Postgraduate Certificate in Academic Practice (PGCAP)

CoreSep11: Induction event

(27 Sep 11) The PGCAP Team

Twitter @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

Aims

• To introduce each other and lay foundation for a learning community

• To provide a PGCAP course overview

• To introduce Core Module

Intended learning outcomes

• Recognise value of being part of a learning community

• Discuss key features of PGCAP, structure and requirements

On the agenda

• Welcome

• Getting to know each other

• The programme

• Core module

• Learning, Reflecting, Observing

• PGCAP online learning space

• Eat ‘n’ meet

• Portfolio building

Introductions

• Who we are

Welcome

Dr. Brian Murphy Head of Academic Development Unit

Welcome

Dr. Chris Smith Head of Academic Practice

PGCAP Programme Leader

Getting to know each other

Let’s go for a walk ;o)

Rationale

• Raising awareness and responsibility about student learning

• To engage with underpinning learning theories

• To enable participants to develop general and subject-specific teaching strategies

• Promote pedagogical research but also

• To do things differently and do different things (McDonald, R)

Remember

“We need to be open to new ideas and to rival explanations to our established views. Above all, I think we need to become more interesting. Bring into our frame novels, films, theoretical alternatives, challenges from the margins. In many ways, we have the most to learn from those from whom we think we have the least to learn.”

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

Programme overview

Learning and Teaching in HE (LTHE)

Application of Learning

Technologies (ALT)

Assessment and

Feedback for Learning

(AFL)

Flexible, Distant and

Online Learning

(FDOL)

Curriculum Design and Programme Leadership

(CDPL)

Working together

• face-to-face

• online

• action learning sets

PGCAP

participant

peers

PGCAP tutors

Personal tutor

LTAs mentor

resources

technology

Online learning spaces

• Course information

• Module content: activities and resources

• LaSU reading lists

• Media-rich discussions, helpline

• Web-conferencing

• Portfolio

Core module: Learning and Teaching in HE (LTHE)

Intended Learning Outcomes:

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

Core module, weekly plan when where and how what other info

weeks -1 – 0 (13 – 26 September)

online 2 weeks familiarising asynchronous

week 1 (27 September) The Innovation Forum introducing

week 2 (4 Oct) Allerton L219 reflecting & developing

week 3 (11 Oct) Student Life, room: Kent (downstairs)

designing

week 4 (18 Oct) Allerton A 106 and field trip to MCC

using and experimenting If CW: 3 items from home (from kitchen, bathroom, bedroom) EV: £5

week 5 (25 Oct) CW Library learning Guest session with David Roberts, Salford Business School face-to-face tutorials

week 6 (1 Nov) Allerton L312 delivering guest speakers: Dr. Ivan Garcia-Alvarez (University of Salford), Prof. Stephen Gomez (University of Plymouth)

week 7 (8 Nov) CW conference room assessing and feeding back

week 8 (15 Nov) ThinkLab (booked) experiencing & motivating guests: students studying at the University of Salford

week 9 (21 Nov – 25 Nov) online week

evaluating asynchronous, synchronous: webinar on the 22nd of November, 12-1pm with Prof. Jethro Newton, and Kate Irving, University of Chester)

week 10 (29 Nov) Drawing Studio at Allerton Studios

playing Guest facilitator: Sam Ingleson, University of Salford

week 11 (6 Dec) CW conference room sharing and preparing

Week 12 (12, 15 Dec) CW Meeting Room 1 discussing Professional discussion

Assessment, portfolio-based

1. Educational Autobiography

2. Reflection

– Critical reflective commentary on teaching, observations and discussion with mentor

– Final professional discussion with PGCAP tutors

3. Assessment/feedback study (in action learning sets)

Draft facility available until end of week 12!

… build a vehicle

In your groups, build a vehicle using the materials provided which will participate in a competition.

An independent jury will carry out the assessment of the creations!

• Make it

• Choose a name for it

• Choose a member of your group to present it.

