Postgraduate Certificate Learning and Teaching in Higher ... · Welcome to the Postgraduate...

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Centre for Learning and Teaching clt

Postgraduate Cert if icate Learning and Teaching in Higher Education

Course Leader: Juliet [email protected]/01273 644546

Course Handbook 2016 – 2017

Postgraduate Certificate in Learning and Teachingin Higher Education

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 Keymoduledates........................................................................14

10 ActionLearning...........................................................................15

11 Peerobservationandreviewofteaching....................................18

12 Resourcesandreadings...............................................................22

AppendixA:Modulespecifications.........................................................24

AppendixB:PGCertgradingdescriptors.................................................37

AppendixC:InitialskillsandknowledgeauditagainsttheUKPSF...........40

AppendixD:UKPSFengagementtemplate..............................................43

AppendixE:UKPSFfinalmappingdocument..........................................48

Coursecalendar............................................................................Backpages

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. encouraging continuing 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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The UKPSF also outlines four Descriptors, which map to four levels of ‘Fellowship’

D1 Associate Fellow Those with some teaching or supporting learning responsibility, e.g. PhD students, technicians, new part-time staff

D2 Fellow New/experienced academics

D3 Senior Fellow Experienced academics who can demonstrate leadership in learning and teaching

D4 Principal Fellow Highly experienced/senior staff with strategic leadership roles

The PGCert course provides you with an opportunity to gain Fellowship of the HEA. In order to achieve Fellowship of the HEA, you are required to demonstrate:

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

In addition, you need to evidence:

I Successful engagement across all five Areas of Activity II Appropriate knowledge and understanding across all aspects of Core Knowledge III A commitment to all the Professional Values IV Successful engagement in appropriate teaching practices related to the Areas of activity

V Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice VI Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices

(taken from the UKPSF, page 5: see full document in student central, and online at: https:// www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf.

The PGCert course has been developed using the Professional Standards Framework, and the activities, workshops and assessment tasks for each module are designed to help you demonstrate engagement with all the Areas of Activity, Core Knowledge and Professional Values set out above in the three Dimensions of Practice. We will be referring to, and engaging with, the UKPSF throughout the course, and a number of activities will assist you in using the UKPSF to: audit current skills and knowledge; evidence how your current practice demonstrates the Dimensions; identify professional development activities that will enable you to further your practice, both during the course and beyond. You will receive more details during the induction days, but briefly, the activities include:

a personal audit of your current skills and knowledge during the induction days using•the template in appendix C

a clear indication in each module handbook as to which aspects of the UKPSF are•particularly engaged with during the module (see individual module handbooks)

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theproductionofa‘mappingdocument’(seeAppendixE)whichneedstobe•submittedattheendofthecourse.Duringthecourse,theworkshops,readings,andassessmenttaskswillenableyoutoengagewithandevidencealltheDimensionsofPracticeoftheUKPSF.Foreachmoduleassessmenttask,youwillcompleteaUKPSFengagementtemplate,whichallowsyouto:

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

b) identifyfurtherdevelopmentandanygapswhichyouwilladdressduringtherestofthecourse

c) buildupabodyofevidencewhichwillinformyourfinal‘mappingdocument’

(formoredetailontheengagementtemplate,pleaseseesection7onassessment)

apeerobservationexerciseaspartofmoduleLT725,whereyouwillhavethe•opportunitytoengageinaprofessionaldialogueaboutateachingeventofyourchoice

areviewofyourdevelopmentattheendofthecourse(onthefinalday),includinga•discussionofcompletingyourfinalmappingdocumentandthedraftingofadevelop-mentplantoconsiderwhatactivitiesyoumayengageinoverthecomingtwoyears.

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

The teaching team on the PGCert is made up of members of staff from the CLT. Your first point of contact for any queries will be your Action Learning Set tutor; feel free, however, to contact the Courser Leader (Juliet Eve) at any time if you have any questions or feedback, or if you need to discuss your work or your progress through the course.

