1

Postgraduate Certificate in Academic Practice (PGCAP)

Postgraduate Certificate in Academic Practice (PGCAP)

CoreJan12: Induction event (2 Feb 12)The PGCAP Team

Chrissi NerantziTwitter @pgcap

“The illiterate of the 21st century will not be those who cannot read and write, it will be those who cannot learn, unlearn and relearn.” Alvin Toffler Future Shock, 1970

You will need to download a QR scanner app to your smart phone first

2

Intended learning outcomes• Discuss key features of the PGCAP, structure and

requirements

• Introduction to the Learning and Teaching in Higher Education (LTHE or core) module

• Recognise value of being part of a learning community

please add your personalised learning outcomes

3

AGENDA

Welcome

The PGCAP programme and the Salford context

Online programme space and e-portfolios

Getting to know each other

Core module

Learning, Reflecting, Observing

Eat ‘n’ meet

Welcome

Caroline DangerfieldPresident of the University of Salford Students' Union

for 2011/2012

Dr. Brian MurphyHead of Academic Development Unit

5

Learning and Teaching Strategy and Themes for future development

Accessible higher education

Student focused

Pedagogically excellent

Internationally orientated

Research informed

Employability and enterprise led

6

Pedagogically excellent• Development of active learning in partnership with the learners to

develop an educative community.

• High quality teaching and supervision provided by staff on all modules and programmes.

• High quality and timely feedback provided to all students in all elements of their assessment.

• Opportunity for detailed evaluation and meaningful reflection on the quality of modules and programmes with time and resources provided for appropriate enhancement activity.

• Development and support for innovative and inclusive approaches to education and assessment which help staff and students to develop and learn more effectively.

• Clarity in what is expected of staff.

• Greater proportion of staff with PGCAP and Fellowship of HEA

video http://www.adu.salford.ac.uk/html/aspire/p.html

The PGCAP

• an exciting opportunity to learn and develop with colleagues from different disciplines and professional areas

• to be open, creative, and experiment in a safe environment and within a learning community

• to discuss, debate and challenge anything linked to teaching and learning including theories

• to engage in a conversation about teaching and learning at the University of Salford

• to become a professional teacher in HE

• gain a recognised Teaching Qualification in HE

• through a programme accredited by the HEA and NMC

The PGCAP and the UK PSF9

Areas of Activity (WHAT)

• Design and plan

• Teach/support

• Assess/give feedback

• Develop effective learning environments and approaches to student support/guidance

• Engage in CPD incorporating research, scholarship and evaluation of professional practices

Core Knowledge (HOW)

• Subject

• Appropriate methods of teaching and learning

• How students learn

• Use and value appropriate learning technologies

• Methods for evaluating effectiveness of teaching

• Quality assurance and quality enhancement

Professional Values (WHY)

• Respect individual learners and learning communities

• Promote participation and equality of opportunities

• Use evidence-informed approaches and the outcomes from research, scholarship and CPD

• Acknowledge the wider context in which HE operates recognising implications for professional practice

for Fellowship of HEA - evidence engagement with all of these http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf

PGCAP Programme overview

Learning and Teaching in HE (LTHE)

core module

Application of Learning

Technologies

(ALT)

Assessment and

Feedback for Learning

(AFL)

Flexible, Distant and

Online Learning

(FDOL)

Curriculum Design and Programme Leadership

(CDPL)

10

Working together

PGCAP

participant

peers

PGCAP tutors

Personal tutor

Buddy

LTAs

mentor

resources

technology

• face-to-face

• online

• action learning sets

Online learning spaces

• Course information

• Module content: activities and resources

• LaSU reading lists

• Weekly discussions, helpline

• Web-conferencing

• e-portfolio

12

13

Learning and Assessment

e-portfolio

• digital, online, mobile• reflect on your journey• use/create media-rich artefacts• share with tutor and peers• commenting • assessed • receive feedback throughout

To be used for the whole PGCAP programme

14

http://danpgcap.wordpress.com/

PGCAP Assessment criteria

• Competence and engagement within an area(s) of relevance to the module (and, as appropriate, to the UK Professional Standards Framework)

• Engagement with, and application of, relevant research literature and theory

• Reflection on your learning and the development of your practice

15

PGCAP level of attainment descriptors

• a passing (excellent) assignment

• a passing (good) assignment

• a passing assignment

• a failing assignment

16

Your voice

• ongoing opportunities to provide feedback, comment on any aspect of the module to tutor, programme leader

• staff/student committee

• opportunity to engage in research activities and provide input

• Module Evaluation Questionnaire

Current research • Using video for observations of

teaching

• Developing professional e-portfolios

• Professional discussions for summative assessment

• Mixed-reality games for teaching and learning in HE

• Open learning

• NEW: Digital storytelling for deeper learning

Getting to know each other through speed dating

19

Core module: Learning and Teaching in HE (LTHE)

Intended Learning Outcomes:

