1. education

UNIVERSITY OF THE WEST OF SCOTLAND
MODULE DESCRIPTOR
Introductory Note(s): (1) All module descriptors require annual updating. Please refer to top right of
descriptor to ensure most recent version has been accessed.
(2) Please note that not all modules run every academic year.
1.
Title of Module: Practice and Theory in HE
(NB. 30 Character Limitation must be adhered to)
2.
Code:
0
EDUC 11004 -
3.
School:
4.
Module Co-ordinator:
SCQF Level: 11
(Scottish Credit and
Qualifications Framework)
Credit Points:
20
ECTS: 10
(European Credit Transfer
Scheme)
Education
Dr. Louisa Sheward
(N.B. The person identified might not necessarily teach the module)
5.
Summary of Module (Intended for All Audiences): (This should include general Syllabus
details)
The module aims to provide a base reference point for a number of topics critical to the
professional development of a new or recent lecturer and start a process of reflective practice
and responding to constructive feedback. As a core module for the Postgraduate Certificate in
TLHE Module 1 incorporates an induction programme and teaching observation in which the
programme member is observed teaching and feedback is provided on the planning and
delivery of that teaching session. Topics include creating a teaching portfolio, developing
reflective practice, curriculum design, constructive alignment, understanding student learning
and reviewing engagement in research and scholarship and how this may inform and be
integrated within teaching and learning practice. The material and activities create a
foundation for work to be undertaken in the other two modules of this programme. In
particular, the creation and maintenance of a teaching portfolio will provide an important
record of achievement.
The intended learning outcomes for module one along with the assessed work are carefully
mapped against the areas of activity, core values and professional standards outlined in the
Professional Standards Framework, and current requirements for Associate Fellow of the
Higher Education Academy (AFHEA) (Standards Descriptor 1).
The module is offered in two different modes of study: Blended Learning (requiring some
attendance on campus) and Online Learning. All programme members must have regular
computer and internet access and are directed to instructional material regarding the Virtual
Learning Environment. All programme members are expected to participate in online
activities.
Applicants are required to have an ongoing teaching commitment at HE level (SCQF level 7 or
above) to extend over the duration of the PG Cert TLHE. This should normally be a minimum
of 100 hours of teaching over the duration of the programme. This means that during this
module participants should have a minimum of 33 hours of teaching, of which at least half
should be spent in direct teaching contact time.
6.
Learning Outcomes: (maximum of 5 statements)
At the end of this module the student will be able to:
L1. Develop and implement appropriate strategies for planning and delivering teaching;
L2. Critically examine and integrate their approaches to teaching and constructive feedback
and their engagement in research and scholarship so as to review effective teaching practices
and plan for continuing professional development.
L3. Take responsibility for a process of programme design, including writing and justifying
clear and explicit intended intended learning outcomes and matching assessment techniques
to them;
L4. Demonstrate competence in significant incident analysis as part of a process of portfolio
development.
L5. Participate effectively in and, when required, initiate discussions about theories of
learning, teaching practices and their relationship with student learning.
(N.B. The above learning outcomes should relate to SCQF Level Descriptors referred to within Section 7.)
7.
Employability Skills and Personal Development Planning (PDP) Skills
*SCQF Headings
During completion of this module, there will be an opportunity to
achieve core skills in:
Knowledge and
Understanding (K & U)
SCQF Level 11
Extensive, detailed and critical knowledge and understanding of the
principle theories and concepts of teaching and learning.
Critical awareness of current research and scholarship, within their
subject specialism(s).
Practice: Applied
Knowledge and
Understanding
SCQF Level 11
A broad range of evidence based skills, techniques and practices
associated with planning and delivering teaching in a wide variety of
contexts.
A broad range of evidence based skills, techniques and practices
associated with providing appropriate student support in a wide variety
of contexts.
Generic Cognitive Skills
SCQF Level 11
Competence in dealing with complex issues through critical incident
analysis.
Communication, ICT and
Numeracy Skills
SCQF Level 11
Communicate effectively with a wide range of audiences.
Autonomy, Accountability
and Working with others
SCQF Level 11
Taking responsibility for the design of, or part(s) of, academic
programmes including the integration of research/scholarship into
teaching.
Critical reflective skills as part of establishing priorities in planning and
managing areas of continuing personal, professional and
interprofessional development.
.
(N.B. *Refer to www.scqf.org.uk website for further details relating to the SCQF Level Descriptors)
8.