Juliet Eve, Course [email protected]

6 Course Structure and delivery

Structure if taking the course in one year

Semester One Semester TwoLT725 Teaching and Learning in Higher Education

LT750 Assessment and Feedback in Higher Education

LT751 Educational Enquiry

You may also choose to take the course over two or three years, in which case you would normally begin with the module LT725.

The PGCert course is a 60 credit, Level 7 course, consisting of three 20 credit modules. All modules are delivered via a blend of face-to face workshops, supplemented by online resources, support and discussion. Each module is worth 20 Level 7 credits, representing

John Canning, (Module Leader, LT751) Adrian Chown (Module Leader, LT725) Juliet Eve (Course Leader; Module Leader, LT750) Pauline Ridley (Action Learning Set facilitator) Fiona Handley (Module Tutor) Lynda Marshall (Course Administrator)

Staff details can be found at: https://www.brighton.ac.uk/clt/staff

Supported by face-to-face workshops, online materials and engagement, and fortnightly Action Learning Sets

Course Team

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200 hours of ‘student effort’, so the course equates to 600 hours of study. As the course has been designed as a work-based course, your own teaching represents a high proportion of this 600 hours. You will research, develop and evaluate aspects of your academic practice which are embedded in everyday work commitments. Thus, much of the material for the preparation of module assessments draws upon naturally occurring evidence (such as teaching plans). Please refer to individual module specifications and handbooks for more details (all module specifications can be found in Appendix A and in the course and relevant module areas on studentcentral).

The online dimension of the course

We make use of both studentcentral and studentfolio as platforms for delivery of course material, for sharing of work and peer discussions, and for e-submission and feedback (Turnitin and studentfolio collections) – we will introduce you to these tools if you are unfamiliar with them during the workshops. We may also offer the option of an online Action Learning Set if participants wish to explore this. We encourage you to use the course to experiment with a range of e-learning tools, in order that you can assess their usefulness for your own teaching and assessment purposes.

One of the requirements of the UKPSF is to engage with appropriate learning technologies; as well as using a range of these as ‘students’ during the course, you will be introduced to the University’s Digital Literacies Framework, and expected to engage with it during the course (this will provide you with opportunities to evidence the relevant Area of Activity and Core Knowledge within the UKPSF, namely Area A4 and K4).

7 Assessments

The assessments tasks for each module are designed to help you reflect on, evaluate and improve your practice, and are based on evidencing and commenting on activities you already do as part of your academic role.

Relationship with the UKPSF

As indicated above, the assessment tasks have a dual purpose: they enable you to gain the academic credits for the modules and the course, and they also play a part in enabling you to evidence the UKPSF at Fellowship level. For each module assessment task, you will complete a UKPSF engagement template, which allows you to:

a) demonstrate what aspects of the UKPSF you have already evidenced (e.g. as part ofyour reading/development during the module, or more formally as an integral partof the assessment tasks)

b) identify further development and any gaps which you will address during the restof the course

c) build up a body of evidence which will form your final ‘mapping document’

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ForsomeelementsoftheUKPSF,thecompletionoftheassessmenttaskitselfwillbeenoughforyoutoevidencetheparticularArea,CoreKnowledge,andProfessionalValues.Otherswillneedtobedemonstratedviayourengagementwiththemodule/coursemorewidely,andmayincludedrawinguponyourreading,yourengagementwithstudypacks,theactivitiesintheworkshops,and-crucially-whatdevelopmentsinyourpracticeyouhavemadeasaresultofthese.

TheUKPSFengagementtemplateisincludedinAppendixC,anexampleofhowitmightbecompletedforthefirstmodule,LT725,isalsoincluded.Youwillbegivenmoreguidanceonhowtocompletethetemplatesandthefinalmappingdocumentduringthecourseworkshops.

Allassessmentsaresubmittedelectronicallyandfeedbackisalsogivenelectronically.Inlinewithuniversitypractice,assessmentsarefirstmarkedbythemoduletutor,moderatedbyamemberofthePGCertteamandareseenbyourexternalexaminer(MaryClaireHalvorsonfromGoldsmithsUniversity)beforemarksandawardsareagreedatourexamboards.

