Postgraduate Certificate Learning and Teaching in Higher … · 2017-09-04 · 1 Introduction and...

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Centre for Learning and Teaching clt

Course Leader: Juliet [email protected]/01273 644546

Course Handbook 2017 - 2018

Postgraduate Certificate Learning and Teaching in Higher Education

Postgraduate Certi�ficate in Learning and Teaching in Higher Education: Course Handbook

Contents

1 Introductionandoverview......................................................... 4

2 Courseaimsandobjectives......................................................... 5

3 Professionalaccreditation........................................................... 6

4 Coursemanagement...................................................................8

5 Teachingteam............................................................................. 9

6 Coursestructureanddelivery..................................................... 9

7 Assessments................................................................................10

8 Expectationsandformalrequirements.......................................12

9 ActionLearning...........................................................................14

10 Peerobservationandreviewofteaching....................................17

11 Resourcesandreadings...............................................................21

AppendixA:Modulespecifications.........................................................23

LT725:Teachingandlearninginhighereducation......................23

LT750:Assessmentandfeedbackinhighereducation................28

LT751:Educationalenquiry.........................................................32

AppendixB:PGCertgradingdescriptors.................................................36

AppendixC:InitialskillsandknowledgeauditagainsttheUKPSF.......... 39

AppendixD:UKPSFengagementtemplate..............................................42

Coursecalendar.............................................................................Backcover

1 Introduction and overview

Welcome to the Postgraduate Certificate in Learning and Teaching in Higher Education (PGCert). The course has been designed to meet a number of objectives:

to support you in your initial professional development, and to foster a longer•term approach to developing a reflective approach to your practice i.e. encouragingcontinuing professional development (CPD).

to provide a space for you to critically evaluate and improve your practice•

to build a community of practice, based on collaborative learning and peer support•

to enable you to demonstrate that you have met the ‘Dimensions’ of the UK•Professional Standards Framework (UKPSF) appropriate to Fellowship level of theHigher Education Academy (HEA).

This is a developmental course rather than a training course, with the emphasis•on developing your understanding of the different ways in which people learn andyour own skill in enabling learning. It offers both short and long term benefits: it willsupport you in the early stages of learning to teach in higher education, and at thesame time it will help to establish a framework for your career-long developmentbased on reflective practice. You will be encouraged to be creative in seeking outeffective approaches to your teaching.

Four key themes of the course, which reflect four key features of academic work, are:

Individual exercise of judgement and evaluation of practice. The focus of coursework•is on your own teaching and the particular disciplinary and professional contexts inwhich it takes place.

Interdisciplinarity: intensive small group discussion in set meetings and online debate•offer interdisciplinary perspectives on your subject teaching.

Prioritising the process of enquiry and helping you to develop an evaluative approach•to your teaching.

Collaborative learning and peer review, to reflect the collegiate nature of•contemporary academic practice.

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2 Course aims and objectivesCourse aims:

Tosupportthecurrentpracticeandfuturedevelopmentofthosewhoteachor•supportlearninginHigherEducation.

Toenhancetheabilityofparticipantstoundertaketheprofessionalactivities•listedbelow:

Teachingandsupportinglearninginhighereducation1.

Contributingtothedesignandplanningoflearningactivitiesand/orprogrammes2.ofstudy

Assessingandgivingfeedbacktolearners3.

Developingeffectivelearningenvironmentsandlearnersupportsystems4.

Evaluatingpracticeandprofessionaldevelopment5.

Usingresearch,scholarlyactivityandrelevantprofessionalworktoinformand6.impactonteaching.

TheseactivitiesarebasedontheHigherEducationAcademy(HEA)’sUKProfessionalStandardsFramework(UKPSF),andyouwillbeengagingwiththesethroughoutthecourse–seesection3(over).

Course learning outcomes:

Bytheendofthecourse,youshouldbeableto:

Makeresearch-informedandappropriatejudgementsandchoicesinrelationto•teaching,studentengagementandotherprofessionalpractices

Frameandundertakeareflexiveandrigorousscholarlyinvestigationofanaspect•ofyourteachingorrelatedactivity,andtodisseminatethisworkinthecontextofthePGCertandbeyond

Engageeffectivelyincollaborativepeerreviewanddevelopment•

Evaluateyourpracticereflexivelyandrigorouslyanddesignappropriateplansforyour•ownprofessionaldevelopment

Demonstratetheabilitytodrawonarangeofpedagogicanddigitalskillsand•approachesappropriatetoyourdiscipline/professionalarea,thecharacteristicsofyourstudentsandtherelevantinstitutionalcontext.

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3 Professional accreditation

TheHigherEducationAcademy(HEA)(https://www.heacademy.ac.uk)isthenationalprofessionalbodyforteachingandlearningintheHEsectorandithasdevelopedtheUKProfessionalStandardsFramework,settingoutthreeDimensionswhichprovideaframeworkfordevelopingandaccreditingteachingpractice.TheseDimensionsofPracticeoutline:

Areas of Activity• undertakenbyteachersandsupportersoflearningwithinHE

Core Knowledge• thatisneededtocarryoutthoseactivitiesattheappropriatelevel

Professional Values• thatsomeoneperformingtheseactivitiesshouldembraceandexemplify

Core Knowledge

K1ThesubjectmaterialK2AppropriatemethodsforteachingandlearninginthesubjectareaandattheleveloftheacademicprogrammeK3Howstudentslearn,bothgenerallyandwithintheirsubject/disciplinaryarea(s)K4Theuseandvalueofappropriatelearn-ingtechnologiesK5Methodsforevaluatingtheeffect-ivenessofteachingK6Theimplicationsofqualityassuranceandqualityenhancementforacademicandprofessionalpracticewithaparticularfocusonteaching

Areas of Activity

A1Designandplanlearningactivitiesand/orprogrammesofstudyA2Teachand/orsupportlearningA3AssessandgivefeedbacktolearnersA4Developeffectivelearningenviron-mentsandapproachestostudentsupportandguidanceA5Engageincontinuingprofessionaldevelopmentinsubjects/disciplinesandtheirpedagogy,incorporatingresearch,scholarshipandtheevaluationofprofessionalpractices

Professional Values

V1RespectindividuallearnersanddiverselearningcommunitiesV2PromoteparticipationinhighereducationandequalityofopportunityforlearnersV3Useevidence-informedapproachesandtheoutcomesfromresearch,scholarshipandcontinuingprofessionaldevelopmentV4Acknowledgethewidercontextinwhichhighereducationoperatesrecognisingtheimplicationsforprofessionalpractice

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TheUKPSFalsooutlinesfourDescriptors,whichmaptofourlevelsof‘Fellowship’

D1AssociateFellow Thosewithsometeachingorsupportinglearningresponsibility,e.g.PhDstudents,technicians,newpart-timestaff

D2Fellow New/experiencedacademics

D3SeniorFellow Experiencedacademicswhocandemonstrateleadershipinlearningandteaching

D4PrincipalFellow Highlyexperienced/seniorstaffwithstrategicleadershiproles

ThePGCertcourseprovidesyouwithanopportunitytogainFellowshipoftheHEA.InordertoachieveFellowshipoftheHEA,youarerequiredtodemonstrate:

a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.

Inaddition,youneedtoevidence:

ISuccessfulengagementacrossallfiveAreasofActivityIIAppropriateknowledgeandunderstandingacrossallaspectsofCoreKnowledgeIIIAcommitmenttoalltheProfessionalValues IV SuccessfulengagementinappropriateteachingpracticesrelatedtotheAreasofactivity

VSuccessfulincorporationofsubjectandpedagogicresearchand/orscholarshipwithintheaboveactivities,aspartofanintegratedapproachtoacademicpractice

VISuccessfulengagementincontinuingprofessionaldevelopmentinrelationtoteaching,learning,assessmentand,whereappropriate,relatedprofessionalpractices

(takenfromtheUKPSF,page5:seefulldocumentinstudentcentral,andonlineat:https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf.

ThePGCertcoursehasbeendevelopedusingtheProfessionalStandardsFramework,andtheactivities,workshopsandassessmenttasksforeachmodulearedesignedtohelpyoudemonstrateengagementwithalltheAreasofActivity,CoreKnowledgeandProfessionalValuessetoutaboveinthethreeDimensionsofPractice.Wewillbereferringto,andengagingwith,theUKPSFthroughoutthecourse,andanumberofactivitieswillassistyouinusingtheUKPSFto:auditcurrentskillsandknowledge;evidencehowyourcurrentpracticedemonstratestheDimensions;identifyprofessionaldevelopmentactivitiesthatwillenableyoutofurtheryourpractice,bothduringthecourseandbeyond.Youwillreceivemoredetailsduringtheinductiondays,butbriefly,thisincludes:

apersonalauditofyourcurrentskillsandknowledgeduringtheinductiondaysusing•thetemplateinappendixC

aclearindicationineachmodulehandbookastowhichaspectsoftheUKPSFare•particularlyengagedwithduringthemodule(seeindividualmodulehandbooks)

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Duringthecourse,theworkshops,readings,andassessmenttaskswillenableyouto•engagewithandevidencealltheDimensionsofPracticeoftheUKPSF.Asyouproceedthroughthecourse,youwillcompleteanongoingUKPSF‘Engagementtemplate’whichallowsyouto:

•a) demonstratewhataspectsoftheUKPSFyouhavealreadyevidenced(e.g.aspartof

yourreading/developmentduringthemodule,ormoreformallyasanintegralpartoftheassessmenttasks)

b) identifyfurtherdevelopmentandanygapswhichyouwilladdressduringtherestofofthecourse

c) buildupabodyofevidencewhichwillinformyourfinal‘mappingdocument’

(formoredetailontheengagementtemplate,pleaseseesection7onassessment)

• apeerobservationexerciseaspartofmoduleLT725,whereyouwillhavethe opportunitytoengageinaprofessionaldialogueaboutateachingeventofyourchoice

• areviewofyourdevelopmentattheendofthecourse(onthefinalday),including adiscussionofcompletingyourfinalengagementtemplate,activitiesyoumay engageinoverthecomingtwoyears,withafocusondevelopment.

