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Session: 2022/23
Last modified: 08/03/2022 11:00:44
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Title of Module: Approaches to effective learning and teaching |
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Code: EDUC11121 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Claire
Mackie |
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| Summary of Module |
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The module introduces current theories and models of practice and supports development of critical and reflective practitioners within the rapidly changing Higher Education environment. The content reflects contemporary HE themes that reflect both local and international contexts. The emphasis is on experiential learning and the activities and assessment require reflection on experiences of teaching within a field or discipline of practice. Participants will also be learning with and from peers from a range of discipline areas and with a range of different teaching experiences.
There are two major themes in this module. The first concerns using contemporary theories and models of practice in Higher Education to support . The second focuses on development as a critical reflective teacher in Higher Education, incorporating a focus on evaluating practice. Participants will engage with theoretical perspectives and will experience a range of techniques used in Higher Education settings - including workshops, peer teaching and peer feedback.
The module's intended learning outcomes, along with assessed work are mapped against the UKPSF (Associate Fellow) and the Nursing and Midwifery Council (NMC) “Standards to support learning and assessment in practice” (NMC 2008).
Applicants are required to have an ongoing teaching commitment at SCQF level 7 or above to extend over the duration of the programme: this should be a minimum of 33 hours of teaching during this module, noting that the total number for the PG CAP is 100 hours. Additional criteria apply to nurses and midwives seeking a recordable teaching qualification with the NMC.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically review and apply theories and research to planning and aligning teaching for learning within Higher Education, that is appropriate for the context, level of study, and student needs.
L2.
Take responsibility for designing effective environments for student learning which integrate, as relevant, global trends in Higher Education and address inclusivity, diversity and creativity.
L3.
Critically reflect on practice, evaluating the effectiveness of teaching to support student learning based on theoretical knowledge, peer or mentor feedback, learner feedback and/or learner performance. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate critical knowledge and understanding of the theories and principles of contemporary teaching and assessment for learning, and evaluation.
Demonstrate critical awareness of current research and scholarship for teaching and assessment for learning within their subject specialism(s).
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply a range of evidence based skills, techniques and practices associated with teaching and assessment for learning to planning teaching and aligning learning.
Apply a wide range of evidence based skills, techniques and practices associated with creating an environment for effective learning in a variety of contexts.
Devise, construct and justify the use of a selection of assessment and evaluation instruments and techniques and consider implications for professional practice.
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| Generic Cognitive skills |
SCQF Level 11.
Demonstrate an ability to communicate effectively with a wide range of audiences.
Demonstrate appropriate use of digital capabilities in a wide variety of contexts.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Critically review their professional development for evidence of good practice.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Take responsibility for the design of, or part(s) of, programmes including the integration of contemporary approaches to teaching and supporting learning.
Develop critical reflective skills as part of establishing priorities in planning and managing areas of continuing personal, professional and interprofessional development
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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All participants must have regular computer and internet access and are directed to instructional material on Moodle, the UWS Virtual Learning Environment. Moodle VLE technology will used to support independent study. All participants are expected to participate in synchronous and asynchronous online activities, including discussion forums, and WebEx presentations. At the start of this module, participants will reflect and plan their own personal learning journey to ensure it is mapped to meet the requirements for professional recognition (e.g. HEA, NMC).
Participants from a number of discipline areas will be introduced to a range of teaching, learning and assessment approaches. All participants explore learning and teaching, from a student-centred perspective and through a reflective lens of evaluation of practice.
All study materials are available in electronic format. These take as their focus readings from texts as well as other scholarly literature and online resources. Participants are also required to independently investigate the learning and teaching literature relating to their own discipline/field of practice.
All participants engage with face-to-face workshops. Participants will have opportunities to engage in peer dialogue, with a focus on sharing and improving teaching practices and enhancing the student experience.
This module is a means of developing the skills to be a critical reflective academic and will provide opportunities for you to gather evidence of your teaching skills and support of student learning, to reflect upon them, and to devise strategies for ongoing enhancement, supported by relevant others e.g. peers, mentor.
At commencement of study, all participants will be asked to identify a Mentor from within their own school/discipline/local context who will monitor and support
their progress throughout the programme and who will be involved in formative and summative assessment of the programme members’ work. The mentor will provide academic support and monitor your progress throughout the programme. Students meet with their mentor by negotiation, either in person, by phone, or online.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 40 |
| Independent Study | 115 |
| Personal Development Plan | 5 |
| Asynchronous Class Activity | 40 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Devlin M. and Samarawickrema G. (2010) The criteria for effective teaching in a higher education context. Higher Education Research and Development. [Online] Vol. 29(2), pp.111-124. Available: http://www.tandfonline.com/doi/abs/10.1080/07294360903244398 [Accessed: 27 September 2016].
Reynolds, M. (2011). Reflective practice: origins and interpretations. Action Learning: Research and Practice. Vol 8(1), pp.5-13.
Shortland. S. (2010) Feedback within peer observation: continuing professional development and unexpected consequences. Innovations in Education and Teaching International. Vol. 47(3), pp295-304.
Thomas, L., Jones, R. and Ottaway, J. (2014) Effective practice in the design of directed independent learning opportunities. [Online] Available: https://www.heacademy.ac.uk/node/10750 [Accessed 03 March 2017].
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | Dr Eilidh Kane |
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| External Examiner | J. Schoch |
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| Accreditation Details | Advance HE |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative Assessments
Microteaching: prepare a 5-minute presentation. You will have an opportunity to identify the strengths and areas for improvement in your own presentation, receive feedback from your peers, and give feedback to others on their performance
There are two summative assignments:
1. Summative Assignment: Observation of Teaching Practice (Pass/Fail)
The practical assignment requires that you will plan and record a teaching opportunity that will be observed and assessed by your Mentor a Fellow/Senior/Principal Fellow of the HEA. This assignment is marked as pass/not yet pass, and is required to pass the module overall.
2. Summative Assignment: 3000-word essay (Pass/Fail)
This is based on a written, or a composite written and recorded oral presentation. There will be a choice of all written OR written outline with references (minimum 2 pages) with voice/video recorded presentation and linking to references.
Students will be bound by the general assessment regulations of the University as specified in Section 3 of the University Regulatory Framework.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In order for the student to complete this module they will be required to undertake some teaching. This and other elements required for successful progression in the PG Cert CAP do not usually involve issues of equality and diversity. The programme operates in terms of an inclusive curriculum – and the flexible learning approach is designed to minimize constraints in respect to disability and/or equality and diversity.
Within the module, inclusiveness and employability are achieved by:
• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities for participants and prospective participants
• Promotion of confidence and knowledge of rights as a participant
• Promotion of respect and knowledge of diversity and associated participant responsibilities
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, and assessment and evaluation.
Opportunities to disclose disability are available throughout recruitment, selection and the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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