Allmodulesareassessedusingthestandarduniversitygradingcriteriaforpostgraduatecourses;wehaveadaptedtheseforuseonthePGCertandyouwillhaveopportunitiestoengagewiththeseaspartofthelearningineachmodule.AcopyofthegradingdescriptorscanbefoundinAppendixB.

Eachpieceofassessedworkandthefinalmodulegradewillbeexpressedasapercentageaccordingtothefollowingscale:

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

ThePGCertcourseisaLevel7course,soweareexpectingallworktoexhibitthefollowingcharacteristics:

Develop[s]criticalresponsestoexistingtheoreticaldiscourses,methodologiesor•practicesandsuggestsnewconceptsorapproaches;

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)

Weencourageyoutoframeyourevaluationofyourteachingpractice(andthusyourPGCertassessedcoursework)accordingtothe‘fourlenses’suggestedbyStephenBrookfieldinBecoming a critically reflective teacher (seereadinglistonpage23):

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.ExtensionsmustbeapprovedandsignedoffbytheCourseLeader;insomecircumstanceswewilladviseyoutosubmittothenextCLTassessmentdeadline(threeayear,atthestartofeachterm).

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LT725 LT750 LT75112-13 Sept 2016: 2 day workshop

25 Jan 2017:Workshop 1 13.00 – 16.30

5 Oct 2016:Workshop (Introduction to module)13.00 – 16.00

28 Sept 2016:Inclusive practice workshop9.30 – 12.30

8 Feb 2017:Workshop 213.00 – 16.30

12 Oct 2016:Optional workshop (Introductionto pedagogic research)All day

Module design workshop14.00 – 16.00

22 Feb 2017:Workshop 313.00 – 16.30

19 Oct 2016:Workshop (Ethics: introduction to studentfolio)14.00 – 16.30

19 Oct 2016: Work in progress (for assessment task) workshop 13.00 – 14.00

27 Feb 2017Assessment task 1 due

2 Nov 2016:Optional workshop (Using qualitative data)13.00 – 16.00

26 Oct 2016:Module design workshop14.00 – 16.00

22 Mar 2017:Workshop 413.00 – 16.30

9 Nov 2016Optional workshop (Using quantitative data) 13.00 – 16.00

9 Nov 2016:Module design workshop14.00 – 16.00

24 Apr 2017:Assessment task 2 due

16 Nov 2016:Workshop (Engaging with literature)13.00 – 16.00

30 Nov 2016:Work in progress (for assessment task) workshop 13.00 – 14.00

26 April 2017:Workshop 513.00 – 16.30

30 Nov 2016:Online peer review week

7 Dec 2016:Module design workshop14.00 – 16.00

23 May 2017:Assessment task 3 due

16 Dec 2016:Assessment task (proposal) due

30 Jan 2017: Assessment due

4 Jan 2017: Tutorials

11 Jan 2017: Tutorials

8 March 2017:Workshop (annotated bibliographies) 13.00 – 16.00

10 May 2017:Workshop (poster design; studentfolio collections)13.00 – 16.0015 May 2017:Assessment task (portfolio) due7 June:Poster due and final PGCert workshop

9 Key module dates

Please also see the Course calendar on the back pages, which includes Action Learning Set dates, holiday and semester dates.

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10 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

The proforma below may help you in preparing for your own time slot in set meetings, to ensure you gain maximum benefit in progressing your own development. You can download this as a Word document from the PGCert area on studentcentral.

Five tips for participants when in the focus role at set meetings

1) Use the proforma the day before the set meeting to prepare for the set.

2) Be aware of the power of the following three simple questions:

What do I want to achieve before the next set meeting?•

What could get in the way?•

What could I do about that?•

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

3) It is your responsibility to use your allocated time to gain as much benefit as you can.Be assertive in how you use this valuable time.

4) Watch out for who seems to be getting most value from their time and reflect on whatyou can learn from what they are doing.

5) Use the set to brainstorm options for dealing with obstacles.

Sample pro-forma for preparing for a set meeting

Date: Venue:

What I’ve done since the last set meeting?•

Action points outstanding•

What is my most pressing problem?•

What I need from this set meeting•

Proposed next steps•

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11 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’(2003,p200).