4 Course management

ThecourseisformallymanagedthroughtheCLTCoursesBoard,whichmeetsseveraltimesayear.Priortoeachmeeting,wewillsolicityourviewsonanyaspectofthecourse,collatethese,andproduceanddisseminateareportdetailingourresponses.WealsoencourageyoutoconsiderbeingaCourseRepforthecourse;thiswillinvolvefeedingbacktheviewsofyourcohortataCoursesBoard.

Wealsogatherfeedbackatregularpoints,andthroughend-of-moduleevaluationfeedbackexercises,andthismakesanimportantcontributiontoourcoursemonitoringanddevelopment.Lessformally,theActionLearningSetsprovideopportunitiesforregularfeedbackthroughoutthecourse,andsetadvisersandthecourseteamasawholearealwaysalerttoparticipants’views.

Wedotakenoticeofyouropinions,evenwheretheseconflictorcannotimmediatelybeaccommodated.Mostofthechangesthathavetakenplaceduringtheevolutionofthecoursehavebeenpromptedbyparticipantfeedback.Soletusknowwhatyouthink–whetherinpersondirectly,viaemail,onlinediscussion,orthroughcoursequestionnaires–andwewilldoourbesttorespondappropriately.

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5 Teaching team

TheteachingteamonthePGCertismadeupofmembersofstafffromtheCLT.YourfirstpointofcontactforanyquerieswillbeyourActionLearningSettutor;feelfree,however,tocontacttheCourserLeader(JulietEve)atanytimeifyouhaveanyquestionsorfeedback,orifyouneedtodiscussyourworkoryourprogressthroughthecourse.

Juliet Eve, Course [email protected]

6 Course Structure and delivery

Structure if taking the course in one year

Semester One Semester TwoLT725TeachingandLearninginHigherEducation

LT750AssessmentandFeedbackinHigherEducation

LT751EducationalEnquiry

Youmayalsochoosetotakethecourseovertwoorthreeyears,inwhichcaseyoumusttakethetwo-dayLearningandTeachingworkshopthatsupportsmodueLT725attheearliestopportunity(theworkshoprunsfourtimesayear).

ThePGCertcourseisa60credit,Level7course,consistingofthree20creditmodules.Allmodulesaredeliveredviaablendofface-tofaceworkshops,supplementedbyonlineresources,supportanddiscussion.Eachmoduleisworth20Level7credits,representing

JohnCanning,(ModuleLeader,LT751)AdrianChown(ModuleLeader,LT725)JulietEve(CourseLeader;ModuleLeader,LT750)PaulineRidley(ActionLearningSetfacilitator)FionaHandley(ModuleTutor)AlisonCurryandRebeccaWells

Supportedbyface-to-faceworkshops,onlinematerialsandengagement,andfortnightlyActionLearningSets

Course Team

(CourseAdministrators)

Staffdetailscanbefoundat:https://www.brighton.ac.uk/clt/staff

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200hoursof‘studenteffort’,sothecourseequatesto600hoursofstudy.Asthecoursehasbeendesignedasawork-basedcourse,yourownteachingrepresentsaproportionofthis600hours.Youwillresearch,developandevaluateaspectsofyouracademicpracticewhichareembeddedineverydayworkcommitments.Thus,muchofthematerialforthepreparationofmoduleassessmentsdrawsuponnaturallyoccurringevidence(suchasteachingplans).Pleaserefertoindividualmodulespecificationsandhandbooksformoredetails(allmodulespecificationscanbefoundinAppendixAandinthecourseandrelevantmoduleareasonstudentcentral).

The online dimension of the course

Weusestudentcentralastheplatformfordeliveryofcoursematerial,forsharingofworkandpeerdiscussions,andfore-submissionandfeedback–wewillintroduceyoutothetoolsinstudentcentralifyouareunfamiliarwiththemduringtheworkshops.WemayalsooffertheoptionofanonlineActionLearningSetifparticipantswishtoexplorethis.Weencourageyoutousethecoursetoexperimentwitharangeofelearningtools,inorderthatyoucanassesstheirusefulnessforyourownteachingandassessmentpurposes.

OneoftherequirementsoftheUKPSFistoengagewithappropriatelearningtechnologies;aswellasusingarangeoftheseas‘students’duringthecourse,youwillbeintroducedtotheUniversity’sDigitalLiteraciesFramework,andexpectedtoengagewithitduringthecourse(thiswillprovideyouwithopportunitiestoevidencetherelevantAreaofActivityandCoreKnowledgewithintheUKPSF,namelyAreaA4andK4).

7 Assessments

Theassessmentstasksforeachmodulearedesignedtohelpyoureflecton,evaluateandimproveyourpractice,andarebasedonevidencingandcommentingonactivitiesyoualreadydoaspartofyouracademicrole.

Relationship with the UKPSF

Asindicatedabove,theassessmenttaskshaveadualpurpose:theyenableyoutogaintheacademiccreditsforthemodulesandthecourse,andtheyalsoplayapartinenablingyoutoevidencetheUKPSFatFellowshiplevel.Aswellasmoduleassessments,youwillcompleteanongoing(roughlyeverythreemonths)UKPSFEngagementtemplatewhichallowsyouto:

a) demonstratewhataspectsoftheUKPSFyouhavealreadyevidenced(e.g.aspartofyourreading/developmentduringthemodule,ormoreformallyasanintegralpartoftheassessmenttasks)

b) identifyfurtherdevelopmentandanygapswhichyouwilladdressduringtherestofthecourse

c) buildupabodyofevidencewhichwillformyourfinal‘mappingdocument’

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For some elements of the UKPSF, the completion of the assessment task itself will be enough for you to evidence particular Areas, Core Knowledge, and Professional Values. Others will need to be demonstrated via your engagement with the module/course more widely, and may include drawing upon your reading, your engagement with study packs, the activities in the workshops, and - crucially - what developments you have made in your practice as a result of these.

The UKPSF engagement template is included in Appendix D, and an example of how it might be completed after the first module, LT725, is also included. You will be given more guidance on how to complete the engagement template during the course workshops.

All assessments are submitted electronically via studentcentral and feedback is also given electronically. Submission deadlines are 9.00 am on the day of submission for all modules. In line with university practice, assessments are first marked by the module tutor, moderated by a member of the PGCert team and are seen by our external examiner (Mary Claire Halvorson from Goldsmiths University) before marks and awards are agreed at our exam boards.

All modules are assessed using the standard university grading criteria for postgraduate courses; we have adapted these for use on the PGCert and you will have opportunities to engage with these as part of the learning in each module. A copy of the grading descriptors can be found in Appendix B.

Each piece of assessed work and the final module grade will be expressed as a percentage according to the following scale:

Distinction = 70%+•Merit = 60% - 69.9%•Pass = 50% - 59.9%•Fail = 0% - 49.9%•

The PGCert course is a Level 7 course, so we are expecting all work to exhibit the following characteristics:

Develop[s] critical responses to existing theoretical discourses, methodologies or•practices and suggests new concepts or approaches;

Demonstrates an understanding of current theoretical and methodological•approaches and how these affect the way the knowledge base is interpreted.

Autonomously implements and evaluates improvements to performance drawing•on innovative or sectoral best practice.(SEEC, 2010)

We encourage you to frame your evaluation of your teaching practice (and thus your PGCert assessed coursework) according to the ‘four lenses’ suggested by Stephen Brookfield in Becoming a critically reflective teacher (see reading list on page 23):

When we embark on this journey, we have available four lenses through which we can view our teaching [...] They are (1) our autobiographies as teachers and learners,

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(2) our students’ eyes, (3) our colleagues’ experiences, and (4) theoretical literature.(Brookfield,1995:29).

Youwillbegivendetailedassessmentguidanceduringeachmodule;howevertherearesomegeneralcharacteristicsthatwewouldexpectfromallPGCertwork,namely:

assumeanaudienceofyourpeers,i.e.colleagueswhoteachinhighereducation,•butwhomaynotbeexpertsinyourparticulardiscipline…

…therefore,beexplicitaboutwhatyoudoandthedecisionsbehindthat(whether•withreferencetodiscipline-specificnorms,pedagogicliteratureorprofessionalbodyrequirementsforexample)

foregroundyourpractice,andevaluateitaccordingtoBrookfield’sfourlensesabove;•wearenotlookingfortheoreticalessaysaboutaspectsoflearningandteaching,butforcriticalevaluationsofhowyouapproach,implementandevaluateyourownpractice.

considerhowyourworkenablesyoutoevidenceelementsoftheUKPSF.•

8 Expectations and formal requirements

Being a student

OneofthenotableaspectsoftakingthePGCertcourse–oftenremarkeduponbypart-icipants–isthatyouwillfindyourselfin‘studentmode’.Wehavenoticedovertheyearsthatyouarelikelytostartbehaving‘likeastudent’(whateverthatmeansforyou),andprobablyexhibitsomeofthebehavioursyouexperiencewithyourownstudents.Dousethisopportunitythentonoticeandreflectuponyourownexperienceofthecourseandyourengagementwithit,andusethattoinformyourapproachtoteaching.Forexample:Aretheassessmentsclear?Areyouabletoaccesstheinformationandmaterialsyouneed?Doyouknowwhotogotowithanyquestions?Whatfeelingsdidyouexperienceonthefirstday?Inyoursetmeetings?Howhaveyouapproachedtheassessments?Whatkindofstudentareyou?

