EDUC6421 PGCAPM2: Developing Learning Design: Supporting Learning
Module 2 is designed to support your practice as educators, developing and refining the knowledge and skills acquired within Module 1. Module 2 is a step up from Module 1, in which you will engage in discussion and exploration of module design, assessment design and feedback, student support and personal tutoring. We are expecting that reflection will have become a normal part of participant’s engagement, a background skill that will support all aspects of their development as an academic. The core learning design and teaching skills discussed and experienced during module 1 are broadened through the inclusion of new topics and deepened through application of the ideas in different contexts. This reflects the change from alignment of module 1 with D1 of the UKPSF to module 2 with D2 of the UKPSF.
Aims and Objectives
The aim of the module is to explore and evaluate issues related to assessing and supporting students within the context of session and module design and delivery.
Having successfully completed this module you will be able to:
- Apply knowledge of how students learn in reflecting upon various teaching and learning situations within your subject area
- 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
- Critically analyse and reflect upon the design of both an assessment to support learning and an assessment to record achievement
- Critically analyse and reflect upon the alignment of an assessment with the learning outcome/s it is testing
- Critically reflect upon the learning design of a module, including an analysis of the alignment of learning and teaching activities and assessment/s with the learning outcomes of a module
- Critically analyse and reflect upon their ability to provide effective academic and/or pastoral support to students in an inclusive manner
- Compose and communicate ideas effectively, both orally and in writing
- Organise and integrate your own learning with existing commitments, and produce work to deadlines
- Apply self-directed learning skills which are essential for a learning with limited contact time
- Apply education design and delivery skills in different contexts
Module 2 consists of five core sessions. These you must attend and are listed below: - Session 1: Module Design - Session 2: Assessment Design and Feedback - Session 3: Learning Environments and their Enhancement - Session 4: Personal Academic Tutoring and Student Support - Session 5: Developing Scholarship of Teaching and Learning + Additional Learning Activity (CPD Learning log to be submitted)
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
There will normally be five core session covering the topics which those new to teaching within HE find useful, as outlined in the module overview. Sessions will typically cover design and development of assessment, student support and acting as a personal tutor, enhancing the learning environment, module design and a contemporary topic. Peer dissemination of good practice is built into the module sessions and will normally be a feature of one of the assignments. Additional Learning Activities Participants are required to complete two additional learning activities which support the development of skills appropriate to their needs, for which short log/reflection sheets will be provided. The three credit bearing assignments also give participants the opportunity to demonstrate the programme professional values and the wider development of their practice.
|Completion of assessment task||30|
|Work based learning||62|
|Wider reading or practice||86|
|Preparation for scheduled sessions||3|
|Total study time||200|
Resources & Reading list
Earwaker, J., (1992). Helping and Supporting Students: rethinking the issues.
Fry, H, Ketteridge, S & Marshall, S (2002). A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice.
Butcher, C. Davies, C. & Highton M. (2006). Designing Learning: From Module Outline to Effective Teaching.
BLACKBOARD PCAP Module 2 pages.
Higher Education Academy resources.
Useful Journals. Research in Higher Education Higher Education Research and Development
Biggs, J. & Tang, C. (2011). Teaching for Quality in Higher Education.
Wisker, G, Exley, K, Antoniou, M & Ridley P (2007). Working One-to-One with Students: Supervising, Coaching, Mentoring, and Personal Tutoring.
Waring, M. & Evans, C. (2015). Understanding Pedagogy: Developing a critical approach to teaching and learning.
Ramsden, P. (2003). Learning to Teach in Higher Education.
Assessment is on a Pass/Fail basis at masters level (HEQF level 7), but feedback is provided which conforms to institutional norms for percentage marking ranges and descriptions. All assessments must be passed to pass the module. 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 is further complicated by a major assignment being an assessed presentation to peers where anonymity is also not possible. This approach is aligned with the Anonymous Marking Policy.
Mapping of activities
|Module review process reflection (1000 words)||25%|
|Presentation (2000 words)||50%|
|Student Support (1000 words)||25%|
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.