ForthepurposesofLT725youneedtobeobservedbyapeer(i.e.acolleagueofyourchoice)whilstyouareteachingoneofthesessionsreferredtoinyoursubmissionforLT725.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

Because people sometimes misunderstand the purpose, it’s important to note that the peer observation and review process is intended to be developmental, not judgemental. It is independent of any quality assurance procedures which may be used in your department, and it does not involve any judgement of the observed person’s competence as a teacher. For this reason it’s probably worth emphasising that you choose the person who you ask to be your ‘peer observer’ and they do not need to be a senior colleague, or someone who manages your work. We suggest you choose someone who is sensitive, thoughtful, reflexive, enthusiastic about teaching, and willing to give the time necessary for an effective observation and discussion. Your peer observer should be someone who is familiar with the UKPSF. We have a pool of colleagues who have previously completed either the PGCert course or gained Fellowship via the Professional Recognition and Development Scheme, who are willing to act as peer reviewers. Please see details on studentcentral or contact the course leader.

How to organise peer observation and review

1 Pre-observation meetingThe university protocol for peer observation recommends a ‘pre-observation meeting . . . to enable the observed member of staff to identify the aims and context of the session . . .’ In addition; we suggest that you and your colleague use this meeting to agree the specific aspects of the session the observer will focus on - and whether they will also comment on other aspects not specified in advance.

In making this decision, it will probably be helpful to keep in mind that people who are relatively new to teaching often focus attention on their own performance when reviewing and evaluating sessions. While this is understandable, the main purpose of teaching is that the students attain the intended learning outcomes (ILOs). So although the observation may include attention to the teacher’s behaviour, we recommend that it concentrates on the extent to which the students achieve the various outcomes; the aspects of the session that help them to do this; and the things that impede their learning. During the post-observation discussion you can then consider how the effective aspects of the session could be incorporated into future teaching and how the constraints on learning could be avoided or overcome.

Given that the assessment task for LT725 is concerned with the planning and management of teaching and learning activities appropriate to a specific group of students and purposes, you will probably identify some of the following aspects as priorities for the observation:

organisation and management of the physical environment and resources (A4, V3)•relations between learning in this session and learning elsewhere in the module•and course (A1)the level of the ILOs and the learning materials used (K1, K2)•student preparation for the session (A1, K1, K2, K4)•the characteristics and behaviour of the students (A1, A2, K2, K3,V1, V2)•support for students with particular needs or characteristics (A1, A4, K2, K3, V1, V2, V3)•

19

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:

20

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.

Demonstrating relevant elements of the UKPSF BeforeyousubmittheassessmenttaskforLT725,youarerequiredtocompleteandattachaUKPSFengagementtemplatewhichclearlyindicateshowyoursessionplansandcommentarydemonstratevariouselementsinthethreeDimensionsoftheUKPSF:AreasofActivity,CoreKnowledgeandProfessionalValues.So,whenwritingyourcommentary,werecommendyouhaveacopyoftheUKPSFinfrontofyou(seepage6),andensurethatyourworkprovidesclearevidenceofalltherelevantelements.

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

Youdonotneedtoincludeacopyofnotes/yourdiscussionaspartoftheassessmenttaskforLT725.However,inorderthatwecanverifythatpeerobservationhastakenplace,wewillneedasigneddeclarationfromyourobserverthatthishastakenplace.Thisshouldbeemailedtothecourseleader,usingthetemplateinthePGCertareainstudentcentral.

21

12 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 Resources page on the CLT website at: (http://www.brighton.ac.uk/resouces/) where you will also find links to other useful materials.

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 (http://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 (http://www.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.

22

Initial reading list

Biggs,JandTang,C(2011)Teachingforqualitylearningatuniversity.4thed.London:KoganPage.Availableasane-bookat: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)Becomingacriticallyreflectiveteacher.SanFrancisco:Jossey-Bass.

Brookfield,S(2006)Theskillfulteacher:ontechnique,trustandresponsivenessintheclassroom.2nded.SanFrancisco:Jossey-Bass.

