Learning and Professional Development Centre

Teaching and Learning in Higher Education (TLHEP), Postgraduate Certificate

This certificate programme is made up of two 30 credit modules, to be taken consecutively. Successful completion of the modules leads to a Post-Graduate Certificate in Teaching and Learning in Higher Education and Higher Education Academy (HEA) Fellowship.  An alternative exit point for some candidates, depending on their circumstances, is after Module 1. Completion of this module alone carries 30 M level credits and HEA Associate Fellowship.

The course begins each year in September with a 2 day ‘residential’ and then runs on Wednesdays (face-to-face) and/or Fridays (online).

Click here to download the TLHEP Application Form and apply for 2012/13

Module 1: Teaching reflectively in higher education (Semester 1)

This module develops teachers’ skills and critical rationales for practice to a standard equivalent to Descriptor 1 of the UK Professional Standards Framework, through the use of structured reflection to evaluate ‘what is really going on’ in their teaching.

Module 1 assesses students by the submission of a portfolio. 

Module 2: Design and development in Higher Education (Semester 2)

This module continues to develop teachers’ critical rationales for practice to a standard equivalent to Descriptor 2 of the UK Professional Standards Framework.  Throughout this module, participants apply general themes and theory to their specific teaching contexts and roles. 

Module 2 assesses students through two pieces of work: a collaborative reflection on discipline-specific challenges and solutions; and an individual 4-5,000 word critical evaluation of a programme/module design or innovation. 

Teaching and Learning with Technology (TLwT), Postgraduate Certificate

(subject to approval)

The programme is made up of two 30 credit modules, to be taken consecutively.  Successful completion of the module leads to a Post Graduate Certificate in Teaching and Learning with Technology (carrying 60 Masters level credits).  An alternative exit point for some candidates, depending on their circumstances, is after Module 1.  Completion of this module alone carries 30 M level credits. 

This programme is due to start in January 2013. Please direct informal inquiries and register interest in this programme by contacting Georgina Spencer, g.spencer@keele.ac.uk or lpdc@keele.ac.uk

Click here to download the TaLwT application form‌ and apply for 2012/13

Module 1: Technology enhanced learning (Semester 2)

This module develops the participants as reflective practitioners by encouraging them to reflect on their own experiences using technology, both as teacher and learner, and how they might use learning technologies to enhance the learning experience of their students.

Module 1 assesses students by the submission of a portfolio. 

Module 2: Technology Project (Semester 2/3)

This module continues to develop a reflective approach to the use of learning technology through the exploration of an innovation introduced to the participants own teaching.  The project will include analysis of the constraints and opportunities of technology, project plan, implementation and evaluation.

Module 2 assesses students through an individual 4-5,000 word critical evaluation of an innovation they have introduced. 

Action Research (AR) dissertation, leading to the award of MA in Learning and Teaching in Higher Education

The Action Research dissertation is a one year, part-time course that carries 60 M Level credits. Successful completion of this course in addition to the two postgraduate certificates leads to the award of the MA in Learning and Teaching in Higher Education.

Action research offers a systematic approach to introducing teaching innovations and evaluating their effectiveness, thus researching one’s own practice.  It is a useful method to both produce knowledge about (higher) education learning and teaching, and to improve learning and teaching practice.  Participants are supported to plan, undertake and submit a report on a piece of action research demonstrating their progress as curriculum developers, reflective practitioners and pedagogical researchers.

The course team offer a series of taught sessions through Semester 1 to support the planning and development of participants’ projects.  Participants are also encouraged to form action learning sets to support one another during the research phase.  In Semester 2 participants can attend optional group sessions and receive one to one supervision.

The module is assessed by an action research report (dissertation) of 15,000-20,000 words consisting of a portfolio of evidence with a reflective commentary.  All projects are subject to ethical approval.