Module Title
Evidencing Effective Learning Teaching and Assessment
Keywords
teaching, diversity, discipline, pedagogy, scholarship,enhancement |
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Prerequisites for Module
Successful completion of DEM022 or equivalent (RPEL).
Corequisite Modules
None.
Precluded Modules
None.
Aims of Module
To enable the student to evidence own effective approaches to teaching and learning support as key contributions to promoting student learning.
To meet the requirements for UK Professional Standards Framework Descriptor 2.
Learning Outcomes for Module
On completion of this module, students are expected to be able to:
| 1. |
Critically appraise engagement with professional frameworks to evidence comprehensive, scholarly and effective teaching and supporting learning practice.
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| 2. |
Synthesise scholarship to support critical reflections on own teaching practice
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| 3. |
Critically evaluate effectiveness of own teaching practice using current quality assurance and enhancement methods.
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| 4. |
Plan own professional development to maintain effectiveness.
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Indicative Module Content
UKPSF Dimensions: concepts and theories [A1/K2] of evidencing [K5] teaching practice [A2/K2], supporting learning [A2/V1/V2], teaching [K2/K3] and assessment [A3] methods, learning environments [A4/K4].
Scholarship: contemporary practice [K1], scholarly enquiry [V3], subject [K1] and pedagogic research [A5/V3].
Evaluating effectiveness: quality assurance [K6], feedback[K5],
Professional development: personal development [A5]; professional practices [K6], work-based settings, career self management [A5/V3/V4].
Indicative Student Workload
Contact Hours
| Part Time | online activities
| 10 | seminars and tutorials
| 14 |
Directed Study
| | learning sets
| 10 |
Private Study
| | reading and researching to inform teaching practice and completing assessment tasks
| 116 |
| Mode of Delivery
This module will be delivered via a range of face to face and online activities.
Assessment Plan
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Learning Outcomes Assessed
| | Component 1 | 1,2,3,4
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Coursework comprising
reflective commentary;
reflective statement;
mapping.
Indicative Bibliography
| 1. | BROCKBANK, A. and McGILL, I., 2007. Facilitating Reflective Learning in Higher Education. Maidenhead: Open University Press.
| | 2. | HUNT, L. and CHALMERS, D., 2013. University Teaching in Focus: A learning-centred approach. Abingdon: Routledge.
| | 3. | LEA, J, L. ed. 2015. Enhancing Learning and Teaching in Higher Education. Engaging with the Dimensions of Practice. Maidenhead: Open University Press.
| | 4. | LIGHT, G., COX, R. and CALKINS, S. C., 2009. Learning and Teaching in Higher Education: The Reflective Professional. 2nd ed. London: SAGE Publications Ltd.
| | 5. | WARING, W. and EVANS, C. 2015. Understanding Pedagogy. Developing a critical approach to teaching and learning. Abingdon: Routledge
| | 6. | HEA UK Professional Standards Framework (2011) http://www.heacademy.ac.uk/ukpsf
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Additional Notes
Applicants are expected to be teaching practitioners currently working to deliver teaching, learning and assessment at higher education levels.
Applicants are likely to be:
early career academics;
academic-related or support staff with teaching and learning responsibilities;
experienced academics new to UK HE
staff with teaching - only responsibilities, often in work-based settings.
~The items:[A1]refer to the Dimensions of the UKPSF.
~All students should record their teaching practice (preparation and delivery) to support critical reflection.
~Successful completion of this module will evidence achievement and success at UKPSF Descriptor 2 and lead to the award of Fellow.
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