At the end of the module, you will have had the opportunity to• Examine effective teaching, learning and assessment practices in a

variety of educational and disciplinary contexts• Identify student learning needs in order to formulate relevant and

inclusive learning support and guidance strategies• Discuss how learning technologies and other resources can be deployed

within different educational contexts, based on an informed pedagogic rationale

• Critically evaluate theoretical perspectives on, and approaches to, student learning and motivation within different educational contexts

• Critically discuss the key features of quality assurance, enhancement and evaluation within a Higher Education context

20

Core module, weekly plan

when where and how what Learning theories other info

weeks -1 – 0 (19 Jan – 1 Feb)

online 2 weeks familiarising asynchronous

week 1 (2 Feb) CW Conference Room introducing Experiential learning

week 2 (9 Feb) CW Conference Room reflecting & developing

Behaviourism

week 3 (16 Feb) CW Conference Room designing Cognitivism Also webinar with Carol Yeager (20 Feb, 12pm –Blackboard Collaborate)

week 4 (23 Feb) MCC and online using & experimenting

Discovery learningConstructivism

Spending money £3Additional game facilitator: Neil Currie

week 5 (1 Mar) CW Conference Room learning Social constructivismConnectivism

Guest speaker: Dr. Alex Avramenko

week 6 (8 Mar) Allerton L312 delivering & facilitating

Communities of practiceProblem-Based Learning

guest speaker: 11.30-12.30 pm Dr. Leslie Robinson

week 7 (15 Mar)

CW conference room assessing andfeeding back

Social learning

week 8 (22Mar)

ThinkLab experiencing & motivating

Humanism guests: students studying at the University of Salford

week 9 (29 Mar – 5 Apr)

online week evaluating Webinar TBC (Blackboard Collaborate)

week 10 (26 Apr)

CW Meeting Room 1, 2, Seminar room

discussing Professional discussions and MEQs

21

Assessment, e-portfolio-based

1. Reflective journal (in-module assessment – 60%)Ongoing critical reflective commentary on teaching, observationsto be completed on a regular basis (6 posts – point system: 10 points for each out of 60: add to title 1/6, 2/6 etc.)equivalent of 3000 words (if 6 posts ~500 words each)

2. Professional discussion (end-of-module assessment – 40%)panel: PGCAP tutor and academicequivalent of 2000 words

Draft facility available until end of week 9!

22

assessment, feedback, markingComponent Assessment Feedback Process

1: reflective journal6 entries (1/6, 2/6 etc.)

individual tutor and peers during the taught part of the module up to week 9

2: professional discussion

individual PGCAP tutor and additional panelmember external to the ADU

3 weeks after submission, subject to moderation and Exam Board

23

Providing feedback (to peers)

• link to assessment criteria

• point out success

• stimulate improvement

• link to action

• challenge and stretch

• timely

• non judgmental

24

Peer observations: developmental!

4 in total

26

Thinking about learning

1. Think about something you are good at.

Write in this box how you became good at it.

a Phil Race activity

2. Think of something about yourself you feel good about.

Write here the evidence it is based on.

3. Think of something you are not good at, perhaps as a result of a bad learning experience.

What went wrong? Add it to this box.

4. Think of something that you did learn successfully, but at the time you didn’t really want to do it.

What kept you going, so that you did succeed in learning it?

28

Pedagogies: from… to…

“Jug & Mug” approach - transmissive

experiential/active / collaborative / networked

29

personal tutor

• Your first contact

• Provides advice, support and guidance

• Face-to-face and remote tutorials (web-conferencing)

• Signposts when further assistance required

… with literature through • reading lists and additional library resources (Clifford Whitworth, 1st floor)

• subject specific resources

… with professional groups• Internally

• Externally (including online communities)

… with further development activities• College workshops and ADU events

• HEA seminars, Special interest Group meetings

• Webinars

32

engaging!

http://www.flickr.com/photos/mikejonesphoto/2932001534/

Intended learning outcomes

• Recognise value of being part of a learning community

• Discuss key features of the PGCAP, structure and requirements

• Introduction to the Learning and Teaching in Higher Education (LTHE or core) module

• please add your personalised learning outcome

35

Lunch time

Eat ‘n’ meet your tutor, the team and

past/current participants

References

• Andresen, L (1995) Accredited Courses in Teaching and Learning, in: Brew, A (ed.) Directions in Staff Development, Buckingham: The Society for Research into Higher Education & Open University Press, pp. 36-50.

• Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 6)

• Kember, D et. al (1999) Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow, International Journal of Lifelong Education, Vol 18, No 1, pp. 18-30.

• Moon, J (2004) A handbook of reflective and experiential learning, theory and practice, Oxon: RoutledgeFalmer.

36

Postgraduate Certificate in Academic Practice (PGCAP), University of Salford (UK)

Module: Learning and Teaching in HE (LTHE)

Module tutor: Chrissi Nerantzi, Academic DeveloperPersonal Support Advisor: Max Rawlings, HRD Development Consultant

Site: www.adu.salford.ac.ukTwitter: @pgcap

37