Pre-requisites:
Before undertaking this module the student should have undertaken
the following:
Module Code:
N/A
Module Title:
N/A
Other:
Co-requisites:
9.
Module Code:
N/A
Module Title:
N/A
Learning and Teaching:
This module is offered in two different modes of study: Blended Learning and Online Learning.
Programme members will be introduced to a range of teaching, learning and assessment
approaches. These include:
An online induction to the VLE to familiarise all programme members with the VLE and the
online activities embedded within the PG Cert TLHE modules, such as discussion boards,
creating a PG Cert TLHE blog, creating an e-portfolio and commenting on a voice thread.
Programme members enrolled in the Blended Learning option participate in a three-day
induction course on "Teaching, Learning and Assessment in Higher Education," which
the University of the West of Scotland currently runs in collaboration with the University of
Strathclyde twice a year – in January and September. An equivalent 3 day induction is
provided for the Online Learning option which uses discussion boards, group wiki, video
thread and wallwisher. This induction is incorporated in Module 1. All programme members
have access to all materials used for the face to face and online delivery modes.
All programme members have Units of Study to complete. These are available as a hard
copy module study guide and in electronic format using Wimba Create. These take as
their focus readings from the core text as well as websites and other online resources. These
are linked to discussion boards and programme members’ blog.
All programme members attend four scheduled seminars (Blended Learning) or four
webinars (Online Learning) per module. ‘Webinar’ is the term used to refer to a Web-based
seminar which may take different forms: lecture, workshop or seminar that is transmitted
over the web. These seminars/webinars will encourage opportunities for social
interaction and to share good practice. At the seminars this will include, for example, use of
case studies, small group work and in webinars this will include case studies, discussion
boards and feedback blog, voice thread and Nefsis. All programme members will have
access to all materials used for both the seminars and webinars.
Since attendance at the seminars/webinars is linked to the summative assessment
programme members are expected to attend/engage with all arranged
seminars/webinars for each module. Failure to attend one seminar/webinar can be
compensated for by catch-up tutorials; however if a programme member misses two or more
seminars/webinars he/she may be asked to re-enrol in the module.
Regular contact (face to face, phone, email or Nefsis) with personal/programme tutors and
mentors for tutorials plays an important part in the provision of academic and personal
support. During these tutorials programme members will be assisted in all aspects of
development and progression in respect to the certificate: being guided through the
programme, and discussing and confirming arrangements for assessment.
The same material, assessment criteria, moderator and external examiner are applied to both
Blended Learning and Online Learning modes of study.
Learning Activities/Categories:
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)
Blended
Approach
Online
Induction
18
18
Attendance at seminars/webinars
12
12
Tutorials: flexible learning including e-learning
3
3
Practical: Observation and formative feedback on the planning
and delivery of a teaching session
3
3
Total
36 direct or indirect
contact hours
Project work (individual): preparing a Portfolio
20
20
Reflection; including critical incident analysis
10
10
Self Study (including Study Guide materials)
114
114
Assessment
20
20
200 Hours Total
10.
Assessment: (also refer to Assessment Outcomes Grids at end of document)
Since assessment decisions within all modules of the PG Cert TLHE are based on judgments
of professional competence, this programme has used a Pass/Fail system for assessment
since its inception. This has been agreed and supported by successive internal and external
validation and accreditation panels, and by all appointed external examiners. The rules for
moderation apply, but the 30% aggregation rule does not.
Formative assessment of the intended learning outcomes for Module 1 includes a selfevaluation pro forma used in relation to the formative assessment of teaching. Programme
members are also encouraged to reflect on their practice: beginning with reflections on
participation in the 3-day induction programme and the drafting of a personal educational
philosophy which includes details of integrating research and scholarship. Tutorials are also
used as a means to provide formative feedback.
The summative assessment consists of coursework based on written assignments and
seminar/webinar participation. The written assignments have draft and final submission dates.
The drafts are submitted to the Personal Tutor as a means to facilitate formative feedback
(which feeds forward to the final submission). Full details are provided in the Module Handbook
for Module 1. Assessments are the same for both Blended Learning and Online Learning
modes of delivery.
Assessment is submitted electronically. This is via Turnitin. Feedback is also given
electronically.
(N.B. (i) Three Assessment Outcomes Grids for the module (one for each main assessment category) can be
found at the end of this descriptor 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.)
11.
Equality and Diversity
In order for the student to complete this module an element of Teaching will require to be
undertaken. This and other elements required for successful progression in the PG Cert TLHE
do not normally 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.
