lecture?

Finks five principle of good course design

1. Challenges students to higher level learning. 2. Use active forms of learning. 3. Gives frequent and immediate feedback to students on the quality

of their learning. 4. Uses a structured sequence of different learning activities. 5. Has a fair system for assessing and grading students.

Fink (1999)

To maximise the quality of student learning outcomes, we, as academics, need to develop courses in ways that provide students with teaching and learning materials, tasks and experiences which:

1. are authentic, real-world and relevant;2. are constructive, sequential and interlinked;3. require students to use and engage with progressively higher order

cognitive processes;4. are all aligned with each other and the desired learning outcomes;

and5. provide challenge, interest and motivation to learn.

(Meyers and Nulty 2009)

LJMU Principles of Curriculum Design

1. The curriculum is holistic and coherent2. The curriculum is accessible and student centred3. The curriculum fosters a deep approach to learning, encouraging

independence in learning. 4. The curriculum is based on and has links to research and scholarship5. The curriculum is based on feedback, evaluation and review

Now decide on your five principles of course design

Break: let me know about ECL Inspirational teaching

After break -

PGCertLTHE Part one

You have

– your feedback (plus experience)– your principles– programme aims and outcomes– module aims and outcomes

In groups consider

1. how part one could be re-designed2. further information you would need.

20 mins

7005PCLTHE Pedagogic research and evaluation

pp.11-14 module handbook

Please note teaching finishes for some programmes at the end of March.

If you are intending to collect primary student data (questionnaires, interviews, focus groups) you need to complete ethics forms with sign off from your PLG before you start.

In different groups talk through possible research topics.