Brookfield,SBrown,GwithBull,JandPendlebury,M(1997)Assessingstudentlearninginhighereducation.London:Routledge

Exley,KandDennick,R(2004)Givingalecture.London:RoutledgeFalmer.

Exley,KandDennick,R(2004)Smallgroupteaching:tutorials,seminarsandbeyond.London:RoutledgeFalmer.

Fry,H;Ketteridge,SandMarshall,S(2009)TeachingandLearninginHigherEducation:enhancingacademicpractice,(3rded.),London,KoganPage.NB:2nded.availableasane-bookat:http://ezproxy.brighton.ac.uk/login?url=http://www.mylibrary.com?id=7419

Jaques,D(2007)Learningingroups:ahandbookforimprovinggroupwork.4thedition.London:KoganPage.

McGill,IandBeaty,L(2002)ActionLearning:aguideforprofessional,managementandeducationaldevelopment.Revised2ndedition.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%20Descriptors%202010.pdf(Accessed08/4/2016).

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

23

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 of

teaching sessions (or equivalent sets of coherent learning

activities) appropriate to a specific groups of students and

purposes;

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

Module descriptor template: updated Aug 2012


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 relationshipbetween 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 presenting to teaching, London, RoutledgeFalmer. Fry, H.; Ketteridge, S. and Marshall, S. (2009) Teaching and Learning in Higher Education: enhancing academic practice, (3rd ed.), London, Kogan Page,


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 17

th 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 17

th 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 similarmaterials

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 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,

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 teaching

sessions (or equivalent sets of coherent learning activities) and

their implementation, which include reference to your experience of

the 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.


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

Linda Byles Senior Lecturer, Programme

Leader PG Cert Education

Practice, Bournemouth

University

1st October 2012 30

September

2016

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



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’

Level 4 Level 5 Level 6 Level 7 X Level 8



Pre-requisites Specify in terms of module codes or

equivalent

Staff should have sufficient current engagement in assessment and

feedback at HE level to enable them to meet the learning outcomes.

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 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 learners in higher education. The

module looks at the ways assessment and feedback activities are

designed and implemented and how practice can be improved.


coordinator(s)

Dr John Canning; Juliet Eve

School CLT

Site/ campus where

delivered

Falmer



optional)

Post Graduate Certificate in Learning and Teaching in HE Mandatory


Aims This module provides you with opportunities to: 1. Develop your understanding of the theory and practice ofassessment and feedback in HE 2. Discuss and evaluate technologies for assessment and feedback3. Give high quality feedback to learners and help learners make themost of the feedback you give

Learning outcomes By the end of the module you should be able to:


1. Critically evaluate your practice of assessment in the context of

relevant concepts, theories, principles and concerns in the

pedagogic literature and design improvements.

2. Design and evaluate feedback practices.

3. Explain and justify the decisions involved in designing an

assessment regime with reference to best practice in the sector

and university/professional requirements.

Content Module content includes:

1. Introduction to assessment and feedback

2. Learning technologies in assessment and feedback

3. Inclusive assessment design

4. Giving good quality feedback to learners

Learning support Books: Biggs, J. & Tang, C. (2011) Teaching for quality learning at university: what the student does (4

th edition), Maidenhead: Open University

Press. Fry, H., Ketteridge, S. & Marshall, S. (2003) A Handbook for Teaching and Learning in Higher Education (2

nd edition), London: Kogan Page.

Sambell, K., McDowell, L. & Montgomery, C. (2012) Assessment for Learning in Higher Education, New York: Routledge.

Journal articles: (All links below accessed 05/08/15)

Peter T. Knight (2002) The Achilles' Heel of Quality: The assessment of student learning. Quality in Higher Education Vol. 8. Issue 1.

