module 3lt overview: learning and teaching web viewenhance your teaching activities through the...

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Postgraduate Certificate in Academic Practice (PGCAP)Module 3LT Handbook 2016-2017

Cohort number:

Student ID number:

Student user name:

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Contents1. Module 3LT Overview: Learning and Teaching............................................31.1 Aims and Learning Outcomes......................................................................31.2 Module sessions..........................................................................................41.3 Mentoring....................................................................................................51.4 Assessment.................................................................................................6

1.4.1 Overview...............................................................................................61.4.2 Assessment deadlines...........................................................................8

Appendix A: PGCAP Module 3LT Assessment sheet...........................................9Table 1. Guideline Assessment Criteria for each Learning Outcome.............15Appendix B: Learning Outcomes Mapping.......................................................17

Appendix C: Reflective Log Proforma...............................................................18

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1. Module 3LT Overview: Learning and Teaching

M3LT is concerned with L&T enhancement/ innovation. Some centrally run sessions will eventually be provided online (eg within a (M)OOC) or equivalent on-line resource) and face-to-face, but participants will also be able to take other workshops/modules relevant to the topic, agreed with the Programme / Module Leader. Assessment will be via writing up a short enhancement / innovation project to be presented to peers, at a University L&T conference, to the PREP Review Board, or an equivalent.

Project based, participants focus on producing an output which allows them to develop their abilities in these areas. Mentors within academic units will provide participants with advice, supported by the PGCAP team as required.

[ M3RDM is the other M3 module option and where spaces are available you are welcome to attend the sessions. M3RDm provides an introduction to the research design, supervision and management aspects of participants’ work. PhD supervision and management of research assistants will be included, along with developing research proposals and dissemination of the outputs of research activities. Relevant policies, codes of practice, support processes and staff will be introduced.

The provisional list of M3 RDM sessions available are listed below:Session 1a: The Research Funding LandscapeSession 1b: Lifecycle of a Grant Application Session 2: Anatomy of a Funding ApplicationSession 3: Research Project Management, Digital Identity and Open AccessSession 4: Achieving Impact from your ResearchSession 5: Supervising Research Students ]

For further details of the PGCAP Programme please see your Programme Handbook.

1.1 Aims and Learning OutcomesAimsThe aims of this module are:

to explore and evaluate issues related to enhancing learning and teaching practice and module design

Learning outcomesThese are grouped in the format used within the programme specification.

Having successfully completed the module, you should be able to:

Knowledge and Understanding1. Apply knowledge of generic and subject specific educational theory and/or

evidence in the design of a learning enhancement activity, within your subject area.

Subject Specific Intellectual and Research Skills2. Evaluate and reflect on your own professional practice and development

through evidence derived from self, peers and the literature.

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Subject Specific Practical Skills (optional)3. Develop, informed by the analysis of evaluation data, strategies for enhancing

the student experience. 4. Critically analyse and reflect upon the appropriateness of learning outcomes for

an enhancement activity and the alignment of learning and teaching activities with these learning outcomes.

5. Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.

Transferable and Generic SkillsAs our participants are experienced staff who will have already demonstrated a wide range of skills, the list below is included more for completeness of this profile document.

6. Compose and communicate ideas effectively, both orally and in writing7. Organise and integrate your own learning with existing commitments, and

produce work to deadlines.8. Apply self-directed learning skills which are essential for a learning with limited

contact time9. Apply education design and delivery skills in different contexts10. Apply your reflective skills outside of your discipline context11. Enhance your teaching activities through the integration of your research

findings and process12. Display initiative and personal responsibility

Professional values In addition the PGCAP Professional Values which underpin module 3RDM learning outcomes are:

1. A respect for individual learners and for their development and empowerment. 2. A commitment to work with and learn from colleagues.3. The practising of equal opportunities.4. A commitment to continued reflection and evaluation, and consequent

improvement of your own practice.

1.2 Module sessionsThere are no formal module sessions. Participants are expected to attend workshops which will support the development of their skills necessary for completion of their project work. Attendance at a minimum of three workshops is required. These must be evidenced by submission of a Reflective Log, see Appendix C for an example of the proforma.

The M3RDM sessions below may be of interest.

Session 3: Research Project Management, Digital Identity and Open AccessThis session includes a workshop on all aspects of research project management. An experienced research project manager will use a case study as a basis for exploring the complexities and considerations of project management. Building a digital identity and planning use of Open Access resources are important to establish early on in the project.

Session 4: Achieving Impact from Your ResearchPlanning for and demonstrating Impact are fast becoming prerequisites for securing research funding. This half day session looks at the University’s plans to deliver

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greater impact from our research and enterprise activities and the contribution individual researchers can make. Topics covered will include current thinking on the Impact Agenda, the importance of Pathways to Impact statements, and an overview of REF 2014.