Doalsofeedbacktousanyimprovementswecanmaketoyourexperienceofthecourse,eitherformally(seeCourseManagementabove)orinformally.

Expectations/formal requirements

Itwillalsobeusefultoconsiderwhatexpectationsyouhaveofthecourse,thecourseteamandyourfellowparticipants.

Ourexpectationsofyouaremuchlikethoseyouwouldhaveofyourownstudents;forexample:

Youwillattendontherequireddays,andturnuptosetmeetingsandworkshopsontime•

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Youwillsubmitassessmentsontime•

Youwillactprofessionallyandrespectfullytowardsyourfellowparticipants•

YouareformallyenrolledonthePGCertcourseandanumberofmodules,andthussubjecttotheusualuniversityrulesaroundregistration,onlineenrolmentetc.Wewillrequireyoutouseyourstudentlogintoaccessstudentcentral,forexample,andyoumustcompletetheenrolmentprocessbothonlineandinpersoninordertobeabletodothat.

Email

Youwillhaveastudentloginandemailaspartofenrollingonthecourse;wewillusethistocorrespondwithyousoensurethatyoucheck it regularly. Youcanarrangetohaveemailfromthisaddressforwardedtoanotheraccount:thiscanbedoneviastudentcentral.

Extensions

Althoughwerecognisethatyou(likeyourownstudents)arejugglingmanydifferentthings,wedoexpectyoutomeetthedeadlinesforsubmittingwork.ThePGCertcourseissubject,likeothercourses,totheregulationsassetoutinGEAR.Thus:

youmustapplytotheCourseLeaderforanextension• beforethesubmissiondeadline.

youmusthaveavalidreasonfortheextension(notjustworkcommitments)•

again,inaccordancewithGEAR,ifyousubmituptotwoweeksafteranassessment•deadlinewithoutapre-agreedextension,yourworkwillbemarked,andcappedat50percent.

insomecircumstances,wewillrecommendthatyousubmittothenextavailableCLT•assessmentdeadline(threeayear,eachatthestartofterm).

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9 Action Learning

Youwillbeinvitedtojoinanactionlearningsetduringyourtimeonthecourse;manyparticipantsovertheyearshavefoundthesetobethemostusefulaspectofthecourse:

The concept of AL [sets] was something I hadn’t come across before but I found them extremely useful. So much so that I’ve incorporated them into my classes. Talking and listening and understanding other people’s problems made such a nice and useful change to simply ‘learning’.

...being able to share principles, ideas, misgivings, fears and paranoias with fellow educators. The supportive nature of the sessions, and the relationships we have built, were invaluable in every way.

Actionlearningisaremarkablysimplebuteffectivemodelofprogressingeachindividual’slearningwithinasmallcohesivegroup.McGillandBeaty(2002)defineactionlearningasfollows:

a process of learning and reflection that happens with the support of a group or ‘set’ of colleagues working with real problems with the intention of getting things done. The participants in the group or ‘set’ each take forward an important issue with the support of the set.

Youwillbecomeamemberofanactionlearningsetwitharoundsixcolleaguesplusasetfacilitatorfromthecourseteam.Thecolleaguesinyoursetwillbefromdifferentsubjectareas,enablingyoutodrawontherichnessoftheinterdisciplinarymixofthecourse.Thestructuredmethodofworkinginthesetisdesignedtomaximisethebenefittoeachindividualmember,bothforyourowndevelopmentandinsupportingthedevelopmentofyourfellowsetmembers.

Youwillmeetfortnightlyforthreehours.Eachsetmemberwillhaveanequalperiodoftime(roughly20minutes)tousetobesteffecttofurthertheirlearninganddevelopmentbyworkingthroughissuesandidentifying,withthehelpoftheset,howtomoveforward.

Eachpersonchooseshowtousetheirtime:

Themostusualpatternistotalkaboutanissueinyourcurrentpracticeandaskthe•settohelpyouexploreitconstructivelyinordertogainnewinsightsandidentifywaysahead

Youmightbringsomethingyouhavebeenworkingon–forexampleanevaluation•questionnaire–andgetfeedbackandsuggestionsfromthesettohelpyourefineit

Ifyouarestrugglingwithanissue,youmightaskthegrouptobrainstormitwhile•youlistenanddrawinspirationandclarification,confirmationandreassurancetoplanandact.

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Allsetmembersneedtobeactivelylistening,observing,thinkingandcontributingthroughoutthemeeting,ineveryone’stime.ActionLearningisapowerfulmeansofgivingandgainingsupportandclarification,enablinganactiveandconsideredapproachtoprofessionalpracticeanddevelopment.

Notethattheword‘advice’isabsenthere–itisnottheroleofthesetmemberstogiveadvice,butrathertohelpthepresentertoexploretheissue,gainnewinsights,andmaketheirowndecisionsonfutureaction,withencouragementandsupportfromfellowsetmembers.

Inasuccessfulset,thememberscometoknowandtrusteachotherandareabletoobservenon-verbalcluestosituationsandfeelingsthatmaybeblockingasetmember’sprogressandcanhelpthemtoseetheiroptionsmoreclearly.Attheendofeachperson’stimetheyarehelpedbythesettoformulateactionpointstoprogresstheirwork.

ActionLearningisexperiential,andisbestlearnedbydoingit.However,therearesomeessentialprinciplesandskills,whichareveryclearlyexplainedinthekeytextbyMcGillandBeaty,Action Learning: a guide for professional, management and educational development (2002).AcopyisavailableintheCLTlibrary.Youwillfinditworthwhiletolookparticularlyatthefollowingchapters:

WhatisActionLearning?•

Howasetworks•

Beingasetmember•

Skillsdevelopment:thebasics•

Learninganddevelopment•

Theroleofthesetfacilitatoristoguidethesetinfunctioningeffectivelybysettingthetonefromthestart,gettingthesettoformulateitsgroundrules,helpingtoensurethatallsetmembersareactivelyinvolvedthroughoutandguardingagainstthehijackingofeachother’stime.Thiswilloftenbedoneinsubtlewaysbutalsomoreexplicitly.Thesearefunctionswhichthesetmembersthemselveswilltakeonasitbecomessecondnatureforthemtofunctioninamutuallysupportiveandhelpfullychallengingway.

ThephilosophyofActionLearningisbasedontheideathatpersonaleffectivenessisanessentialcomponentofprofessionaleffectiveness.Itchallengessomeotherphilosophiesofteachingbysuggestingthatexpertiseinoursubject,andfamiliaritywithusefulpracticaltechniquesforteaching,arenecessarybutnotsufficienttoensurerealeffectiveness.ThevariousactivitiesandprocessesthatareassociatedwithActionLearninghavebeendevisedtohelpusgainagreaterawarenessandunderstandingofour‘selves’asprofessionaltools.Theyhelpustounderstandhowandwhyweact,respondandfeelthewaywedoindifferentworksituations.

WehopeyouandyourfellowsetmemberswillgainagreatdealfromthisdistinctiveaspectofthePostgraduateCertificate.

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Preparing for set meetings

Theproformabelowmayhelpyouinpreparingforyourowntimeslotinsetmeetings,toensureyougainmaximumbenefitinprogressingyourowndevelopment.YoucandownloadthisasaWorddocumentfromthePGCertareaonstudentcentral.

Fivetipsforparticipantswheninthefocusroleatsetmeetings

1) Usetheproformathedaybeforethesetmeetingtopreparefortheset.

2) Beawareofthepowerofthefollowingthreesimplequestions:

WhatdoIwanttoachievebeforethenextsetmeeting?•

Whatcouldgetintheway?•

WhatcouldIdoaboutthat?•

You could use these questions to set the agenda in your time slot.

3) Itisyourresponsibilitytouseyourallocatedtimetogainasmuchbenefitasyoucan.Beassertiveinhowyouusethisvaluabletime.

4) Watchoutforwhoseemstobegettingmostvaluefromtheirtimeandreflectonwhatyoucanlearnfromwhattheyaredoing.

5) Usethesettobrainstormoptionsfordealingwithobstacles.

Sample pro-forma for preparing for a set meeting

Date: Venue:

WhatI’vedonesincethelastsetmeeting?•

Actionpointsoutstanding•

Whatismymostpressingproblem?•

WhatIneedfromthissetmeeting•

Proposednextsteps•

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10 Peer observation and review of teaching

Introduction

ThelearningoutcomesformoduleLT725include:LO5 engage effectively in the peer review of teaching. So,thecommentaryyousubmitforassessmentinmoduleLT725shouldincludereferencestoyourengagementinthepeerobservationandreviewofteachingprocess.

What peer-observation and review of teaching involves

TheUniversityofBrightonhasalongstandingProtocol for the implementation of peer observation of teaching in a quality enhancement context.1Theprotocolencouragesstaff‘to:

developprocessesofpeerobservationthatmeettheirownneedswithinthebroad•contextofthelearningenvironmentinwhichtheywork

sharegoodpractice•

reflectontheirownandtheircolleagues’teachingpracticeinamutuallysupportive•andconfidentialwayasameansofenhancingtheindividualandcollectiveprofessionaldeliveryofcourses.’

TheprocessofpeerobservationandreviewinLT725isbasedonthisprotocolandinformedbyDaiHounsell’sproposalthatreviewandevaluationare‘anintegralpartofgoodprofessionalpractice’(2010,pp198-211).

