University of the West of England
MODULE SPECIFICATION
(Revised November 2002)
Code: |
UTLG95-20-M |
Title: |
Learning and Teaching in Higher Education |
Version: |
4 |
Level: |
M |
UWE Credit Rating: |
20 |
ECTS Credit Rating: |
10 |
Module Type: |
Project |
Owning Faculty |
Social Sciences and Humanities |
Field: |
Secondary Education and Lifelong Learning |
Valid From: |
January 2010 |
Discontinued From: |
|
Contributes Towards: |
PG Cert Education PG Cert Education (Teaching & Learning in Higher Education) PG Dip Education PG Dip Education (Teaching & Learning in Higher Education) MA Education MA Education (Teaching & Learning in Higher Education) |
Pre-requisites: |
None |
Co-requisites: |
None |
Excluded Combinations: |
None |
Learning outcomes:
On successful completion of this module, participants will have:
1. understood and contrasted theories of learning and teaching in relation to their own experience and examined factors appearing to affect learning;
2. acquired a familiarity with a broad repertoire of practical teaching skills to use and evaluate in different teaching situations and with different learners in different learning spaces;
3. acquired a familiarity with models of and policy drivers for curriculum development and programme design, and the capacity to critically analyse and evaluate current practices and the context for those practices, and where relevant developed, lead and contributed to curriculum development and programme design;
4. developed an awareness of the role and impact of information and communication technologies on teaching and learning at module, programme, institution and sector level;
5. developed in critical awareness on and where relevant managed individual, institutional and other contextual factors affecting student learning in Higher Education and the nature of responses to these;
6. gained a clear appreciation of the range of assessment practices and processes in HE and considered the effects or implications of these;
7. considered the way in which the role of teacher articulates with other roles in academic work;
8. an ability to organise and present ideas and information coherently;
9. an ability to work effectively as an independent and self-motivated learner.
All Learning Outcomes assessed by Component A.
Syllabus outline:
Introduction to theories of learning and teaching and contemporary debates; factors affecting equality of learning opportunity; curriculum design and models; the use of resources; assessing learners' needs; planning and preparing teaching; developing and using a range of strategies; managing the learning process; providing support for learning in different situations; assessing; the implications of assessment; reflecting upon and evaluating own performance in teaching and in related professional activity.
Teaching and learning methods:
The module aims to provide examples of good teaching practice. Methods are varied and are likely to include role play, simulation, micro teaching, demonstration, observation, debate, small and large group discussion, video, visual aids, seminars, tutorials, lectures, self-directed and self-study, case studies. Course members will be encouraged to lead parts of sessions where they have a particular appropriate expertise.
Reading Strategy
All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.
Essential readings for each week will be clearly indicated in the module handbook and through Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.
If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases
Indicative sources:
BIGGS, J. (2003) Teaching for Quality Learning at University: what the student does, Buckingham: Open University Press
CANNON R. & NEWBLE D. (2000), A handbook for teachers in universities and colleges a guide to improving teaching methods, London: Kogan Page
HARTLEY P., WOODS A. & PILL M. (eds.) (2004), Enhancing teaching in higher education: new approaches for improving student learning, New York: RoutledgeFalmer
KETTERIDGE S., MARSHALL S. & FRY H. (2002) The effective academic: a handbook for enhanced academic practice, London: Kogan Page
KNIGHT, P. (1998) Masterclass: Learning, Teaching and Curriculum in Taught Master’s Degree, London: Cassell
JENKINS A., BREEN R. & LINDSAY R. with BREW A. (2002), Reshaping teaching in higher education linking teaching with research, London : Kogan Page
PROSSER, M. & TRIGWELL, K. (1999), Understanding Learning and Teaching. The Experience in Higher Education, Buckingham: Open University Press
RACE P. (2001), The lecturer's toolkit a practical guide to learning, teaching & assessment, London: Kogan Page
RAMSDEN, P. (1992) Learning to Teach in Higher Education, London: Routledge
Relevant journals include:
• Active Learning in Higher Education
• Assessment and Evaluation in Higher Education
• Journal for Further and Higher Education
• Studies in Higher Education
• Teaching in Higher Education
• The New Academic
Relevant websites include:
www.hefce.ac.uk
www.ilt.ac.uk
www.ltsn.ac.uk
www.qaa.ac.uk
Assessment
First Assessment Opportunity
Component A
Element 1 relative weighting: 25%
A session-by session log of learning in a form negotiated with the tutor at the beginning of the module (approximately 1000 words).
Element 2 Final Assessment relative weighting 75%
An essay of 3000 words that (a) summarises learning experiences during the module and the general application of these to the course member's own teaching, and (b) explores a specific issue in teaching and learning that is of particular relevance to the current professional practice of the course member. This will normally identify possibilities for further research that could be carried out in relation to the chosen issue.
As with any M level module, we expect adequate references to appropriate literature in order to meet the assessment criteria below.
The assessment of both these elements will be in terms of the following three assessment criteria:
A LM: Conceptual Domain (Core)
The assignment demonstrates that the course member can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument;
C LM: Contextual domain
The assignment demonstrates that the participant has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study and is able to critically engage with contextual significance;
G LM: Action domain
The assignment demonstrates that the participant can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.
Second Assessment Opportunity (further attendance at taught classes is/is not required)
Component A
Element 1 relative weighting: 25%
A session-by session log of learning in a form negotiated with the tutor at the beginning of the module (approximately 1000 words).
Element 2 relative weighting 75%
An essay of 3000 words that (a) summarises learning experiences during the module and the general application of these to the course member's own teaching, and (b) explores a specific issue in teaching and learning that is of particular relevance to the current professional practice of the course member. This will normally identify possibilities for further research that could be carried out in relation to the chosen issue.
As with any M level module, we expect adequate references to appropriate literature in order to meet the assessment criteria below.
The assessment of both these elements will be in terms of the following three assessment criteria:
A LM: Conceptual Domain (Core)
The assignment demonstrates that the course member can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument;
C LM: Contextual domain
The assignment demonstrates that the participant has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study and is able to critically engage with contextual significance;
G LM: Action domain
The assignment demonstrates that the participant can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.
Specification confirmed by ……………………………………………Date ………………………
(Associate Dean/Programme Director)