Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.
- Apply self-directed learning skills which are essential for a learning with limited contact time
- Apply your reflective skills outside of your discipline context
- Critically analyse and reflect upon the appropriateness of learning outcomes for an enhancement activity and the alignment of learning and teaching activities with these learning outcomes.
- Evaluate and reflect on your own professional practice and development through evidence derived from self, peers and the literature.
- Apply education design and delivery skills in different contexts
- Compose and communicate ideas effectively, both orally and in writing
- Enhance your teaching activities through the integration of your research findings and process
- Apply knowledge of generic and subject specific educational theory and/or evidence in the design of a learning enhancement activity, within your subject area.
- Develop, informed by the analysis of evaluation data, strategies for enhancing the student experience.
- Organise and integrate your own learning with existing commitments, and produce work to deadlines.
- Display initiative and personal responsibility
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Wider reading or practice | 65 |
Tutorial | 20 |
Work based learning | 30 |
Completion of assessment task | 73 |
Seminar | 12 |
Total study time | 200 |
Resources & Reading list
General Resources
Useful Journals. Higher Education Research and Development Research in Higher Education Research in Learning Technology
Textbooks
Taylor and Francis e-Library (2002). Teaching and Learning in their Disciplinary Contexts: a conceptual analysis, Studies in Higher Education, 27, 4.
Biggs, J. & Tang, C. (2011). Teaching for Quality in Higher Education. Buckingham: SRHE & Open University Press.
Butcher, C. Davies, C. & Highton M. (2006). Designing Learning: From Module Outline to Effective Teaching. London: Routledge.
Ramsden, P. (2003). Learning to Teach in Higher Education. London: Routledge.
Waring, M. & Evans, C. (2015). Understanding Pedagogy: Developing a critical approach to teaching and learning. Oxford: Routledge.
Beetham, H., Sharpe, R. (2013). Rethinking Pedagogy for a Digital Age. London: Routledge.
Fry, H, Ketteridge, S & Marshall, S (2002). A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice. London: Routledge.
Crosling, G., Webb, G. (2005). Supporting Student Learning: Case Studies, Experience and Practice from Higher Education. Taylor and Francis e-Library.
Assessment
Assessment strategy
Assessment will normally be due 8 months after commencing the module, with the presentation given to an appropriate forum agreed with the PGCAP Programme Co-ordinator. All summative assessments are supported by formative activities and feedback All assessments must be passed to pass the module Assessment is on a Pass/Fail basis, 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. The project based nature of the assessment, involving staff from the participant's Academic Unit in the assessment, makes it impossible to maintain anonymity. PGCAP cohorts are small in size, individuals or small numbers of participants come from a limited number of Academic Units, and the members of the PGCAP team are likely to have had discussions with individuals about their work. This approach is aligned with the Anonymous Marking Policy.Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Learning log
- Assessment Type: Formative
- Feedback: Written and/or aural as appropriate for the form of the assessment
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Report | 80% |
Presentation | 15% |
Reflection | 5% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Resubmit assessments | 100% |
Repeat Information
Repeat type: Internal & External