1.3 MentoringIn M3 LT the role of the mentor is to provide support for the development of your educator activities, following institutional and Academic Unit/Department (AU) guidelines. It is anticipated that you will have already been allocated a senior colleague who fulfils this or a similar role for their AU. The senior colleague may be a different person to your mentor for PGCAP modules 1 & 2. To act as a mentor for M3 LT they need interest, activity and experience in educational enhancement, innovation and/or research. We expect PGCAP participants to explicitly discuss their M3 LT projects and meeting the assessment requirements with their PGCAP mentor / senior colleague(s) as appropriate, to determine who will act as mentor. As with modules 1 & 2, this individual will not normally be your line manager. PGCAP tutors will also be available for you to seek advice on the development and progress of your project. The main part of the assessment for M3 RDM is carried out by discipline specialists within a participants AU. We normally expect the M3 RDM mentor to provide feedback to participants on the development of outputs for their assessment, to support participants to organise their assessment activities and where appropriate, to provide feedback on the development of outputs for assessment.

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1.4 Assessment1.4.1 Overview

Part 1, Enhancement / Innovation report / Publication / OtherFor this assignment you are required to:

1. Identify an enhancement / innovation or research topic for your project2. Write a project draft, with research questions if appropriate3. Write a report of around 5000 words

OR Submit a paper about your project to a peer reviewed journal.

The report will be expected to include the educational reasoning, design, development, implementation, data collection, analysis and conclusions. It is anticipated that a paper would cover similar material, key aspects and findings of the project, but designed to meet the requirements of the journal.

Part 2, Presentation of Enhancement / Innovation Report / PublicationPresentation, minimum 15 mins + 5 mins for questions

For this assignment you are required to:Present the project and findings to your peers at an appropriate group, such as a programme board within your AU, an institutional L&T conference, the PREP Review Board, or an equivalent. During the presentation you should discuss the below as appropriate:

a) Write an abstract (~200 words) of your presentation which you circulate to your peer group and to the PGCAP administrator, to be submitted 2 weeks in advance of the presentation

b) Project Report: key areas as outlined above + ideas for future work

Any format of presentation is welcome, but if you wish to use a non-conventional format please discuss your plans with your PGCAP mentor and the PGCAP programme leader.Participants will normally be advised of the outcome of their presentation within 7 days of completion of their session.

Part 3, Participant Reflection (500-750 words) [This is primarily to provide evidence to meet Learning Outcome 2]

Keep a record of L&T development and/or enhancement activities which you have attended/participated and submit learning logs from three of those activities.

Linking to each of the LOs for this module, write a brief resume against each about what you have learnt from this experience, how it has informed your future work and identify any development activities which you will be following up. (This could include a list of workshops to attend and/or other peer development activities).

Assessment CriteriaAssessment is on a pass fail basis at M-level (level 7 FHEQ). [Indicative assessment criteria (Table 1), the marking sheet and the reflection template are in Appendix A]

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All learning outcomes and relevant professional values must be demonstrated to at least a threshold standard to pass. Participants must also fulfil all requirements of the assignment instructions.

The LOs for this assignment are:1. Apply knowledge of generic and subject specific educational theory and/or

evidence in the design of a learning enhancement activity, within your subject area.

2. Evaluate and reflect on your own professional practice and development through evidence derived from self, peers and the literature.

3. Develop, informed by the analysis of evaluation data, strategies for enhancing the student experience.

4. Critically analyse and reflect upon the appropriateness of learning outcomes for an enhancement activity and the alignment of learning and teaching activities with these learning outcomes.

5. Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.

6. Compose and communicate ideas effectively, both orally and in writing9. Apply education design and delivery skills in different contexts

The PGCAP Module 3LT Professional Values underpin this assignment.

Formative assessment is available through peer, tutor and/or mentor meetings and discussions. Mentors and peers may provide more detailed comments on full drafts of assignments.

Citation of LiteratureIn all summative assignments you are expected to use relevant literature to support and explore your arguments. Work that does not include appropriate references and referencing methods will therefore be referred. You are welcome to use the referencing style that you are most familiar with. The recommended method of referencing is the Harvard referencing style (see http://www.soton.ac.uk/library/infoskills/references/ for useful advice and guidance on using this referencing system).

All written submissions must be no smaller than a size 11 legible font (eg Lucida Sans), 1.5 line spacing must comply with the word count (+/-10%) be submitted electronically using Blackboard to the correct assignments folder include an academic integrity declaration be anonymised – please remove all student and staff names

If for any reason your supporting documentation cannot be submitted electronically a list of the supporting documentation should be included at the end of the report and a hard copy of the supporting documents must be provided to ILIaD by the deadline date.

