EDUC6414 PGCAPM1: Introduction to Learning Design: The Practice of Teaching
Moving from an overview of learning and teaching within HE, the module aims to develop strong design skills utilising different approaches to designing aligned learning and teaching. Sessions provide exposure to the underlying theory and provide opportunities to develop a range of skills to enrich the learning process and environment. Although not a requirement for UKPSF D1, an introduction to assessment and feedback will normally be included to complete the aligned approach and to help meet the early demands for contributions to assessment which those new to teaching in HE are likely to experience. As a group, the M1 learning outcomes map against all dimensions of the UKPSF, but the greater focus on session level design and activities, evaluation and learning technologies limit the scope of the module to Descriptor 1 of the UKPSF.
Aims and Objectives
The aim of this module is to explore and evaluate issues related to the design and delivery of learning within a higher education context.
Having successfully completed this module you will be able to:
- Apply knowledge of how students learn through reflecting upon various teaching and learning situations within their subject area.
- Apply education design and delivery skills in different contexts
- Apply reflective skills outside of their discipline context
- Enhance their teaching activities through the integration of their research findings and process
- Display initiative and personal responsibility
- Reflect on their personal and professional practice and development, assess their future development needs and make a plan for their continuing professional development.
- Write and use learning outcomes that are appropriate for a given learning and teaching session.
- Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.
- Apply reflective skills outside of their discipline context
- Develop, informed by the analysis of evaluation data, strategies for enhancing the student experience.
- Compose and communicate ideas effectively, both orally and in writing.
- Organise and integrate their learning with existing commitments, and produce work to deadlines.
- Apply self-directed learning skills which are essential for learning with limited contact time
There will normally be six core session covering the topics which those new to teaching within HE find useful to support their practice, as outlined in the module overview. Examples of possible topics include, designing and writing learning outcomes, designing aligned learning, enhancing learning with technology, working with students diversity, marking and giving feedback, The three credit bearing assignments are designed to reinforce the work in the sessions and are work-based. They require participants to demonstrate that they are reflective practitioners who uphold all the programme professional values. M1 is aimed at those new to teaching in HE.
The PGCAP sessions are normally workshop based, with the participants often working in groups. The programme is work-based and individual’s reflection on experience in their educator roles to underpin their learning is an essential part of their activities.
Learning and Teaching
Teaching and learning methods
The module will use a range of learning and teaching activities to support the achievement of the module learning outcomes and to help you to develop participant's general and transferable skills. These will typically include: - Workshop style taught sessions which will combine short interactive presentations with directed activities conducted in small groups; - Peer observation – Each participant will normally be observed by an experienced educator and one of their PCAP peers (separately) and will normally observe one of their peers at some point during the module; - Tutorials / surgeries with a PGCAP tutor which will offer opportunities for participants to discuss aspects of the course with the tutor and peers in a smaller group setting; - Meetings (email, phone or face-to-face) with AU-based mentors to discuss topics covered in sessions and gain feedback about ideas and tasks; - Peer review through activities conducted in the workshops or through use of Blackboard discussion facilities.
|Work based learning||60|
|Wider reading or practice||79|
|Completion of assessment task||30|
|Preparation for scheduled sessions||6|
|Total study time||200|
Resources & Reading list
Useful Journals. Research in Higher Education Higher Education Research and Development
Fry, H, Ketteridge, S & Marshall, S (2002). A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice.
Biggs, J. & Tang, C. (2011). Teaching for Quality in Higher Education.
Butcher, C. Davies, C. & Highton M. (2006). Designing Learning: From Module Outline to Effective Teaching.
Waring, M. & Evans, C. (2015). Understanding Pedagogy: Developing a Critical Approach to Teaching and Learning.
Ramsden, P. (2003). Learning to Teach in Higher Education.
A formative process is used throughout. All assessments must be passed to pass the module. Assessment is on a Pass/Fail basis at masters level (FHEQ level 7), but feedback is provided which conforms to institutional norms for percentage marking ranges and descriptions. The marking for this module will not be an anonymous. PGCAP cohorts are small in size and individuals or small numbers of participants come from a limited number of Academic Units. The tutors gain personal knowledge of individuals work through discussions during the sessions. As the marking and/or moderation is carried out by the teaching team in conjunction with some other markers, it is not possible to ensure anonymity of all participants work, following usual marking practice. This approach is aligned with the Anonymous Marking Policy.
Mapping of activities
|Annotated bibliography (1000 words)||25%|
|Blog and feedback contributions (1000 words)||25%|
|Reflective report (2000 words)||50%|
Repeat type: Internal & External
Costs associated with this module
Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.
In addition to this, students registered for this module typically also have to pay for:
Anything else not covered elsewhere
Academic Units are advised to make provision in their workload planning to enable both participants and mentors to participate fully in the programme.
Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.