Simpson, & Gibbs (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

Journals: Assessment and evaluation in higher education

Electronic Sources:

Race, P. (2014) Assessment (Online) Available at:

http://phil-race.co.uk/assessment/ HEA Resources on Assessment & Feedback (Online). Available at: http://www.heacademy.ac.uk/assessment REAP - Home (REAP- Re-Engineering Assessment Practices in Scottish Higher Education). http://www.reap.ac.uk/reap/index.html TESTA: Transforming the Experience of Students through Assessment (Online) Available at: http://www.testa.ac.uk/

Other: CLT Study Packs, especially:

Assessment and Marking

Materials available in the CLT Resource Centre, and the expertise of the teaching team and other colleagues in the university.

http://www.tandfonline.com/toc/cqhe20/8/1

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

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

http://www.heacademy.ac.uk/assessment

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

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




learning activities

This module is taught through a combination of face to face sessions, work-based and online learning, comprising around 40% of total study time. Workshops and group tutorials are used to introduce and support key concepts. These are complemented by online resources. Workshops will also cover practical issues such as designing inclusive assessments. Staff should have sufficient current engagement in assessment and feedback at HE level to enable them to meet the learning outcomes.

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,

external visits

18

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.

120

PLACEMENT The placement is a specific type of learning away from the

University. It includes work-based learning and study that occurs

overseas.

62


Assessment tasks

Details of assessment on

this module

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

Task One: 40% 1. An evaluation of current assessment practice. Evaluate an

existing formative or summative assessment task on a module you teach identifying strengths, limitations and possible improvements for the future. (2000 words) (LO1)

Task Two: 30% 1. Design and evaluate an effective feedback activity to be carried

out with your students (1500 words) (LO2) OR 2. A 5 minute video or screencast (with commentary)

demonstrating how a particular learning technology/ piece of software can be used to give effective feedback to learners. (LO2)

Task Three: 30% 1. An audit of the strengths and limitations of the assessment

regime across a whole course programme/level (not just your module). (2000 words) (LO3)

Each task will be marked on a percentage basis


Types of assessment task1 % weighting

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.


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

progression. (or indicate if

component is

pass/fail)

WRITTEN

COURSEWORK Written assignment/ essay, report, dissertation, portfolio, project

output, set exercise 100%

PRACTICAL


Area examination board CLT Area and Course Examination Board

Refer to Academic Services for guidance in completing the following sections

External examiners


ends

Linda Byles Senior Lecturer, Programme

Leader PG Cert Education

Practice, Bournemouth

University

01/10/12 30/09/16

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

n/a

Date of approval for this

version

August 2015

Date this version first

taught (implementation)

September 2015

Version number 2

Modules replaced Specify codes of modules for which

this is a replacement

LT728


Module descriptor template: updated Aug 2012 Module descriptor Guidance: updated Feb 2016. For any queries / further guidance please contact a Campus Quality Officer or the Curriculum Team


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’

Level 4 Level 5 Level 6 Level 7 x Level 8



Pre-requisites Specify in terms of module codes or

equivalent

None

Co-requisite modules Specify in terms of module codes or

equivalent

None

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 you with the opportunity to conduct a small scale,

systematic enquiry that will inform the enhancement of teaching in your

discipline.


coordinator(s)

Dr John Canning.

School Centre for Learning and Teaching

Site/ campus where

delivered

This module will normally be delivered at Falmer.



optional*)

Postgraduate Certificate in Learning and Teaching in HE Mandatory


Aims This module aims to

1. Enable the participant to conduct a small scale educational enquiry

project to enhance an aspect of their teaching practice.

2. Enable the participants to conduct the study in a systematic and

research-informed manner

3. Enable participants to report outcomes and recommendations of

the project to academic colleagues.


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

1. Design a small scale educational enquiry within a specific discipline

context.

2. Identify, critically evaluate and synthesise relevant literature to

contextualise their project.

3. Plan, undertake and critically evaluate a project ethically and

effectively.

4. Effectively communicate the outcomes and implications of the

project.

5. Evaluate appropriate dissemination methods.

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 bigger picture: locating your project within institutional,

(inter)national and theoretical and legal frameworks

Presentation of project outcomes

NB The scope of the projects that are the focus of this module will vary

according to the responsibilities and interests of individual participants.

However, they should normally be capable of completion within the

timescale of the module.

Learning support Books:

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 June 2016)

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.

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

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



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




learning activities

Participants need to have sufficient current engagement in teaching and

assessment at HE level to enable them to meet the learning outcomes.