ForthepurposesofLT725youneedtobeobservedbyapeer(i.e.acolleagueofyourchoice)whilstyouareteachingoneofthesessionsreferredtoinyoursubmissionforLT725.This must be a colleague who has Fellowship of the HEA and is familiar with the UKPSF.Butitisimportanttoemphasisethattheaimoftheobservationistoenableboth of you(observerandobserved)togaininsightsfromadiscussionofyoursharedexperience.So,followingtheobservation,youshouldhaveaconversationataconvenienttimeinwhichyouevaluatethesessionanddiscusstheaspectsthatparticularlyinterestedyou.ThisdiscussionshouldbeguidedbyPaulRamsden’sobservationthat:

Evaluation is not at heart about collecting evidence to justify oneself, nor about measuring the relative worth of courses and teachers. It is about coming to understand teaching in order to improve student learning. (2003,p225,emphasisadded)

WhileyouneedtobeobservedforthepurposesofLT725,itisworthnotingthatpeoplealsooftenfinditverybeneficialtoobserveothers,andwerecommendyouconsiderdoingthis,especiallyiftherearecolleagueswhohaveparticularexperienceorexpertiseyouwouldliketodrawon.

1 UniversityofBrighton,Protocol for the implementation of peer observation of teaching in a quality enhance-ment context,ProfessorSILaing,AssistantDirector(AcademicAffairs)2000(reconsideredbyLearningandTeachingCommitteeNovember2003).

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What peer-observation and review of teaching does NOT involve

Becausepeoplesometimesmisunderstandthepurpose,it’simportanttonotethatthepeerobservationandreviewprocessisintendedtobedevelopmental,notjudgemental.Itisindependentofanyqualityassuranceprocedureswhichmaybeusedinyourdepartment,anditdoesnotinvolveanyjudgementoftheobservedperson’scompetenceasateacher.Forthisreasonit’sprobablyworthemphasisingthatyouchoosethepersonwhoyouasktobeyour‘peerobserver’andtheydonotneedtobeaseniorcolleague,orsomeonewhomanagesyourwork.Wesuggestyouchoosesomeonewhoissensitive,thoughtful,reflexive,enthusiasticaboutteaching,andwillingtogivethetimenecessaryforaneffectiveobservationanddiscussion.Remember,yourpeerobservershouldbesomeonewhoisfamiliarwiththeUKPSFandholdsFellowshipoftheHEA.WehaveapoolofcolleagueswhohavepreviouslycompletedeitherthePGCertcourseorgainedFellowshipviatheProfessionalRecognitionandDevelopmentScheme,whoarewillingtoactaspeerreviewers.Pleaseseedetailsonstudentcentralorcontactthecourseleader.

How to organise peer observation and review

1 Pre-observation meetingTheuniversityprotocolforpeerobservationrecommendsa‘pre-observationmeeting...toenabletheobservedmemberofstafftoidentifytheaimsandcontextofthesession...’Inaddition;wesuggestthatyouandyourcolleagueusethismeetingtoagreethespecificaspectsofthesessiontheobserverwillfocuson-andwhethertheywillalsocommentonotheraspectsnotspecifiedinadvance.

Inmakingthisdecision,itwillprobablybehelpfultokeepinmindthatpeoplewhoarerelativelynewtoteachingoftenfocusattentionontheirownperformancewhenreviewingandevaluatingsessions.Whilethisisunderstandable,themainpurposeofteachingisthatthestudentsattaintheintendedlearningoutcomes(ILOs).Soalthoughtheobservationmayincludeattentiontotheteacher’sbehaviour,werecommendthatitconcentratesontheextenttowhichthestudentsachievethevariousoutcomes;theaspectsofthesessionthathelpthemtodothis;andthethingsthatimpedetheirlearning.Duringthepost-observationdiscussionyoucanthenconsiderhowtheeffectiveaspectsofthesessioncouldbeincorporatedintofutureteachingandhowtheconstraintsonlearningcouldbeavoidedorovercome.

GiventhattheassessmenttaskforLT725isconcernedwiththeplanningandmanagementofteachingandlearningactivitiesappropriatetoaspecificgroupofstudentsandpurposes,youwillprobablyidentifysome ofthefollowingaspectsasprioritiesfortheobservation:

organisationandmanagementofthephysicalenvironmentandresources(A4,V3)•relationsbetweenlearninginthissessionandlearningelsewhereinthemodule•andcourse(A1)theleveloftheILOsandthelearningmaterialsused(K1,K2)•studentpreparationforthesession(A1,K1,K2,K4)•thecharacteristicsandbehaviourofthestudents(A1,A2,K2,K3,V1,V2)•supportforstudentswithparticularneedsorcharacteristics(A1,A4,K2,K3,V1,V2,V3)•

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teachingandlearningactivities(A1,A2,A3,K1,K2,K3,K4,V2,V3)•useofexamples,analogies,anecdotesandillustrations(A1,A2,A3,K1,K2,K3,•K4,V1,V2,V3)opportunitiesforinteraction,discussion,questionsorcomments,andfor•students’experiencestobeshared(A1,A2,A3,A4,K1,K2,K3,V1,V2,V3)thepaceoftheactivities(A1,A2,K2,K3,V1,V3)•opportunitiesforthelecturerandstudentstogaugetheachievementoftheILOs•(A1,A3,K2,K3,K4,K5,V1,V2,V3)

Duringthepre-observationmeetingwerecommendthatyoualsoagree:

thebestwaytointroducetheobserverandexplaintheirpresence•wheretheywillpositionthemselves(attheback,tothesideoramongthe•students)whetherornottheywillinteractwiththestudentsatanypoint(werecommend•thatnormallytheydon’ttakeanactivepartinthesession).

Theprotocolnotesthatthesearrangementsareparticularlyimportantwhentheobservedsessionis,forexampleatutorialorseminar,anditadvisesthatinmakingthem‘careshouldbetakentoensurethatthestudentexperienceisnotadverselyaffectedbythepresence’oftheobserver.

2 The ObservationNormally,duringtheobservation,youshouldruntheeventasanyother,andwerecommendthattheobserverdoesnottakeanactivepart.Thisensurestheobserverisabletogivecloseattentiontothewayyouandthestudentsarebehaving,makingbriefnotesthat:

describewhattheyobservedatparticularpointsduringthesessionrelevanttothe•agreedthemesoftheobservationrecordrelevantthingsyouorthestudentssay•captureideasorthoughtstheywishtoincludeinthepost-observationdiscussion.•

3 The post-observation discussionThisisavitalpartofthepeerobservationandreviewprocessbecause,asweexplainedearlier,thepurposeoftheprocessistoenablebothofyou(observerandobserved)togaininsightsfromadiscussionofyoursharedexperience.Theuniversityprotocoldescribesitasanopportunityforpeopleto‘reflectontheirownandtheircolleague’steachingpracticeinamutuallysupportiveandconfidentialwayasameansofenhancingtheindividualandcollectiveprofessionaldeliveryofcourses.’Similarly,PaulRamsden(ibid)encouragesustoengageinevaluationasameans‘tounderstandteachingin order to improve student learning’.

Werecommendthatyoubeginbydiscussingthespecificaspectsyouselectedasthefocusoftheobservation,usingtheobserver’snotestostarttheconversation.Wealsoarguedearlierthatyourdiscussionshouldconsiderinparticulartheextenttowhichthestudentsachievedthelearningoutcomes,theaspectsofthesessionthathelpedthemtolearn;andthethingsthatimpededtheirlearning.Youmayalsofindithelpfultothinkaboutothersourcesofrelevantideas,researchfindings,andinformation.Towardstheendofyourdiscussionwerecommendthatyoujointly:

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identifyhowtheeffectiveaspectsoftheobservedsessioncouldbeincorporatedinto•futureteachingconsiderhowanyconstraintsonlearningcouldbeavoidedorovercome.•summarisewhatyouhavelearnedfromthissharedexperience•considerwhethertherearethingsyouneedtolearnand,ifso,howyoucould•achievethis

Tohelpyoudraw-upthissummary,werecommendthatyourefertotheUKPSFthreeDimensionsofPracticeonpage6.

Referring to the peer observation and review processin the assessment task for LT725InthecommentaryyouwriteformoduleLT725youshouldexplainhowengaginginthepeerobservationandreviewofteachingprocesshelpedyoutogaininsightsintothedesign,implementationand/orevaluationofthe3sessionsthatarethefocusofyourassignment.Thenotesyoumadetowardstheendofthepost-observationdiscussioninrelationtothe4bullet-pointssetoutabovewillhelpyoutodothis.

ConfidentialityTheuniversityprotocolstipulates‘thepreandpost-observationdiscussionshouldremainstrictlyconfidential;anywrittennotestakenduringtheobservationtoaidthefeedbackshouldbedestroyedafterthe(post-observationdiscussion).Eitherpartymay,however,wishtokeeppersonalnotesofspecificissues raisedbythesession.Suchnotesshouldbeanonymisedwherepossible.’Therefore,whenyoureferinyourcommentarytothepersonwhoactedasyourpeer,youshoulduseapseudonym,unlessthereisgoodreasonnotto.Similarly,allreferencestostudentsorotherstaffinthecommentaryshouldbeanonymisedandprofessional.

You do not need to include a copy of notes/your discussion as part of the assessment task for LT725. However, in order that we can verify that peer observation has taken place, we will need a declaration from your observer that this has taken place. This should be included as an appendix to your LT725 assessment, using the template in the PGCert area in studentcentral.

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11 Resources and readings

A range of resources are available to support your work on the course:

CLT study packs: We have designed a number of study packs to act as introductions to certain areas of teaching; these will provide you with initial readings, activities and guidance on further reading. The packs available are:

Learning and Teaching in Higher Education – • we recommend that you study thispack as part of your work for the module LT725.

Assessment and marking • (also useful for LT725, and particularly LT750)

Evaluating your teaching • (also useful for LT725)

Module design • – this will supplement the module design workshops

Lecturing and teaching large groups•

Teaching in small groups•

All the packs can be downloaded from the PGCert course area in studentcentral. You can also find links to other materials on the CLT website at: (https://staff.brighton.ac.uk/clt).

