Download - Pg cert lthe induction part two 2013
PGCertLTHE Part Two
Questions about Part OneStructure of Part TwoAssessment tasksBlackboard mobile learnGood designResearch thoughts
Session outcomes
By the end of this session you will:
Be familiar with the assessment requirements for part twoRecognise principles of good course design
Schedule
0930 – 1000 Programme structureFeedback from quizPart two assessment requirements
1000 – 1030 Principles of good course design
1030 – 1045 Break
1045 – 1100 Black mobile learn: Alice Bird
1100 – 1130 Applying design principles , aims and outcomes
1130 – 1200 Preparing for module 5: Martyn Stewart
Award
Part one Part two7001PCLTHE Learning, Teaching and Assessing in HE20 credits
7002PCLTHE Learning, Teaching and Assessing in HE (NMC) 20 credits
7003PCLTHEObservation of practice in HE5 credits
7004PCLTHEDesign for learning in the HE context20 credits
7005PCLTHEPedagogic research and evaluation15 credits
PG Certificate Learning and teaching in HE
PG Certificate Learning and teaching in HE NMC route
Certificate in Professional DevelopmentLTA in HE
1 1
1Either 7001PCLTHE or 7002PCLTHE
Assessment deadlines: today!, 21st August 2013Part one: Please submit hard copy (not via e-mail).
Any questions?
Feedback on part one (2012)
Different mode of delivery: programme review
Range of tutors: this term contributions from entire programme team
Difficulties navigating Blackboard: ‘two clicks policy’
Too much being ‘talked at’: make sessions more interactive
Sessions too long: will aim to finish at 1200/1215
Part two 2012 Part two 2013
First ‘taught’ session 18th January 6th February
Last ‘taught’ session 2nd May 17th April
Contact hours 22.5W 7.5PLG 17.5W 5PLG 3seminar
Core/optional attendance 30:0 22.5:3
Assessment Two written tasks One written task One poster/podcast/video
On line 0 4.5
What you can with a minor module amendment?
Risks? 1. Attendance at the lunchtime seminars2. Fixed assessment day
Part one: Individual focusPart two: Focus on context and research 7004PCLTHE [20cr]Design for learning in Higher Education
7005PCLTHE [15cr]Pedagogic research & evaluation
Scheme of workCurriculum innovation
Small scale pedagogic research projectPedagogic critical literature review
Models; inclusivity; employability; student engagement; PDP; technology
Preparation and ethics; collecting, analysing and interpreting data
PLG: 13th February; 27th March PLG: 13th February; 27th March Module schedule Research question17th April 2013: ‘curriculum innovation’ 21st August 2013
7004PCLTHE Design for Learning in HE Context
pp.6-9 module handbook - Semester 2 Assessment
PLG: 13th FebruaryWorkshops: 20th , 27th FebruaryPLG: 27th March
PGCertLTHE Curriculum Innovation Conference 17th April 2013PVC Education, LSU President
Submission with highest mark will receive certificate from VC at L&T Conference.
Think of something that for you represents ‘good’ design. What the characteristics of good design?
How can we introduce these elements into a lecture?
For you what are the principles of good course design (programme or module)
How can we introduce these elements into a lecture?
Finks five principle of good course design
1. Challenges students to higher level learning. 2. Use active forms of learning. 3. Gives frequent and immediate feedback to students on the quality
of their learning. 4. Uses a structured sequence of different learning activities. 5. Has a fair system for assessing and grading students.
Fink (1999)
To maximise the quality of student learning outcomes, we, as academics, need to develop courses in ways that provide students with teaching and learning materials, tasks and experiences which:
1. are authentic, real-world and relevant;2. are constructive, sequential and interlinked;3. require students to use and engage with progressively higher order
cognitive processes;4. are all aligned with each other and the desired learning outcomes;
and5. provide challenge, interest and motivation to learn.
(Meyers and Nulty 2009)
LJMU Principles of Curriculum Design
1. The curriculum is holistic and coherent2. The curriculum is accessible and student centred3. The curriculum fosters a deep approach to learning, encouraging
independence in learning. 4. The curriculum is based on and has links to research and scholarship5. The curriculum is based on feedback, evaluation and review
Now decide on your five principles of course design
Break: let me know about ECL Inspirational teaching
After break -
PGCertLTHE Part one
You have
– your feedback (plus experience)– your principles– programme aims and outcomes– module aims and outcomes
In groups consider
1. how part one could be re-designed2. further information you would need.
20 mins
7005PCLTHE Pedagogic research and evaluation
pp.11-14 module handbook
Please note teaching finishes for some programmes at the end of March.
If you are intending to collect primary student data (questionnaires, interviews, focus groups) you need to complete ethics forms with sign off from your PLG before you start.
In different groups talk through possible research topics.