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.

The concluding workshop is an opportunity for participants to present

their findings to their peers and invited colleagues.

In addition, participants undertake: guided independent study, planning

/implementation of work-based projects and completion of assessment

tasks.

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


Assessment tasks

Details of assessment

for this module

Students will be required to complete the following tasks:

Task 1 (20%) A completed proposal and rationale (1000 words) for an

educational enquiry project. (LOs 1-2)

Task 2 (40%) An abstract and an annotated bibliography to contextualise

the project (LO3) (1500 words)

Task 3 (40%) Project Poster

A poster (or other appropriate format by negotiation) which communicates

the main aims, outcomes and implications of your project clearly and

succinctly for a non-specialist academic audience. (LO4-5)


Each task will be marked on a percentage basis


Types of assessment task1

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 Written exam 0

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

exercise100

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


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

July 2014

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

version

Date of approval for this version July 2016

Version number 2

Modules replaced Specify codes of modules for which this is a

replacement


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.

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 expected for 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 to The 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 those expected 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 to The organisation, structure and standard of presentation of the work, including any•subject-specific conventions where appropriate, are excellent throughout The work has been approached and/or executed/ performed in an original way•

37

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 those expected 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 to The work has been approached and/or executed/performed in a comprehensive way•with some degree of originality The work is well organised, coherent and the standard of presentation including any•subject-specific conventions where appropriate, is at least good Evidence 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:Performance of the task(s): specifications, approach, presentation, organisation

38

Some 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 in relation 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 knowledge The context provided takes the form of description lacking any breadth, depth•and or/accuracy Limited understanding and/or exploration of major ideas with very little insight and/•or minimal research

39

Ap

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40

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41

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42

Appendix D: UKPSF engagement template

This is the engagement template you will need to complete for each assessment task; the appendix also includes an example of how you might complete one for the first module, LT725.

Please complete and attach the following template as an appendix to each of your assessment tasks.

Please note that we have highlighted (in bold) the elements we expect you to be able to demonstrate as an integral part of the assessment tasks for each module; you will need to draw on your wider experience of the PGCert (e.g. reading, workshops, developments you make to your practice) to evidence some of the others. Each template will help you assess your progress in demonstrating all Dimensions of the UKPSF by the end of the course, when you will need to submit a complete ‘mapping document’.

Module and task:

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

Any further development activities identified in relation to this element

Areas of ActivityA1 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 practices

43

Core KnowledgeK1 The subject material

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

44

45

Below is an example of how you might feel in the template for 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.

Module and task: LT725: Evaluation of teaching sessions

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

Any further development activities identified in relation to this element

Areas of ActivityA1 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

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

46

47

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 module areas on studentcentral, along with Appendix C and E.

48

Appendix E: UKPSF final mapping document

Please complete the following template and submit it via Turnitin. The completion of your mapping document should be fairly straightforward, in that you will have been collecting evidence throughout the course, reflecting on how your engagement with the course (including the module assessments) has enabled you to evidence all the aspects of the UKPSF, and you will have been considering any future development activities.

Name:School/College

Element of UKPSF Brief indication of where demonstrated during the course, and evidence

Any further development activities identified in relation to this element (as identified in your development plan)

Areas of ActivityA1 Design & plan learning activities and/or programmes of study

A2 Teach and/or support learning

A3 Assess and give feedback to learners

A4 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 KnowledgeK1 The subject material

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 technologies

K5 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 learners

V3 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

49

22 Feb Action Learning Set 9 9.30-12.30

Workshop 3 13:00-16:30

1 Mar Blended Learning: Consistency and confidence in eMarking and eFeedback 13:00-14:00 Moulsecoomb

8 Mar Action Learning Set 10 9.30 – 12.30

Workshop (Annotated bibliographies) and creating Talis Aspire reading lists. 13:00-16:00

15 Mar Blended Learning: Blogs and Twitter in Learning and Teaching 13:00-14:00 Moulsecoomb

22 Mar Action Learning Set 11 9.30 – 12.30

Workshop 4 13:00-16:30

29 Mar Blended Learning: Digital Literacies: The University of Brighton Framework 13:00-14:00

26 April Action Learning Set 12 9.30 – 12.30

Workshop 5 13.00-16.30

10 May Action Learning Set 13 9.30 – 12.30

Workshop (Poster design; making collections on studentfolio) 13:00- 16.00

7 June

Course Calendar 2016-17

SEMESTER TWO: 6 FEBRUARY - JUNE 2017 (CONT...)