The CLT library (in the CLT Office in 104 Mayfield House) houses a small collection of books, and books are also available in libraries on all campuses. A range of e-books is also available, and we refer you to e-books as far as possible in the study packs and the reading lists.

Aspire readings lists are available for all modules, and can be accessed from either the studentcentral or the studentfolio area for each module. A general list of readings is also available from the PGCert Course Area in studentcentral.

Staffcentral (https://staffcentral.brighton.ac.uk) is a key resource for all staff in the university and partner colleges. It contains a wealth of information and resources, including quick links from the home page to studentcentral, the Online Library and other internal sites. You need a University of Brighton log in to access certain documents on staffcentral (and the Online Library) – if you are from a partner college, you can get a University of Brighton staff login by contacting your HE liaison person where you work, or contact Juliet Eve, the Course Leader if you need more assistance.

Information Services (https://staff.brighton.ac.uk/is) provide computing, library, and media service in support of learning, teaching, research and administration. In addition to online resources there are libraries on all five university campuses. The basic Dewey classification number for materials on learning and teaching in higher education is 378.17.

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Initial reading list

Biggs,JandTang,C(2011)Teachingforqualitylearningatuniversity(4thed.)London:KoganPage.Availableat:https//www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.brighton.ac.uk/shibboleth&dest=http://dawsonera.com/depp/reader/protected/external/AbstractView/S9780335242764[Uniloginrequired]

Brookfield,S(1995)Becoming a critically reflective teacher.SanFrancisco:Jossey-Bass.

Brookfield,S(2006)The skillful teacher: on technique, trust and responsiveness in the classroom (2nded.)SanFrancisco:Jossey-Bass.

Brookfield,SBrown,GwithBull,JandPendlebury,M(1997)Assessing student learning in higher education.London:Routledge

Exley,KandDennick,R(2004)Giving a lecture.London:RoutledgeFalmer.

Exley,KandDennick,R(2004)Small group teaching: tutorials, seminars and beyond.London:RoutledgeFalmer.

Hounsell,D(2010)‘Evaluatingcoursesandteaching’inFry,H,Ketteridge,SandMarshallS(2010) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rded.)NewYorkandLondon:Routledge. NB: 2nd ed. at: http://ezproxy.brighton. ac.uk/login?url=http://www.mylibrary.com?id=7419

Jaques,D(2007)Learning in groups: a handbook for improving group work(4thed.)London,KoganPage.

McGill,IandBeaty,L(2002)Action Learning: a guide for professional, management and educational development (2nded.)London:KoganPage.

Race,P(2015)TheLecturer’stoolkit:apracticalguidetoassessment,learningandteaching.4thed.Abingdon,Oxon:Routledge.

Ramsden,P(2003)Learningtoteachinhighereducation.2nded.London:Routledge:Falmer.

Mortiboys,A(2010)Howtobeaneffectiveteacherinhighereducation:answerstolecturers’questions.Maidenhead:OpenUniversityPress.

Mortiboys,A(2011)Teachingwithemotionalintelligence:astep-by-stepguideforhigherandfurthereducationprofessionals2nded.NewYork:Routledge.

Salmon,G(2011)E-moderating:thekeytoteachingandlearningonline3rded.London:Routledge

Salmon,G(2002)E-tivities:thekeytoactiveonlinelearning.London:KoganPage.Practicalguidanceonhowtodesign‘motivating,engaging,purposefulactivities’tosupportlearningonline.

SEEC(2010)SEECCreditleveldescriptorsforHigherEducation.[online]Availableat:http://www.seec.org.uk/wp-content/uploads/2013/seec-files/SEEC%20Level1%20 Descriptors%202010.pdf[Accessed08/4/2016].

Toohey,S(1999)Designingcoursesforhighereducation.Buckingham:SRHEandOpenUniversityPress.

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Appendix A: Module specifications

MODULE DETAILS Module title Teaching and Learning in Higher Education Module code LT725

Credit value 20 Level Mark the box to the right of the appropriate level with an 'X

‘X’

Level 4 Level 5 Level 6 Level 7 x Level 8 Level 0 (for modules at foundation level)

Entry criteria for registration on this module

Pre-requisites Specify in terms of module codes or equivalent

Participants must be able to demonstrate 90 hours of teaching practice, where they have primary responsibility for the design, implementation and assessment of that practice.

Co-requisite modules Specify in terms of module codes or equivalent

Module delivery

Mode of delivery Taught Distance Placement Online Other X Taught/work-based

Pattern of delivery Weekly Block Other X When module is delivered Semester 1 x Semester 2 Throughout year

Other Brief description of

module content and/ or

aims Overview (max 80 words)

This module provides you with opportunities to:

1) systematically plan, implement and evaluate a sequence ofteaching sessions (or equivalent sets of coherent learningactivities) appropriate to a specific groups of students andpurposes;

2) engage in the peer review of teaching

Module team/ author/ coordinator(s)

Dr. Adrian Chown

School CLT Site/ campus where delivered

Falmer

Course(s) for which module is appropriate and status on that course

Course Status (mandatory/ compulsory/ optional)

Post Graduate Certificate in Learning and Teaching in HE Compulsory

MODULE SPECIFICATION TEMPLATE

23

MODULE AIMS, ASSESSMENT AND SUPPORT

Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 7 study.

This module provides you with opportunities to:

1. develop your understanding of the ‘theory’ and ‘practice’ ofteaching and learning in HE

2. systematically plan, implement and evaluate a sequence ofteaching sessions (or equivalent sets of coherent learningactivities) appropriate to a specific group of students andpurposes

3. participate in the peer-review of teaching4. evaluate your teaching5. evaluate and plan for your development as a teacher

Learning outcomes In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 7 study, by the end of the module you should be able to:

1. systematically plan, prepare and implement a sequence ofteaching sessions (or equivalent sets of coherent learningactivities) appropriate for a specific group of students andpurposes

2. explain and justify the decisions involved in the planning andpreparation

3. evaluate the effectiveness of the sessions4. relate your experience to relevant concepts, theories,

principles and concerns in the pedagogic literature5. engage effectively in the peer review of teaching6. consider the implications of your experience for your

professional development

Content The module will include a consideration of:

the general characteristics of effective teaching and learningenvironments, and activities in HE

teaching strategies for different contexts and purposes assessment principles and practices, especially the relationship

between aims, learning outcomes, teaching strategies, assessmentand feedback to students

evaluation of teaching through critical review and feedback fromothers

relations between individual practice and departmental, institutionaland national frameworks; for example, statutory or professionalbody requirements; QAA frameworks and the implications oflegislation concerning students with learning difficulties ordisabilities

Learning support Books:

Biggs, J. (2011) Teaching for quality learning at university, (4th

ed.), London, Kogan Page. Exley, K. and Dennick, R. (2004) Giving a lecture: from presentingto teaching, London, RoutledgeFalmer. Fry, H.; Ketteridge, S. and Marshall, S. (2009) Teaching andLearning in Higher Education: enhancing academic practice, (3rd ed.), London, Kogan Page,

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Jaques, D. and Salmon, G. (2007) Learning in groups, (4th ed.),London, Kogan Page. Ramsden, P. (2003) Learning to teach in higher education, (2nd ed.), London, Routledge.

Journals:

Teaching in Higher Education Innovations in Education and Teaching International Studies in Higher Education

Electronic Sources:

HEA Supporting new staff http://www.heacademy.ac.uk/resources/detail/ourwork/employability/employability404 accessed 17th July 2013

First words (David Baume, Oxford Brookes) http://www.brookes.ac.uk/services/ocsld/firstwords/fwconts.html accessed 17th July 2013 Doceo, James Atherton’s teaching and learning website: http://www.learningandteaching.info/ accessed 17th July 2013

QAA (2012), The Quality Code. http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx accessed 17th July 2013

Other:

Development events provided by the CLT Other internal and external events Generic or discipline-related resources (especially those produced by Student Services, professional associations and HEA Subject Centres)

Teaching and learning activities

Details of teaching and

learning activities

The module is taught through a combination of face-to-face sessions, work-based and online learning:

Seminar sessions involving various individual and collaborativepractical activities are used to introduce and support key stages ofthe planning process; consideration of the institutional and nationalframeworks and contexts, and identification and reflection onprofessional development needs.

These sessions are complemented by group work-in-progresstutorials and online resources. You are also expected to discussand evaluate your current knowledge, experience and skills withappropriate colleagues.

Work-based learning, including preparation for teaching sessions,their implementation and subsequent evaluation, peer review ofpractice.

In addition, participants undertake:

Preparatory activities in advance of the seminars and grouptutorials, including reading, writing and reviewing experience

Guided independent study Engagement with the literature, CLT study packs and other similar

materials

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http://www.heacademy.ac.uk/resources/detail/ourwork/employability/employability404

http://www.heacademy.ac.uk/resources/detail/ourwork/employability/employability404

http://www.brookes.ac.uk/services/ocsld/firstwords/fwconts.html

http://www.learningandteaching.info/

http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx


Preparation of written assignment Reviewing and planning for continuing professional development.

Allocation of study hours (indicative)

Where 10 credits = 100 learning hoursStudy hours

SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, external visits, and work-based learning.

15

GUIDED INDEPENDENT

STUDY

All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions.

100

PLACEMENT Practice based learning 85

TOTAL STUDY HOURS 200

Assessment tasks

Details of assessment on

this module

Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following task:

A commentary on, and evaluation of, the plans for three teachingsessions (or equivalent sets of coherent learning activities) andtheir implementation, which include reference to your experience ofthe peer observation process. (LOs 1-6)

Two appendices must be included (not included in the word count):

session plans a log of your teaching duties, demonstrating 90 hours of

teaching practice.

Word length: 4000 words.

The task will be marked on a percentage basis.

Referral task: reworking of original task

Types of assessment task1

Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression.

