Prerequisites for Module
None in addition to the course entry requirements.
Corequisite Modules
None.
Precluded Modules
None.
Aims of Module
To promote development of the student as a:
- competent, confident teacher, able to design, plan, deliver, support and assess learning, for a range of students, in a range of delivery modes, using technology effectively.
- reflective practitioner, able to evaluate their own practice and to manage their continuing professional development within the University's support framework.
To achieve the requirements of UK-PSF Standard 1, and recognition as Associate of the Higher Education
Academy.
Learning Outcomes for Module
On completion of this module, students are expected to be able to:
| 1. |
Evaluate the concepts of student-centred learning and outcomes-based education.
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| 2. |
Justify the use of appropriate pedagogies and technologies to support learning for a range of students in face to face, online and blended situations.
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| 3. |
Design constructively aligned assessment and discuss feedback/feed forward in relation to student engagement and effective learning.
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| 4. |
Act autonomously in planning and implementing activities at an academic or professional level to enhance the student learning experience.
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| 5. |
Critically evaluate practice and produce a justified continuing professional and personal development plan.
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Indicative Module Content
Principles of teaching and learning: how students learn;
learning styles, etc.
Concepts of student centred learning, outcomes-based
education and credit rating.
Primary external reference points for quality and standards:
SCQF; QAA Academic Infrastructure; subject references
e.g. PSRB requirements.
Curriculum and learning activity design, applying the
concept of curriculum alignment.
Student-centred approaches to teaching, learning and
learner support in face-to-face, blended and open and
distance learning modes.
Supporting student diversity. General responsibilities and
accessibility provision. Specific needs and adjustments to
promote effective learning by groups of students including
disabled students and international students.
Principles and practices of assessment.
e-Learning: pedagogy; use of VLE; content preparation,
management and upload; online tutoring and discussions;
e-assessment.
Student personal development planning (PDP).
Discipline-specific teaching, learning and assessment.
Information and resources for Quality Enhancement and
continuing professional development (CPD).
Evaluating the effectiveness of learning, models of
evaluation.
| Indicative Student Workload
Contact Hours
| Distance Learning | Assessment
| 20 | Online Discussions and Activities
| 40 | Tutorials
| 30 |
Directed Study
| | Self-study of module resource materials and associated activities and assignments
| 60 |
Private Study
| | Private Study
| 150 |
Mode of Delivery
The module will be delivered by supported open and distance learning.
Corporate Cohort:
The module will be delivered to corporate cohorts via:
• Two Workshops – one 5 day workshop at the beginning and a second 8 day workshop mid-way of the programme
• Online support (with assignments and activities)
• Dedicated mentor support.
Assessment Plan
|
Learning Outcomes Assessed
| | Component 1 | 2,4
| | Component 2 | 2,3,5
| | Component 3 | 1
|
Assessment will be negotiated between the student, mentor and tutor to reflect the student’s work role and module learning outcomes. The module will be assessed via a portfolio of evidence comprising of a range of activities: online discussions, an essay or report and peer observation of teaching.
Indicative Bibliography
| 1. | Texts
BIGGS, J. and TANG. C., 2007. Teaching for Quality Learning at University. 3rd ed. Berkshire: Open University Press.
FRY, H., KETTERIDGE, S. and MARSHALL, S., 2008. A handbook for Teaching and Learning in Higher Education. London: Routledge.
| | 2. | Journals
STUDIES IN HIGHER EDUCATION. [online] Available
from:www.tandf.co.uk/journals/CARFAX/03075079.html
| | 3. | Websites
ENHANCEMENT THEMES, 2008. Publications [online] Available from:
http://www.enhancementthemes.ac.uk/publications/Default.asp
HIGHER EDUCATION ACADEMY, 2008.
Generic: Available from: http://www.heacademy.ac.uk/
Subject Centres:
http://www.heacademy.ac.uk/ourwork/networks/subjectcentres
Supporting New Academic Staff (SNAS) Online Database: [online]
Available from:
http://www.heacademy.ac.uk/ourwork/professional/snas/snasdatabase
JISC
Generic: [online] Available from:http://www.jisc.ac.uk/
JISC TechDis: [online] Available from:http://www.techdis.ac.uk/
QUALITY ASSURANCE AGENCY (QAA), ACADEMIC INFRASTRUCTURE: 2006. [online] Available from:
http://www.qaa.ac.uk/academicinfrastructure/default.asp
TEACHABILITY: http://www.teachability.strath.ac.uk/
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Additional Notes
Corporate Provision:
Each student will be allocated a mentor who will be an experienced member of University staff and a subject specialist.
NMC REQUIREMENT
Nursing and Midwifery students are required to undertake a minimum of 6 weeks (180 hours) teaching activities in Module 1 in both academic and practice settings.
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