Aims

The broad aim of this model is to overview key components in the academic infrastructure for UK HE. Participants will normally take this module alongside the CAQ module, which will complete the overview. This module focuses on key pedagogic concepts that relate to learning and teaching, which will be problematicised and made subject to critical scrutiny. In the process participants will be invited to apply this scrutiny to self-reflections on aspects of their planning and delivery of taught sessions.


Intended Learning Outcomes

By the end of the module participants should be able to:

1 offer a systematic and critical understanding of, and commitment to, the role and value of forms of reflective practice in one's own CPD

2 reflect critically on aspects of student learning and its application to ones' own planning for learning and teaching

3 demonstrate, through reflection on one's own professional practice, how one might meet the challenges of producing an inclusive learning environment.


Indicative Module Content

This is a core practice module and would normally be undertaken first. It acts as an orientation to the whole programme and advice will be given on potential pathways through later modules. It assumes no prior knowledge of HE pedagogy and its broad aim, alongside its sister module (CAQ) is to give an overview of the key components in academic infrastructure for UK HE. Specifically, each week will look at a key pedagogical concept and related theory.

Theme 1 - Reflective practice :
which will consider the various ways in which the term has been understood, and to consider how the term might be useful in conceiving of the nature and construction of professional knowledge and learning.

Theme 2 - Learning styles:
which will look at the various uses of associated questionnaires, and critically discuss their uses and limitations in HE.

Theme 3 - Learning outcomes:
which will look at the arguments for and against their use as a model for curriculum and session planning in HE. 

Theme 4 - Constructive alignment:
which will look at the various ways in which a range of learning and teaching, and assessment strategies might be aligned with LOs to enhance student learning. 

Theme 5 - Inclusion, diversity and widening participation:
which will look at the conceptual and value frameworks which underpin the various policies and strategies currently being pursued in HE.

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 apply them to their own rationales for, and evaluations of, their planning and delivery of taught sessions. The module will provide explicit opportunities for participants to provide evidence of engagement with UK PSF area of activity 2, core knowledge 3, and PSF, SEDA PDFcore development outcomes and values 1 and 5. In addition the ILOs, content, and assessment are designed to meet the criteria for the SEDA PDF award `Supporting Learning', where award recipients will be able to:

Use a variety of appropriate approaches to enable learning;

Use a variety of methods for evaluating their role in supporting learning;

Inform their professional role with relevant strategy, policy and quality considerations.


Learning and Teaching Strategies

This is an introductory module and will assume no prior knowledge of HE pedagogy and related conceptual and value frameworks.  Each session will begin with a teacher-led overview of the nature of the relevant concepts. This will be followed by small group exercises and whole group discussion, which will invite participants to explore how the concepts relate to their own professional practice. Each session will end with an overview of the key issues which have emerged from academic debate, with suggestions for further reading, and individual exercises to consolidate knowledge and understanding.


Assessment

A Teaching Study, in the order of 2,000 words for each 'core practice', to comprise:

1 a SWOT analysis (strengths, weaknesses, opportunities, threats) which outlines one's current CPD context, and includes a related critical discussion of the role of reflective practice in one's own professional learning context (for ILT module);

2 four written teaching observation reports undertaken by a mentor (at least two), a member of the PGCLT teaching team, and a `buddy' from one's PGCLT cohort. Followed, in each case, by a personal reflective commentary on those sessions (for the ILT module). (N.B. for associate tutors the number of teaching observations will be two – to be expanded to 4 if the participant subsequently joins the PGCLT (HE) programme);

3 a reflective commentary on the way that an existing or new programme currently meets the requirement to produce an inclusive educational environment, and in the light of critical discussion of relevant pedagogical concepts, suggestions for how this might be enhanced (for the ILT module);

4 a series (around 3-4) of HE session outlines (with an appropriate template), followed by an evaluative discussion of choice of learning and teaching strategies and related LOs (for the ILT module) and to include assessment and feedback strategies (for the CAQ module), and which refers to appropriate pedagogic concepts and critical discussion of relevant scholarly work;

5 a combination of any of the following (to include at least two for the ILT and two more for the CAQ module): a reflective commentary from an observation of an experienced practitioner; a discussion of a critical incident from one's own practice with an outline of how this might be addressed; a critical review of a relevant scholarly article which addresses an aspect of professional practice; a reflective log which includes critical discussion of aspects of student learning and student progress;

6 a curriculum rationale for an existing or new programme which critically appreciates its role in meeting a range of broad underpinning aims for HE study (e.g. content, process, and outcome-led models of the curriculum) (for the CAQ module);

7 a reflective commentary on the role of the internal and external agencies of quality assurance, and at least one suggestion for an enhancement to current quality practice, and which is informed by the current academic infrastructure for HE in the UK (for the CAQ module).

The teaching study should be viewed as a coherent and whole document, and evidence to meet the specific ILO's for each of the two 'core practice' modules, or relevant SEDA outcomes for the two awards 'Supporting Learning' and 'Learning, Teaching and Assessment', might be made evident at any point. Formative feedback will be provided on how well this aspect is being managed as the Study is compiled.  For those only undertaking the ILT module the above list differentiates the key assessment components for the two modules in brackets.


Illustrative Bibliography

Biggs, J. B. (2007) Teaching for quality learning at university. Buckingham: OpenUP.

Fry, H. (et al) (2008) A Handbook for Teaching and Learning in Higher Education. London: Kogan Page.

Gosling, D. and Moon, J. (2001) How to use Learning Outcomes and assessment criteria. London: SEEC.

Lea, J. (et al) (2003) Working in Post-Compulsory Education. Maidenhead: OpenUP.

Ramsden, P. (2003) Learning to Teach in Higher Education. London: Kogan Page.

Schon, D. (1983) The Reflective Practitioner. London: Arena. 


Websites