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MODULE DESCRIPTOR
Module Title
Evidencing Effective Learning Teaching and Assessment
Reference DEM033 Version 1
Created March 2017 SCQF Level SCQF 11
Approved September 2017 SCQF Points 15
Amended ECTS Points 7.5

Aims of Module
To demonstrate a deeper understanding of the theoretical approaches which inform teaching, learning and assessment practices To demonstrate a broad understanding of effective approaches to teaching and learning support (Descriptor 2 UKPSF)

Learning Outcomes for Module
On completion of this module, students are expected to be able to:
1 Relate teaching practice to the requirements Descriptor 2 of UKPSF
2 Synthesise scholarship to support critical reflections on own teaching practice
3 Reflect on approaches to teaching and learning support to enhance practice, with reference to quality assurance processes
4 Appraise continuing professional development opportunities to inform practice

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].

Module Delivery
This module will be delivered via a range of face to face and online activities.

Indicative Student Workload Full Time Part Time
Contact Hours N/A 24
Non-Contact Hours N/A 76
Placement/Work-Based Learning Experience [Notional] Hours N/A 50
TOTAL N/A 150
Actual Placement hours for professional, statutory or regulatory body   50

ASSESSMENT PLAN
If a major/minor model is used and box is ticked, % weightings below are indicative only.
Component 1
Type: Coursework Weighting: 100% Outcomes Assessed: 1, 2, 3, 4
Description: Reflective commentary and Reflective Statement

MODULE PERFORMANCE DESCRIPTOR
Explanatory Text
Candidates must meet ALL four of the learning outcomes in order to PASS the module as per the Marking Grid. Throughout the submission explicit reference must be made to the appropriate UKPSF Dimensions of Practice.
Module Grade Minimum Requirements to achieve Module Grade:
A A
B B
C C
D D
E E
F F
NS Non-submission of work by published deadline or non-attendance for examination

Module Requirements
Prerequisites for Module SCQF Level 11 entry requirements (refer Regulation A2: Admission) or equivalent. Submission of required assessment for DEM022 AND/OR Associate Fellowship of HEA AND/OR 2 years or more FTE experience in teaching and/or supporting learning in higher education.
Corequisites for module None.
Precluded Modules None.

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, or 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.

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., 2021. University Teaching in Focus: A learning-centred approach. 2nd ed. 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 ADVANCE HE, 2011. UK Professional Standards Framework (2011). Available from: https://www.advance-he.ac.uk/knowledge-hub/uk-professional-standards-framework-ukpsf

Robert Gordon University, Garthdee House, Aberdeen, AB10 7QB, Scotland, UK: a Scottish charity, registration No. SC013781