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

UK PSF

• 6 areas of activity - WHAT • 6 core knowledge - HOW • 5 professional values - WHY for Fellowship of HEA - evidence engagement with all of these http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf

http://tinyurl.com/ukpsf Under review: new autumn 2011

PGCAP level of attainment descriptors

• a passing (excellent) assignment

• a passing (good) assignment

• a passing assignment

• a failing assignment

Feedback & Assessment Component Assessment Feedback

1: educational autobiography

individual self

2a: reflective journal individual tutor and peers

2b: professional discussion

individual tutor

3: assessment and feedback study

group peers

Submit on a weekly basis and receive formative feedback. Facility available until end of week 12

Providing feedback (to peers)

• link to assessment criteria

• point out success

• stimulate improvement

• link to action

• challenge and stretch

• timely

• non judgmental

Peer observations: developmental!

4 in total

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?

Pedagogies: from… to…

“Jug & Mug” approach - transmissive

Collaborative / active

e-portfolio

• digital, online, mobile • record your journey • reflect • collect media-rich artefacts • shared with tutor and peers • commenting • assessed • receive feedback throughout

To be used for the whole PGCAP programme

Engaging… … 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 • ADU Open Programme and Events

• HEA seminars, Special interest Group meetings

• Webinars

Lunch • Eat ‘n’ meet your personal tutor

(Chrissi & Neil)

• Student reps

• Portfolio session afterwards

“Can we propose to travel together and be open to surprises as to how

we will get there?”

Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 4)

meet your tutor

Chrissi

Neil

Sharing learning journeys

Discuss with the person next to you: • A memorable learning experience you have had in the past; something that has influenced your thinking about teaching & learning. • Why do you still remember it?

Personal tutor • Your first contact

• Provides advice, support and guidance

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

• Tutorials in week 5

• Signposts when further assistance required

Hi, I am Neil

Hello, I am

Chrissi

“I can’t believe it; for the first time in my career I actually couldn’t stop thinking about teaching the whole night – what have you done to us?”

(Andresen, 1995, p. 50)

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.

Checklist I have completed and handed in the application form for this programme.

I have a mentor. Arrange observations.

I have accessed the online learning space in Blackboard.

I have a Twitter account.

To familiarise with the e-portfolio system.

I have completed all the pre-induction tasks.

To work on my Educational Autobiography.

To do

What participants said

• “The methods focussed on were primarily geared for knowledge delivery to smaller teaching groups, particularly ones that required less content delivery. Tried and tested methods like the power point presentations, widely accepted as one of the most useful high content delivery tools at our disposal, were at times ridiculed as “old fashioned”…..so much so that at group presentations, student shied away from it, opting to use T shirts with messages written on them instead. These creative methods expounded during the course would no doubt have their uses in teaching, but probably more so at a pre-university level rather than for high content knowledge delivery at Universities.” (cohort 1 participant)

What participants said “The PGCAP has made a real difference to my thinking and how I approach teaching and learning. It has really helped me to begin my journey as a reflective practitioner and really think and reflect on the impact my teaching has on my students. It has also helped me to think about why I am teaching. The PGCAP is really excellent and the tutors are fantastic role models, as they are both passionate about teaching and learning. As well as learning specific teaching techniques that have really enhanced my practice. I have picked up small things that you both do that really make a difference to teaching, learning and the whole student experience.” (cohort 1 participant)

First name Surname

Role College/School/Service

Email Tel Mobile Twitter

Teaching experience

Mentor Good time for tutorials

Optional module (pick one) Assessment and Feedback Strategies (Sep11) Application of Learning Technologies (Sep 11) Curriculum Design and Programme Leadership (Jan 12) Flexible, Distance and Online Learning (Jan 12)

Anything else you would like to share with your tutor?

Please note, all information provided are confidential.

Postgraduate Certificate in Academic Practice (PGCAP), University of Salford (UK) Mode: Learning and Teaching in HE (LTHE) Module tutors: Chrissi Nerantzi, Academic Developer Neil Currant, Academic Developer Site: www.adu.salford.ac.uk Twitter: @pgcap