MODULE SPECIFICATION

Code: UTLG97-10-3 Title: Developing Practice in Higher Education Version: 4

Level: 3 UWE credit rating: 10 ECTS credit rating: 5

Module type: Standard

Owning Faculty: Social Sciences and Humanities Field: Secondary Education and Lifelong Learning

Faculty Committee approval: QSC Date: Chair’s Action 18/6/09

Approved for Delivery by: ( indicate name of affiliated institution if module will only be delivered by them)

Valid from: September 2009 Discontinued from:

Contributes towards:

PG Cert Education (Teaching and Learning in Higher Education

PG Dip Education (Teaching and Learning in Higher Education)

MA Education (Teaching and Learning in Higher Education)

MA Lifelong Learning

Pre-requisites: None

Co-requisites: UTLG96-10-M, Supporting Learning in Higher Education

Entry requirements:

(If the module is offered as CPD or stand alone, indicate the entry requirements)

Excluded combinations: None

Learning outcomes:

By the end of this module, participants will be able to demonstrate:

1. that they have completed at least 45 hours of teaching in the University ("teaching" includes a range of situations in which the participant is responsible for the learning of others);

2. that they are able to evaluate their own and others' teaching for the purposes of specific and general development;

3. that they can use practical and theoretical knowledge to make a reasoned case for choices amongst teaching and learning methods and for forms of good practice in relation to the teaching they carry out;

4. a professional level of competence in planning, preparation, classroom management knowledge, use and management of reference materials and resources in assessment of students and in monitoring the effectiveness of teaching;

Generic Learning Outcomes:

By the end of this module students will be able to demonstrate an ability to:

1. make informed judgements

2. integrate new principles and understandings

3. develop and demonstrate (as appropriate) a critical, reflective and effective orientation to their practices

4. organise and present ideas and information coherently

Syllabus outline:

The module is designed for people who are accustomed to working with academic material but whose teaching activities in higher education have not benefited from any systematic development. Its main subject matter is the individual and collective experience of challenges in the facilitation of learning across a range of modes, disciplines and settings.

Teaching and learning methods:

Participants attend "experiential learning" workshop sessions in which they present and discuss with the group recent and planned teaching activities within a structure facilitated by the module leader. They write short "diary" accounts of their participation in these workshops. They maintain a log of their own teaching activities covering a minimum of 45 hours, within which four teaching events have been observed and commented upon in writing *(two by a course colleague and two by an experienced and suitably qualified colleague in their workplace acting as tutor/assessor). These four events are also documented by the participant in terms of planning and post-teaching appraisal, using standard pro-formas. Participants also visit a course colleague on two occasions and write feedback, keeping a copy and passing one copy to the colleague. Finally, they produce a written summative account (of between 1000 and 1500 words) of their strengths and weaknesses, drawing explicitly on observations carried out by others, personal experience, and published material. All documented items are gathered together to form a portfolio.

Total participant work time for the module is 100 hours approximately

*These comments will address, at minimum, preparation and planning, classroom management, knowledge, use and management of reference materials and resources in assessment of students and in monitoring the effectiveness of teaching.

Indicative sources:

Books:

Ashcroft K and James D, (1999), The Creative Professional, London, Falmer

Biggs J, (1999), Teaching for quality learning at University, Buckingham, Open Univ Press

Brown S and Knight P, (1994), Assessing Learners in Higher Education, London, Kogan Page

Cowen J, (1998), On Becoming an Innovative University Teacher, Buckingham, Open University Press

Eraut M, (1994), Developing Professional Knowledge and Competence, London, Falmer

Prosser M and Trigwell K, (1999), Understanding Learning and Teaching - the experience of Higher Education, Buckingham, Open University Press

Ramsden P, (1996), Learning to Teach in Higher Education, London, Routledge

Savin-Baden M, (1999), Problem-Based Learning in Higher Education, Buckingham, Open University Press

Tennant M, (1988), Psychology and Adult Learning, London, Routledge

Journals:

Active Learning in Higher Education

Teaching in Higher Education

Journal of Further and Higher Education

Assessment

Weighting between components A and B (standard modules at levels 0-3 only A: 100

ATTEMPT 1

First Assessment Opportunity

Component A

A portfolio containing all items listed within "teaching and learning methods" (see above).

Assessment criteria:

AL3 : The assignment demonstrates that the student 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

GL3 : The assignment demonstrates that the student 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, appraising professional development needs and/or outcomes. Students will be required to negotiate a further criterion through discussion with the module tutor

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

A portfolio containing all items listed within "teaching and learning methods" (see above).

Assessment criteria:

AL3 : The assignment demonstrates that the student 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.

GL3 : The assignment demonstrates that the student 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, appraising professional development needs and/or outcomes. Students will be required to negotiate a further criterion through discussion with the module tutor.

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by ………………………………………Date …………………

(Associate Dean/Programme Director)

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