MODULE SPECIFICATION
Code: UTLG97-10-3 Title: Developing Practice in Higher Education Version: 5
Level: 3 UWE credit rating: 10 ECTS credit rating: 5
Module type: Standard
Owning Faculty: SSH Field: Secondary Education and Lifelong Learning
Faculty Committee approval: Education Lifelong Learning PC Date:
Approved for Delivery by: indicate name of affiliated institution if module will only be delivered by them
Valid from: September 2010 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: UTCG96-10-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) (A);
2. that they are able to evaluate their own and others' teaching for the purposes of
specific and general development (A);
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 (A);
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 (A);
Generic Learning Outcomes:
By the end of this module students will be able to demonstrate an ability to:
1. make informed judgements (A)
2. integrate new principles and understandings (A)
3. develop and demonstrate (as appropriate) a critical, reflective and effective orientation to their practices (A)
4. organise and present ideas and information coherently (A)
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.
Reading Strategy
There is no essential reading for this module; but students are expected to make use of the specified readings from the previous module (UTLG96-10-M). Students will be encouraged to read in a focused way using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. Guidance to some key authors and journal titles available through the Library will be given in the handbook or made available on the University virtual learning environment. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out particularly that relating to the student’s subject teaching. It is important that students can identify and retrieve appropriate reading.
Indicative sources:
Books:
Ashcroft K and James D, (1999), The Creative Professional, London, Falmer
Ball S, Maguire M and Macrae S, (2000) Choice, Pathways and Transitions Post-16, London, Routledge/Falmer
Brockbank A. & McGill I. (1996), Facilitating reflective learning in higher education, Maidenhead: Open University Press
Brown S, and Knight P, (1994), Assessing Learners in Higher Education, London, Kogan Page
Eraut M, (1994), Developing Professional Knowledge and Competence, London, Falmer
Erben M (ed), (1998), Biography and Education - a Reader, London, Falmer
Fry H, Ketteridge S, Marshall S (2003) A Handbook for Teaching and Learning in Higher Education, 2nd Edition, Kogan Page
Nicholls G, (2001) Developing teaching and learning in Higher Education RoutledgeFalmer
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
Tummons, J (2007) Becoming a Professional Tutor in the Lifelong Learning Sector, Exeter: Learning Matters.
Wallace, S, (2007), Teaching, Tutoring and Training in the Lifelong Learning Sector, 3rd Edition, Exeter: Learning Matters.
Journals:
Active Learning in Higher Education
Teaching in Higher Education
Journal of Further and Higher Education
Assessment
Please state which element of assessment should be recorded as the final assessment for the purposes of submitting data on non-submissions to HEFCE. (For further information please contact Academic Registry.)
Weighting between components A and B (standard modules at levels 0-3 only) n/a
ATTEMPT 1
First Assessment Opportunity
Component A FINAL ASSESSMENT
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
Students will be required to negotiate a further criterion from the following list through discussion with the module tutor
CL3 The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.
EL3 The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice.
FL3 The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study.
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.
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.
Students will be required to negotiate a further criterion from the following list through discussion with the module tutor
CL3 The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.
EL3 The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice.
FL3 The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study.
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.
EXCEPTIONAL SECOND ATTEMPT (Retake): Attendance at taught classes is/is not required.
Specification confirmed by ………………………………………Date …………………
(Associate Dean/Programme Director)