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Level and Year
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HE Level 7 Year 1
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Duration and Credit Rating
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10 weeks (5 taught sessions)
10 Credits HE Level 7
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Student Learning Hours
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The course will consist of 100 hours of student learning
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Aims
The broad aim of this module is to provide participants with an opportunity to explore pedagogic innovation in HE. The focus will be on looking at what is innovative, but, more importantly, about the means through which participants might be innovative themselves in their own pedagogic practice.
Intended Learning Outcomes
By the end of this course, participants will be able to:
1 offer an evaluative rationale for a conception of constructive alignment within their own current pedagogic practice, and how this might enhance inclusive practice;
2 with reference to a teaching, learning or assessment strategy, demonstrate how this might be effectively utilized to enhance their own current pedagogic practice;
3 critically assess the role that an electronic learning technology might play in the enhancement of a learning, teaching, or assessment strategy within their own pedagogic practice.
Indicative Module Content
This is an optional module and builds on the knowledge and understandings gained from the two core modules. Its focus is on current critical discourses and innovation in learning, teaching, and assessment in HE. Due to its currency the focus within each theme may vary considerably from year to year. However, key themes will be: learning from learning theories and research e.g. learning in a research mode; new directions in learning and teaching strategies, e.g. work-based learning; new directions in assessment strategies, e.g. assessment as informing judgements; enhanced use of e-learning tools, e.g. the students' experience in a Web 2 environment; enhancing inclusive practice, e.g. how institutional practice can disable students.
Throughout the themes a critical orientation will be maintained, and participants will be invited to articulate their own understandings of the uses and limitations of the concepts and ideas, and apply them to discussion about how to enhance their own professional practice, within their own programmes, departments and disciplines. Throughout, participnts will be also encouraged to actively engage with relevant HEA subject centres and other discipline-based communities of practice. The module will provide explicit opportunities for participants to provide evidence of engagement with UK PSF areas of activity 1 and 4, core knowledge 2 and 4, and PSF, SEDA PDF core development outcomes and values 3, 5 and 6. In addition the ILOs, content, and assessment are designed to meet the criteria for the SEDA PDF award `Enhancing Academic Practice', where award recipients will be able to demonstrate:
Apply a wide range of appropriate learning, teaching and assessing approaches in the discipline;
Contribute to enhancing the student experience of the subject discipline;
Demonstrate how their professional role is informed by relevant discipline-based centres and organization;
Engage with a discipline-based community to enhance professional practice.
Learning and Teaching Strategies
Research available from within the sector, through journals, practitioner presentations and web-based resources will form the foundations of each theme. In small groups participants will be supported to take ownership of one of the themes and provide a critical response to the evidence offered within the seminars and the learning resources for it. The form of the presentation which arises as an outcome of this engagement will vary according to the theme and personal preferences, e.g. a blog, WIKI, poster, video, Bb resources, discussion board etc.
Assessment
A critical narrative - in the order of 2,000 words. A critical narrative seeks to address a pedagogical issue by consulting relevant scholarly literature, and in the light of that, engaging in systematic critical discussion and personal self-reflection. It should conclude with a series of recommendations or suggestions to enhance aspects of related pedagogical practice, in the light of the previous discussion.
A critical narrative should have the following structure – but not necessarily as headings, or as separate sections:
Identification of the nature and relevance of an issue to one's own pedagogic practice;
References to relevant academic literature;
Discussion, which is systematic and critical, and personal self-reflection;
Application, and suggested enhancements, to one's own professional context.
A critical narrative should be read in the form of: outline of an issue; discussion of that issue; resolution of that issue.
Illustrative Bibliography
Boud, D. and Falchikov, N. (2007) Rethinking assessment in higher education: learning for the longer term. Abingdon: Routledge.
Jenkins, A., Breen, R., Lindsay, R. and Brew, A. (2003) Re-shaping higher education: linking teaching and research. London: SEDA/RoutledgeFalmer.
Moon, J. (2004) A Handbook of Reflective and Experiential Learning. London: Routledge Falmer.
Thomas, L., May, H., Harrop, H., Houston, M., Knox, H., Lee, M F., Osborne, M., Pudner, H. and Trotman, C. (2005) From the margins to the mainstream: embedding widening participation in higher education. Universities UK/SCOP.
Betham, H. and Sharpe, R. (2007) Rethinking pedagogy for a digital age: designing and delivering e-learning. Abingdon: Routledge.
Web sites
www.heacademy.ac.uk/resources |
www.jisc.ac.uk/publications/browsetypes/jiscinform.aspx |
www.hefce.ac.uk/pubs/|
Journals
Research and development in higher education
Assessment and evaluation in higher education
Innovations in education and teaching international