% weighting (or indicate if component is pass/fail)

WRITTEN

COURSEWORK Written assignment/ essay, report, dissertation, portfolio, project output, set exercise

100

PRACTICAL

1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included

under the type of assessment most appropriate to the particular task.

26

EXAMINATION INFORMATION

Area examination board CLT Area and Course Examination Board

Refer to Faculty Office for guidance in completing the following sections

External examiners

Name Position and institution Date appointed Date tenure

ends

Mary Claire Halvorson Director of Professional Development, Goldsmiths,University of London

September 2016 September 2020

QUALITY ASSURANCE

Date of first approval

Only complete where this is not the first version

June 2011

Date of last revision

Only complete where this is not the first version

September 2012

Date of approval for this

version

September 2013

Date this version first

taught (implementation)

September 2013

Version number 3 Modules replaced

Specify codes of modules for which this is a replacement

Available as free-standing module? Yes x No

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MODULE DETAILS Module title Assessment and Feedback in Higher Education Module code LT750 Credit value 20 Level Mark the box to the right of the appropriate level with an ‘X’




You should have sufficient current engagement in assessment and feedback at HE level to enable you to meet the learning outcomes.


Module delivery

Mode of delivery Taught x Distance Placement Online Other

Pattern of delivery Weekly Block Other x

When module is delivered Semester 1 Semester 2 x Throughout year Other

Brief description of module content and/ or aims Overview (max 80 words)

This module focuses on the formative and summative assessment of learning and giving effective feedback to students in higher education. The module considers evidence-based ways to improve assessment and feedback practices.


Juliet Eve

School CLT Site/ campus where delivered

Falmer


Course Status (mandatory/ compulsory/ optional)

Post Graduate Certificate in Learning and Teaching in HE Mandatory


Aims This module aims to assist students in: 1. Developing an understanding of the theory and practice ofassessment and feedback in HE2. Evaluating technologies for assessment and feedback3. Giving high quality feedback/feedforward to students and helpingthem make the most of the feedback

Learning outcomes On successful completion of the module students will be able to: LO1: Critically evaluate their practice of assessment and feedback in

28

29

the context of relevant concepts, theories, principles and concerns in the pedagogic literature, and design improvements.

LO2: Justify and evaluate feedback practices. LO3: Evaluate the decisions involved in designing an assessment

regime with reference to best practice in the sector and university/professional requirements.

Content Issues and developments in assessment and feedback; current research in assessment and feedback; e-assessment and e-feedback; inclusive assessment design; developing high quality feedback/feedforward.

Learning support Indicative reading

Books: Boud, D. & Falchikov, N. (2007) Rethinking assessment in higher education: learning for the longer term. Abingdon, Oxon: Routledge. Race, P. (2015) The lecturer's toolkit: a practical guide to assessment, learning and teaching 4th ed. London: Routledge.

Articles: Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, Vol. 31, No. 2, pp. 199–218. Simpson, H. & Gibbs, G. (2004-5). Conditions under Which Assessment Supports Student Learning. Learning and Teaching in Higher Education Issue 1 [Online]. Available at: http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/issue1.pdf#page=5

Key websites: HEA Resources on Assessment & Feedback: https://www.heacademy.ac.uk/workstreams-research/themes/assessment-and-feedback (last accessed 27/01/17) Phil Race: https://phil-race.co.uk/assessment/ (last accessed 27/01/17) REAP - Home (REAP- Re-Engineering Assessment Practices in Scottish Higher Education). http://www.reap.ac.uk/reap/index.html (last accessed 27/01/17) TESTA: Transforming the Experience of Students through Assessment (Online) Available at: http://www.testa.ac.uk/ (last accessed 27/01/17)

Key journals: Assessment and evaluation in higher education

Other resources: CLT study pack on assessment & feedback


Details of teaching and learning activities

This module is taught through a combination of face to face workshops, work-based and online learning. Workshops and group tutorials are used to introduce, discuss and evaluate key concepts, and are complemented by online resources. Workshops will also cover practical issues and include formative assessment tasks such as designing inclusive assessments. Students are expected to draw upon and share current teaching practice and materials and to participate in online activities and reading to prepare for the face-to-face workshops.

http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/issue1.pdf#page=5

https://www.heacademy.ac.uk/workstreams-research/themes/assessment-and-feedback

https://www.heacademy.ac.uk/workstreams-research/themes/assessment-and-feedback

https://phil-race.co.uk/assessment/

http://www.reap.ac.uk/reap/index.html

http://www.testa.ac.uk/

Allocation of study hours (indicative) Where 10 credits = 100 learning hours

Study hours

SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, and external visits.

20

GUIDED INDEPENDENT STUDY

All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions.

100

PLACEMENT The placement is a specific type of learning away from the University. It includes work-based learning and study that occurs overseas.

80

TOTAL STUDY HOURS

Assessment tasks

Details of assessment on this module

Task One (40%)

1. Justify and evaluate an effective feedback activity to be carried outwith students (2000 words) (LO2) OR2. Present a video or screencast (with commentary) whichdemonstrates, justifies and evaluates how a particular learningtechnology/piece of software can be used to give effective feedback tolearners. (LO2)

Task Two (60%)

Complete an evaluative audit of the strengths and limitations of the assessment regime across a whole course/programme/level. (3000 words) (LO1, LO3)

Each task will be marked on a percentage basis Referral task: reworking of original task

Types of assessment task1 Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression.


WRITTEN Written exam


100

PRACTICAL Oral assessment and presentation, practical skills assessment, set exercise


Area examination board CLT Area and Course Examination Board

1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included

under the type of assessment most appropriate to the particular task.

30

Refer to University for guidance in completing the following sections

External examiners

Name Position and institution Date appointed Date tenure ends

Mary Claire Halvorson Director of Professional Development, Goldsmiths, University of London


QUALITY ASSURANCE

Date of first approval Only complete where this is not the first version

July 2014

Date of last revision Only complete where this is not the first version

August 2015

Date of approval for this version

01 March 2017

Version number 3 Modules replaced Specify codes of modules for which this is a replacement

N/A


31


MODULE DETAILS Module title Educational Enquiry Module code LT751 Credit value 20 Level Mark the box to the right of the appropriate level with an ‘X’




Sufficient current engagement in assessment and feedback at HE level to enable the learning outcomes to be met.


Module delivery

Mode of delivery Taught x Distance Placement Online Other

Pattern of delivery Weekly Block Other x

When module is delivered Semester 1 Semester 2 Throughout year x Other

Brief description of module content and/ or aims Overview (max 80 words)

This module provides students with the opportunity to conduct a small scale, systematic enquiry that will inform the enhancement of teaching in their discipline.


Dr John Canning.

School Centre for Learning and Teaching Site/ campus where delivered

This module will normally be delivered at Falmer.


Course Status (mandatory/ compulsory/ optional*)

Postgraduate Certificate in Learning and Teaching in HE Mandatory


Aims This module aims to enable students to: 1. conduct a small scale educational enquiry to enhance an aspect of

their teaching practice.2. execute the study in a systematic and research-informed manner3. report outcomes and recommendations of the enquiry to academic

colleagues.

Learning outcomes On successful completion of the module students will be able to: 32

LO1: Design a small scale educational enquiry within a specific discipline context.

LO2: Identify, critically evaluate and synthesise relevant literature to contextualise the enquiry.

LO3: Plan, undertake and critically evaluate a project ethically and effectively.

LO4: Effectively communicate the outcomes and implications of the enquiry.

Content Module content includes: How knowledge is created in the disciplines Undertaking educational enquiry Developing and communicating research ideas Methods for data collection and analysis Ethics The wider context: locating your enquiry within institutional,

(inter)national and theoretical and legal frameworks Presentation of project outcomesNB The scope of the enquiry will vary according to students’ ownresponsibilities and interests. However, they are expected to be ablecomplete the enquiry within the timescale of the module.

Learning support Books: (the latest edition of) Cleaver, E., Lintern, M. and McLinden, M. (2014) Teaching and learning in Higher Education: disciplinary approaches to educational enquiry, London: Sage Cohen, L., Manion, L. and Morrison, K. (2007) Research methods in education (6th ed), London: Routledge. Cousin, G. (2009) Researching learning in Higher Education: an introduction to contemporary methods and approaches, London: Routledge.

Journals: Teaching in Higher Education Active Learning in Higher Education Innovations in Education and Teaching International Studies in Higher Education Discipline Learning and Teaching journals as appropriate.

Electronic Sources: (accessed 13 March 2017) British Educational Research Association (BERA): <http://www.bera.ac.uk> CLT Study Packs: <http://blogs.brighton.ac.uk/cltresources/> QAA (2012) The Quality Code: <http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx> Society for Research in Higher Education (SRHE): <http://www.srhe.ac.uk>

Other materials available in the CLT Resource Centre.

33

http://www.bera.ac.uk/

http://blogs.brighton.ac.uk/cltresources/



http://www.srhe.ac.uk/


Details of teaching and learning activities

This module is taught through a combination of face to face sessions (including tutorials), work- based and online learning.

Workshops and group tutorials are used to introduce and support key stages of the project, including the development of initial proposals, consideration of ethical implications, appropriate methods of enquiry and presentation of outcomes to colleagues. These are complemented by online resources and forums, offering a space to share and reflect on work in progress.

In addition, students will undertake: guided independent study, planning /implementation of work-based projects and completion of assessment tasks. A formative, peer-reviewed assessment task in the form of a proposal forms the basis for the ethical approval of the study and must be completed before the research is undertaken.

Allocation of study hours (indicative) Where 10 credits = 100 learning hours

Study hours

SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, and external visits.

30

GUIDED INDEPENDENT STUDY

All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. Guided independent study will typically be derived as the number of hours remaining after taking into account hours spent in placements and scheduled learning and teaching activities.