LT750 submission of Task 1: 27 February 2017

Spring break (End term 31 March; start term 24 April)

LT751 submission of Task 2: 24 April 2017

LT750 submission of Task 3: 23 May 2017

LT751 submission of Task 2 (Annotated bibliography) 15 May 2017

LT751 submission and peer assessment of poster and final PGCert workshops: 9.30-16.00

50

InsIde back page

7 Dec Module design work-shop 14.00-16.00

Module LT750 Assessment and Feedback in HE (Juliet Eve)

Module LT751 Educational Enquiry (John Canning)

Other activities

4 Jan Tutorials11 Jan Action Learning Set 6

9.30 – 12.30Tutorials

18 Jan Blended Learning: Six steps, flipped and finding resources 13:00-14:00 Moulsecoomb

25 Jan Action Learning Set 7 9.30 – 12.30

Workshop 1 13.00-16.30

1 Feb Blended Learning: Engaging students in lectures with mobile technologies 13:00-14:00 Moulsecoomb

8 Feb Action Learning Set 8 9.30 – 12.30

Workshop 2 13:00-16:30

15 Feb Blended Learning: Learning analytics 13:00-14:00 Moulsecoomb

Course Calendar 2016-17

SEMESTER ONE: SEPTEMBER 2016 – JANUARY 2017 (CONT ...)

Winter break (End term 16 December; start term 4 January)

LT751 submission of proposal: 16 December 2016

LT725 submission point: 30 January 2017

SEMESTER TWO: 6 FEBRUARY - JUNE 2017

Date Module LT725 Module LT751 Other activities

16 Nov Action Learning Set 4 9.30-12.30

Workshop (Engaging with literature) 13.00-16.00

23 Nov Module design workshop 14:00-16:00 Blended Learning: Blogs and Twitter in Learning and Teaching 13:00-14:00

30 Nov Action Learning Set 5 9.30-12.30

Work in progress workshop 13.00-14.00

Online peer review week

PGCert Learning and Teaching in Higher Education: Course Calendar 2016-17

SEMESTER ONE: SEPTEMBER 2016 – JANUARY 2017

Date Venue: Sessions are in Mayfield House, Falmer, unless indi-cated otherwise

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

Module LT751 Educational Enquiry (John Canning)

Other activities

12-13 Sept 2 day LT725 workshop (Attend only one set of 2-day workshops) 9.30 – 16:30

19-20 Sept 2 day introduction to the PGCert course 9.30-16.30 Creativity Centre, Moulsecoomb

21 Sept Blended Learning: Six steps, flipped and finding resources 13:00 – 14:00

28 Sept Inclusive Practice workshop 9.30-12.30 Blended Learning: Engaging students in lectures with mobile technologies 13:00-14:00 Module design workshop 14:00-16:00

5 Oct Action Learning Set 1 9.30-12.30

Workshop (Module introduction) 13:00-16:00

12 Oct Optional: All day workshop: Introduction to methods for pedagogic research 9:30-16:00

Blended Learning: Digital Literacies: The University of Brighton Framework 13:00-14:00

19 Oct Action Learning Set 2 9.30 – 12.30

Work in progress workshop 13.00-14.00

Workshop (Ethics introduction to studentfolio)14.00-16.30

26 Oct Module design workshop 14:00-16:00

2 Nov Action learning Set 3 9.30 – 12.30

Optional Workshop (Using qualitative data) 13:00-16:00

Blended Learning: Learning Analytics 13:00-14:00

9 Nov Optional Workshop (Using quantitative data) 13:00-16:00

Blended Learning: Consistency and confidence in eMarking and eFeedback 13:00-14:00 Module design workshop 14:00-16:00

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