Programme/Approved Electives for 2022/23
Available as a Free Standing Elective
This module helps to build professional confidence in promoting high quality learning in a rapidly changing higher education landscape. It achieves this through instruction and collaborative investigation into the following areas: the constructive alignment of learning and assessment, module and programme design, discipline-specific issues in teaching and learning and current policy contexts such as evaluation and accountability, and higher education for sustainable development. Throughout the module, students will work with their peers to apply general themes and theory to their specific teaching contexts and roles, which they will reflect in the summative assessment task of a portfolio of critical and reflective pieces including an evaluation of a module or teaching innovation.This module continues to develop students' critical rationale for practice and maps against Descriptor 2 of the UK Professional Standards Framework. Successful completion of this module entitles students to Higher Education Academy Fellowship.
Talis Aspire Reading ListAny reading lists will be provided by the start of the course.http://lists.lib.keele.ac.uk/modules/edu-40129/lists
This module helps teachers bring their teaching practice (skills, knowledge and values) up to descriptor 2 of the UK Professional Standards Framework and provides the opportunity to explore the process of designing, implementing and evaluating the introduction of an inclusive pedagogical approach in practice. They do this by developing an inclusive critical rationale for practice in the context of both general and discipline-specific educational theory, communities of practice, and a range of policy contexts.The module embeds the values, knowledge and activities of the UKPSF. Successful completion of the module confers eligibility for recognition as a Fellow of the Higher Education Academy. Additionally, the module delivers several elements of the knowledge, skills, values and behaviours outlined in the Academic Professional Apprenticeship (APA) standards, supporting progress to the End Point Assessment (EPA).
Intended Learning Outcomes
Critically evaluate their design of modules and/or programmes based on an understanding of relevant policy and theory: 1,2Critically evaluate their assessment-related decisions based on an understanding of relevant policy and theory: 1,2Explain how a discipline-specific approach to pedagogy has informed their design and practice of teaching and assessment: 1,2Discuss the implications of quality assurance and policy contexts for learning and teaching: 1Use a range of methods and rationales to evaluate and develop their teaching: 1,2
SCHEDULED / GUIDED:Formal synchronous and asynchronous sessions and workshops: 36 hours Module conference: 8 hours Work-based learning - observations and accompanying professional discussion with peers and tutor: 6 hoursDirected peer review / collaborative activity and discussion with peers: 20 hours Regular meetings with discipline / professional mentor and programme tutor: 20 hoursINDEPENDENT:Preparation for seminars: 25 hours Guided reading linked to formal sessions: 40 hours Preparation for assignments (wider reading, curriculum development, research etc.): 145 hours.
EDU-40128 Reflective Teaching in Higher Education or equivalent if APL is requested.Participants must be able to demonstrate they are, or will be, engaged in designing and developing a series of learning events (modules / programmes / courses / connected sessions).
1: Assignment weighted 50%
Description of Module Assessment
A critical reflection of 2800 wordsEssay / Case Study / Podcast / Video (Students choose preferred type)
A critically reflective evaluation of three different examples (1) of curriculum design from a series of learning events, using theory and policy considerations: 2800 words or equivalent (2), plus appendices of evidence.
Participants may choose their preferred assignment type(s) from the following formats (3):
~ Written (Essay, Case Study, Paper etc.)
~ Rich Media (Sway, Narrated PPT, Blog, Video etc.)
A combination of written and rich media work will be accepted, for example, a Blog with 2000 written words and embedded video clips totalling 8 minutes.
1. The curriculum elements can be a course or unit designed by the candidate, an existing module, or an innovation undertaken by the candidate. Guidance on the selection of examples will be provided in the module handbook and will ensure appropriate mapping to the UKPSF for Fellowship and a suitable range of practices, to include assessment, resources, and methods.
2. With 1000 words being equivalent to 10 minutes of recorded material.
3. Guidance on the selection of examples for evaluation will be provided in the module handbook and will ensure appropriate mapping to the UKPSF for Fellowship and a suitable range of practices, to include assessment, resources, and methods.
2: Portfolio weighted 50%
A practice portfolio of 2200 wordsA practice development portfolio comprising examples of curriculum design, engagement in collaborative development, dissemination activities, observations of teaching practice and professional discussions, with 2200 words or equivalent (1) of reflective commentaries on and evidence of the development process, which are summatively assessed:
1. A commentary reflecting on the development of their teaching practice (1000 words).
2. An abstract for a conference presentation on individual, discipline-specific curriculum design and development (200 words).
3. A reflective action plan detailing opportunities to continue individual and collaborative development and enhancement of their teaching practice (1000) words or equivalent) (2).
1. Participants will have the choice to submit a written or rich media piece of work, with 1000 words being equivalent to 10 minutes of recorded material.