100

PLACEMENT The placement is a specific type of learning away from the University, (normally including word-based learning) that is not a year abroad.

70

TOTAL STUDY HOURS 200

Assessment tasks

Details of assessment for this module

The assessment task is to conduct the educational enquiry. On receiving ethical approval, students must complete the following tasks:

1. (50%) An abstract and an annotated bibliography to contextualise theenquiry (LO1, LO2) (2000 words)

2. (50%) Project PosterA poster (or other appropriate format by negotiation) which communicatesthe main aims, outcomes and implications of the enquiry clearly andsuccinctly for a non-specialist academic audience. (LO3, LO4)

Each task will be marked on a percentage basis.

Referral task: reworking of original task

34

Types of assessment task1 List of summative assessment tasks which lead to the award of credit or which are required for progression.


WRITTEN Written exam 0


100

PRACTICAL Oral assessment and presentation, practical skills assessment, set exercise

0


Area examination board Centre for Learning and Teaching Joint Area and Course Examination Board

Refer to Academic Services for guidance in completing the following sections

External examiners

Name Position and institution Date appointed Date tenure ends

Mary Claire Halvorson Director of Professional Development, Goldsmiths, University of London


QUALITY ASSURANCE

Date of first approval Only complete where this is not the first version

July 2014

Date of last revision Only complete where this is not the first version

June 2016

Date of approval for this version 01 March 2017 Version number 3 Modules replaced Specify codes of modules for which this is a replacement

N/A


1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.

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Appendix B: PGCert grading descriptors

These grading criteria have been adapted from the university postgraduate marking/grading descriptors, which can be found at: https://staff.brighton.ac.uk/reg/acs/docs/Postgraduate%20making-grading%20 descriptors.pdf

100-80: High distinctionAn outstanding response to the task:The work demonstrates most or all of the following characteristics beyond that expectedfor work at the given level of study within the discipline:

Performance of the task(s): specifications, approach, presentation, organisationAll specifications for the assessment task, including word limit where appropriate,•have been adhered toThe work has been approached and/or executed/performed in an original way•The organisation, structure and standard of presentation of the work, including•any subject-specific conventions where appropriate, are exemplary throughoutPotential for publication/exhibition and/or ability to undertake further research•Evidence of effective communication of work to specialist and non-specialist audiences•

Professional practice: issues, decisions, problem-solving, evaluationEvidence of very high quality analysis, synthesis, evaluation and critical appraisal•Inspirational, innovative and authoritative - evidence of intellectual rigour,•independence of judgementDemonstration of ability to reach appropriate decisions based on incomplete or•complex evidenceOutstanding problem solving skills – suggests alternative approaches•Ability to address complex issues both systematically and creatively - challenges•established knowledgeStimulating and rigorous arguments that are likely to be at the limits of what may•be expected at this level

Scholarship and use of sourcesClear evidence of extensive study•Exceptional display of understanding, exploration, insight and/or research•Insightful contextualisation, including relevant theory/literature/artefacts/ performance•

79-70: DistinctionAn excellent response to the task:The work demonstrates most or all of the following characteristics in relation to thoseexpected at the given level of study within the discipline:

Performance of the task(s): specifications, approach, presentation, organisationAll specifications for the assessment task, including word limit where appropriate,•have been adhered toThe organisation, structure and standard of presentation of the work, including any•subject-specific conventions where appropriate, are excellent throughout

36

The work has been approached and/or executed/ performed in an original way•Potential for publication/exhibition and/or ability to undertake further research•Evidence of effective communication of work to specialist and non-specialist audiences•

Professional practice: issues, decisions, problem-solving, evaluationEvidence of high to very high quality analysis, synthesis, evaluation and critical appraisal•In-depth understanding, exploration, insight and/or research•Clear evidence of extensive study and demonstration of ability to reach appropriate•decisions based on incomplete or complex evidenceExcellent problem solving skills – suggests alternative approaches•Ability to address complex issues effectively – challenges established knowledge•Convincing arguments that are likely to be at the limits of what may be expected at•this level

Scholarship and use of sourcesInsightful contextualisation, including relevant theory/literature/artefacts/performance•

60-69: MeritA good to very good response to the task:The work demonstrates most or all of the following characteristics in relation to thoseexpected at the given level of study within the discipline:

Performance of the task(s): specifications, approach, presentation, organisationThe specifications for the assessment task, including word limit where appropriate,•have been adhered toThe work has been approached and/or executed/performed in a comprehensive way•with some degree of originalityThe work is well organised, coherent and the standard of presentation including any•subject-specific conventions where appropriate, is at least goodEvidence of effective communication of work•Some capacity to undertake further research•

Professional practice: issues, decisions, problem-solving, evaluationEvidence of high quality analysis, synthesis, evaluation and critical appraisal•Good to very good understanding and exploration, some insight and/or thorough•researchEvidence of extensive study and demonstration of ability to reach appropriate•decisions based on incomplete or complex evidenceGood or at least competent problem solving skills – suggests alternative approaches•Ability to address complex issues competently – explores established knowledge•Ability to present structured, clear and concise arguments•

Scholarship and use of sourcesAppropriate contextualisation, including relevant theory/literature/ artefacts/performance•No significant inaccuracies, misunderstandings or errors•

50-59: PassAn adequate to sound response to the task:

37

Performance of the task(s): specifications, approach, presentation, organisationSome minor aberrations from the specifications for the assessment task, including•word limit where appropriateThe work has been approached and/or executed/performed in a standard way with•limited evidence of originalityThe work is suitably organised and the standard of presentation, including any•subject-specific conventions, where appropriate, is at least sound

Professional practice: issues, decisions, problem-solving, evaluationSome, but limited evidence of analysis, synthesis, evaluation and critical appraisal•Sound understanding and exploration, some insight and/or appropriate research•Evidence of study and demonstration of ability to reach appropriate decisions based•on incomplete or complex evidenceSome evidence of problem solving skills•Some evidence of ability to address complex issues adequately•Ability to develop an argument but can lack fluency•

Scholarship and use of sourcesSome minor inaccuracies and/or misunderstandings – small but not significant errors•Some contextualisation but with a heavy reliance on a limited number of sources and,•in general, the breadth and depth of sources and research are lacking

40-49: FailAn unsatisfactory response to the task:The work may display some strengths but these are outweighed by several weak features inrelation to the expectations for the given level of study within the discipline, such as:

Performance of the task(s): specifications, approach, presentation, organisationInsufficient attention paid to some of the assessment criteria and some significant•aberrations from the specifications for the assessment taskThe work has been approached and/or executed/performed inadequately•The work is too descriptive, somewhat disorganised and unclear and the standard of•presentation, including any subject-specific conventions where appropriate, isinadequate

Professional practice: issues, decisions, problem-solving, evaluationLimited or inappropriate research and demonstrated ability to reach decisions•Development of an argument is limited and often flawed•Insufficient evidence of analysis, synthesis, evaluation and critical appraisal•Little evidence of problem solving skills•Barely addresses complex issues•

Scholarship and use of sourcesSome significant inaccuracies and/or misunderstandings – gaps in understanding•and/or knowledgeThe context provided takes the form of description lacking any breadth, depth•and or/accuracyLimited understanding and/or exploration of major ideas with very little insight and/•or minimal research

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Ap

pe

nd

ix C

: In

itia

l ski

lls a

nd

kn

ow

led

ge a

ud

it a

gain

st t

he

UK

PSF

Dim

en

sio

ns

of

Act

ivit

y Ex

isti

ng

exp

eri

en

ce

Gap

an

alys

is

Act

ion

pla

n

A1

. D

esig

n a

nd

pla

nn

ing

of

lear

nin

g ac

tivi

ties

an

d/o

r p

rogr

amm

es o

f st

ud

y

A2

. Tea

chin

g an

d/o

r su

pp

ort

of

stu

de

nt

lear

nin

g

A3

. Ass

essm

ent

and

giv

ing

fee

db

ack

to le

arn

ers

A4

. D

evel

op

ing

effe

ctiv

e en

viro

nm

ents

an

d s

tud

ent

sup

po

rt a

nd

gu

idan

ce

A5

. En

gage

in c

on

tin

uin

g p

rofe

ssio

nal

dev

elo

pm

ent

in s

ub

ject

/dis

cip

lines

an

d

thei

r p

edag

ogy

, in

corp

or-

atin

g re

sear

ch, s

cho

lars

hip

an

d t

he

eval

uat

ion

of

pro

fess

ion

al p

ract

ices

39

Co

re K

no

wle

dge

co

nte

nt

Exis

tin

g e

xpe

rie

nce

G

ap a

nal

ysis

A

ctio

n p

lan

K1

. Th

e su

bje

ct m

ater

ial

K2

. A

pp

rop

riat

e

met

ho

ds

for

teac

hin

g an

d l

earn

ing

in

the

sub

ject

are

a an

d a

t th

e le

vel

of

the

acad

emic

p

rogr

amm

e

K3

. H

ow

st

ud

ents

le

arn

b

oth

ge

ner

ally

an

d

wit

hin

th

eir

sub

ject

d

isci

plin

ary

are

a

K4

. Th

e u

se a

nd

val

ue

of

app

rop

riat

e le

arn

ing

tech

no

logi

es

K5

. Met

ho

ds

for

eval

uat

ing

the

effe

ctiv

ene

ss o

f te

ach

ing

K6

. Th

e im

plic

atio

ns

of

qu

alit

y as

sura

nce

an

d

qu

alit

y en

han

cem

ent

for

pro

fess

ion

al p

ract

ice

wit

h a

p

arti

cula

r fo

cus

on

tea

chin

g

40

Pro

fess

ion

al v

alu

es

Exis

tin

g e

xpe

rie

nce

G

ap a

nal

ysis

A

ctio

n P

lan

V1

. Res

pec

t in

div

idu

al le

arn

ers

an

d d

iver

se le

arn

ing

com

mu

nit

ies

V2

. Pro

mo

te p

arti

cip

atio

n in

h

igh

er e

du

cati

on

an

d e

qu

alit

y o

f o

pp

ort

un

ity

for

lear

ner

s.