Students must be able to access and use IT equipment.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the
attention of the School)
12.
**Indicative Resources: (eg. Core text, journals, internet access)
The following materials form essential underpinning for the module content and ultimately for
the learning outcomes:
Module 1 Study Guide: Practice and Theory in HE. (Centre for Academic and Professional
Development, University of the West of Scotland, 2012)
A Handbook for Teaching and Learning in Higher Education – Enhancing Academic Practice.
Heather Fry et al. (Routledge Falmer, 3rd ed. 2009).
Required and recommended reading as for the three-day course “Teaching, Learning and
Assessment in Higher Education” (subject to change due to regular updating).
Other recommended reading and teaching and learning sources provided or recommended by
the programme team.
Access to the VLE support system.
(**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)
13.
Attendance Requirements
It is expected that for all modules in the PG Cert TLHE members will be fully compliant with
the UWS attendance regulations.
14
Campus(s) for Module Delivery
The module will normally be offered on the following campuses / or by Distance Learning
(D/L) (ie. Virtual Campus): (Provided viable student numbers permit)
Paisley:
Ayr:
Crichton:
Hamilton:
Tick
√
15.
Course Reference Numbers (CRNs) (if known)
Paisley:
D/L Virtual
Campus:
Other:
(Please specify)
√
Ayr:
Crichton:
Hamilton:
D/L Virtual
Campus:
Other:
Trimester 3
No
(Please specify)
Enter
16.
Semester(s)/Trimester(s) for Module Delivery
(Provided viable student numbers permit).
10/11
Trimester 1
Yes
For Internal Use Only
Trimester 2
17.
Subject Development Group
(SDG)
Education
18.
Assessment Results (Pass / Fail)
Please confirm if the Pass/Fail decision will be used? (This will only apply in exceptional
cases where the usual A-E Grading system is deemed inappropriate)
19.
Subject Panel
School of Education, PG CPD.
20.
Moderator
Professor Moira Lewitt
21.
External Examiner
Dr Carl Peters, Dean: School of Education, University of Newport.
Yes (See comments in section 10)
Contact QEU for current details relating to Subject & Programme Panel responsibilities.
Contact Student Administration for current details relating to module responsibilities.
22.
Accreditation Details
The Higher Education Academy (The Academy); Nursing and Midwifery Council (NMC)
The programme currently is approved by the Nursing and Midwifery Council (NMC) and
accredited by the Higher Education Academy (The Academy) and the University of
Paisley. Following a recent revalidation and accreditation event (subject to final
confirmation) graduates of the PG Cert TLHE are eligible to seek registered practitioner
status with The Academy in line with The Academy's requirements for the UK
Professional Standards Framework: Standards descriptor 2. Those successfully
completing Module One will be eligible to apply for associate registered practitioner
status, aligned to Standards descriptor 1. Graduates in the fields of Nursing, Midwifery
and Health Visiting will be qualified to apply for a recordable teaching qualification with
the Nursing and Midwifery Council (NMC).
23.
Changes / Version Number
ASSESSMENT CATEGORY 1: Coursework
Learning Outcome
(Identified in Section 8)
Version 8 (Amended to change ‘critical’ to significant in Learning outcome 4. Changed
Blackboard to VLE, updated resources and change d Associate of the HEA to Associate
Fellow to meet new UKPSF (2011) Offered one trimester per year instead of two).
Learning
Outcome
(1)
Learning
Outcome
(2)
Learning
Outcome
(3)
Learning
Outcome
(4)
√
√
√
√
Learning
Outcome
(5)
(Where less than 5 Learning
Outcomes exist, please
enter N/A where
appropriate)
Weighting
(%) of
Assessment
Element
Timetabled
Contact
Hours
Formal Written
Examination
Written Assignment
N/A
N/A
Presentation
Assignment
Class Test
Oral Examination/Viva
Practical Examination
Placement / WBL
Elements
Laboratory Reports
√
Other, Please specify:
Participation in seminars
and equivalent online
activities
Combined Total for All Assessment Categories
Pass
Assessment Outcomes Grids (referred to within Section 10)
Note(s):
(i)
More than one assessment method can be used to assess individual learning outcomes.
(ii)
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, dependant on Programmes &/or Professional requirements.
Module Descriptor Template: Approved by LTB 14 May 2007
Dt/module descriptor group/ModDes TEMPLATE (Approved) 14 May07.doc
Revised Jan 16 2010