V3

. Use

evi

den

ce in

form

ed

app

roac

he

s an

d t

he

ou

tco

mes

fr

om

res

earc

h ,

sch

ola

rsh

ip a

nd

co

nti

nu

ing

pro

fess

ion

al

dev

elo

pm

ent

V4

. Ack

no

wle

dge

th

e w

ider

co

nte

xt in

wh

ich

hig

her

ed

uca

tio

n o

per

ates

rec

ogn

isin

g th

e im

plic

atio

ns

for

pro

fess

ion

al p

ract

ice.

41

Appendix D: UKPSF Engagement template

This is the engagement template you will need to complete as you go through the course. It should be treated as a ‘live’ document, and a space to record your progress in meeting each element of the UKPSF, and updated at least every three months in the relevant area of studentcentral.

Submission of the final version (after successful completion of the course) is required for you to gain Fellowship of the HEA.

Name:

Element of UKPSF Brief indication of where demonstrated, and evidence (e.g. in module assessment task, or via study on the course)

Any further develop-ment activities identified in relation to this element (and timescale)

Areas of Activity

A1 Design and plan learning activities and/or programmes of studyA2 Teach and/or support learningA3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student support and guidance[including blended learning environments]A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practicesCore Knowledge

K1 The subject material

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K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programmeK3 How students learn, both generally and within their subject/disciplinary area(s)K4 The use and value of appropriate learning technologiesK5 Methods for evaluating theeffectiveness 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 communitiesV2 Promote participation in higher education and equality of opportunity for learnersV3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional developmentV4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice

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Below is an example of how you might complete the template after the first module, LT725. Note that you may not cover all Areas, Core Knowledge and Professional Values in each module, but you will need to demonstrate full coverage of the UKPSF across the course as a whole. Also note that some elements are evidenced formerly, as inherent parts of the assessment task, and some of evidenced via your engagement with the module/course more widely (e.g. via readings, workshops, development of your professional practice).

The elements of the UKPSF inherent in the assessment task have been highlighted in bold.

Name:

Element of UKPSF Brief indication of where demonstrated in submission, and evidence

Any further development activities identified in relation to this element

Areas of Activity

A1 Design and plan learning activities and/or programmes of study

Assessment task requires evaluation of design and planning of three teaching sessions

Will be redesigning the delivery of these next year based on peer observation and my own evaluations (can add in details here)

A2 Teach and/or support learning

Assessment task indicates (section 2) how I delivered the actualsessions

Peer observation was useful in helping me consider how to check understanding of students’ learning during the session; will incorporate this in future

A3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student support and guidance [including blended learning environments]

Planning of session (as outlined in the assessment task) illustrates how I facilitated a safe space for student discussion.

The flipped approach I took to delivering the sessions, using Camtasia, followed by the in-class discussion provided a successful blended experience

Continue reading on teaching in small groups (engage with CLT study pack)

Update technical skills; ask for assistance from LTA

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A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

The reading I have done for this module has benefited my practice, in particular I have applied Biggs’ constructive alignment

The CLT workshops on module design have helped me in the writing of learning outcomes

Attending the [subject-based] conference gave me ideas on how to teach [specific topic]

Will be redesigning my module for next academic year; will use the assessment and feedback module on the PGCert to redesign the assessment tasks

Core KnowledgeK1 The subject material Delivery of subject knowledge via

the teaching sessions, as indicated in the assessment task

Continuation of my research in this area (provide details)

K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme

As the assessment task demonstrates, I designed my introductory sessions to be appropriate for Level 4, and enabled students to identify and build on existing knowledge (p. 10)

Will be delivering a Level 6 module in this area next year, so will need to design appropriately to that level

K3 How students learn, both generally and within their subject/disciplinary area(s)

The design of the sessions (p. 4) was informed by [name of author]’s work on teaching [discipline area]

K4 The use and value of appropriate learning technologies

Examples you may have used:Talis Aspire reading listsUse of student central/student folioUse of AV materials in-class

As part of the PGCert, I will be fully engaging in the University’s Digital Literacies Framework

K5 Methods for evaluating theeffectiveness of teaching

The assessment task specifically evaluates the sessions, drawing on Brookfield’s four lenses.

I will develop methods for evaluating sessions continually, rather than just relying on end of module evaluation

K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Attending the module design workshops was extremely useful in understanding the QA procedures at the University for validating and making changes to modules

The student feedback, as well as the peer observation process, enabled me to identify the following changes I will make to the module next year: [list details here]

I will be using the peer observation process and consulting the external examiner as a way of getting feedback from colleagues on module changes

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Professional Values

V1 Respect individual learners and diverse learning communities

I designed the teaching sessions (see page 5 of assessment task) to take account of the diversity of students in this module; I used the first exercise to draw on the international experience within the cohort.

I will investigate the HEA’s internationalisation framework so I can develop this aspect of my practice

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

The CPD workshops offered as part of the PGCert, and the reading from the reading list have informed the design and execution of the teaching sessions [can provide specific examples here too]

Continuation of the PGCert will enable me to enhance the pedagogic underpinning of my practice

V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice

As this module has been designed for existing professionals, the sessions discussed (see pages 7 to 8) enable them to engage with real-life issues in the workplace [again,provide details]

I will invite guest lecturers next year to provide the link between practice and the University setting

NB: An electronic version of this template is available in the PGCert studentcentral area.

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InsIde back page

31 Jan Curriculum develop-ment session 9.30 - 12.30

Workshop 2: Peer and self- assess-ment; evaluating assessment 13.00 - 16.30

7 Feb

21 Feb Action Learning Set 9 9.30 - 12.30

Workshop 3: Feedback and feedforward; e-assessment and feedback13:00 - 16.30

14 Mar Action Learning Set 10 9.30 - 12.30

Workshop (Annotated bibliographies; Talis Aspire) 13.00 - 16.00

21 Mar Action Learning Set 11 9.30 - 12.30

18 April Action Learning Set 12 9.30 - 12.30

Workshop 4: Reflection on task 1 13.00 - 16.30

2 May Action Learning Set 13 9.30 - 12.30

Workshop 5: Assessment and feedback across whole courses 13.00 - 16.30

16 May Action Learning Set 14 9.30 - 12.30

Workshop (Poster design) 13.00 - 16.00

Course Calendar 2017-18SEMESTER TWO: JANUARY - JUNE 2018

We have kept this week free as we are aware it is a heavy marking week’ if anyone wishes to join an optional Action Learning set to discuss marking issues, please contact Juliet.

LT751: Assessment deadline: Annotated bibliography and abstract: 21 May 2018LT750: Assessment deadline, task 2: 28 May 2018

LT751: Submission and poster day; final PGCert workshops 6 June, 9.30 - 16.30

Date Module LT750: Assessment and Feedback in HE (Juliet Eve)

Module LT751: Educational Enquiry (John Canning)

10 Jan Action Learning Set 7 9.30 - 12.30

Tutorials

17 Jan Tutorials

24 Jan Action Learning Set 8 9.30 - 12.30

Workshop 1: Introduction to Assessment and feedback issues 13.00 - 16.30

LT725: Assessment deadline, 5 February 2018

30 May LT725 Work-in-progress group tutorial (for those submitting: 24 September, 13.00 - 14.00)

27 June LT725 Work-in-progress group tutorial (for those submitting: 24 September, 13.00 - 14.00)

11 July LT725 Work-in-progress group tutorial (for those submitting: 24 September, 13.00 - 14.00)

Spring break: Term ends 23 March; term starts 16 April 2018LT750: Assessment deadline, task 1: 26 March 2018

PGCert Learning and Teaching in Higher Education: Course Calendar 2017-18SEMESTER ONE: SEPTEMBER 2017 – JANUARY 2018

Date Sessions run in Mayfield House, Falmer, unless otherwise indicated

Module LT725: Teaching and Learning in HE (Adrian Chown)

Module LT751: Educational Enquiry (John Canning)

11-12 Sept Two day LT725 workshop 9.30 - 16.30

19-20 Sept Two day introduction to the PGCert course 9.30 - 16.30Creativity Centre, Moulsecoomb

27 Sept Action Learning Set 1 9.30 - 12.30

Curriculum development: Blended learning 13.30 - 16.30

4 Oct Curriculum development day: Inclusive practice 9.30 - 16.30

11 Oct Action Learning Set 2 9.30 - 12.30

Workshop (Module introduction) 13:00 - 16.00

18 Oct Optional: ALL DAY WORKSHOP: Introduction to methods for pedagogic research 9.30 - 16.00

25 Oct Action Learning Set 3 9.30 - 12.30

Work in progress group tutorial 13.00 - 14.00

Workshop (Ethics)14.00 - 16.00

1 Nov Optional Workshop (Using qualitative data) 13.00 - 16.00

8 Nov Action Learning Set 4 9.30 - 12.30

Workshop (Engaging with literature) 13.00 - 16.00

15 Nov Optional Workshop (Using quantitative data) 13.00 - 16.00

22 Nov Action Learning Set 5 9.30 - 12.30


29 Nov Curriculum development session: CDF and module design 9.30 - 12.30

Online peer review week

6 Dec Action Learning Set 6 9.30 - 12.30


LT751 proposal submission: Monday 18 December 2017

Winter break: Term ends 15 December 2017; term starts 8 January 2018

Postgraduate Certificate Learning and Teaching in Higher … · 2017-09-04 · 1 Introduction and...

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