MarkingThe marking for this module will not be anonymous. The project based nature of the assessment, involving staff from the PGCAP team, who may consult with staff from participants AUs, makes it impossible to maintain anonymity. PGCAP cohorts are small in size, individuals or small numbers of participants come from a limited number of Academic Units, and the members of the PGCAP team are likely to have had discussions with individuals about their work. This approach is aligned with the Anonymous Marking Policy within the Quality Assurance Handbook, available from:

http://www.soton.ac.uk/library/infoskills/references/

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http://www.southampton.ac.uk/assets/imported/transforms/peripheral-block/UsefulDownloads_Download/FDB7C6BB26774F7688FAC7D6C17FF449/Anonymous%20Marking%20Policy.pdf

1.4.2 Assessment deadlinesPlease refer to the Key Dates document for the assessment deadline. The assignment (Enhancement / Innovation / Research Output + Presentation + Reflection) completion date will be approximately 2 semesters / 8 months from your start date of Module 3LT.

https://www.outlook.soton.ac.uk/owa/redir.aspx?C=f3U0p6Blk0ararZ5HFjRk62ACRriDNIIb6VJI6N5oswEkaR4PogzaIBqCAq8JqXX_KjFx0XGHSw.&URL=http%3A%2F%2Fwww.southampton.ac.uk%2Fassets%2Fimported%2Ftransforms%2Fperipheral-block%2FUsefulDownloads_Download%2FFDB7C6BB26774F7688FAC7D6C17FF449%2FAnonymous%2520Marking%2520Policy.pdf



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Appendix A: PGCAP Module 3LT Assessment sheet(to be completed by assessors)

Name of PGCAP participant:

Part 1: Project Report Assessment (see also Notes below )

Title of Research Report / Publication:

Marking / Feedback against LOs tablePlease indicate Pass or Refer and provide brief comments against each of the LOs below. (This can be expanded on in the general feedback below)

Module 3LT Learning Outcomes:By the end of the module you should be able to:

* Pass or

Refer Feedback

1. Apply knowledge of generic and subject specific educational theory and/or evidence in the design of a learning enhancement activity, within your subject area

3. Develop, informed by the analysis of evaluation data, strategies for enhancing the student experience

4. Critically analyse and reflect upon the appropriateness of learning outcomes for an enhancement activity and the alignment of learning and teaching activities with these learning outcomes

5. Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning

6. Compose and communicate ideas effectively, both orally and in writing

9. Apply education design and delivery skills in different contexts

Overall Result

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General Feedback(typically 200-500 words, eg strengths, areas for development, gaps and areas for concern. If required, corrections, associated guidance and timeline for resubmission)

Name and signature of PGCAP Team member Assessor:

Name: Signature: Date:

Moderated by:


Academic Unit (if not PGCAP team member)

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Part 2: Presentation assessment

Title:

Date:

Abstract Provided: Y/N

Feedback (normally 200-500 words, eg on strengths, gaps and areas of concern / for development…)[This assignment should part demonstrate LO6:

Compose and communicate ideas effectively, both orally and in writing]

Result: Pass / Refer



Moderated by:



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Notes for parts 1 & 2:

If you have published your work:

Educational Research/Development PapersIf a paper has been accepted by a journal for publication then the journal review process will normally eliminate the need for internal review, as long as the refereed journal is of good standing, although this is at the discretion of the PGCAP team. Please attach a copy of the journal review and the paper reference or publication information.

Research /Development Paper presentationIf a paper has been accepted for presentation at an established academic refereed conference then the conference review process will normally eliminate the need for internal review, although this is at the discretion of the PGCAP team. Please attach a copy of any relevant documentation, such as the abstract for your presentation, feedback received and the conference reference to the abstract.

Part Part 3: Participant Reflection (500-750 words) Note: This is mainly to provide evidence to meet the Learning Outcome 2 (see below):

Using the table below, write a brief reflection against each of the M3LT LOs indicating how it has been demonstrated through your experiences of conducting and presenting your project and from following the three sessions for which you have submitted logs.

Module 3LT Learning OutcomesBy the end of the module you should be able to:

Reflection / Evidence


2. [Evaluate and reflect on your own professional practice and development through evidence derived from self, peers and the literature]

The evidence for this LO should come from your reflections on the other LOs.






How have these activities informed your future work?

Please identifying any development activities which you will be following up. (These will support your development as an educator and may include workshops you plan to attend).



Moderated by:



Table 1. Guideline Assessment Criteria for each Learning OutcomeAssessment is on a Pass / Fail basis.The criteria below are indicative to guide the assessors and aid your self-assessment

LO*

Refer Masters Pass (50-60%) Merit (60-70) Distinction (70 +)

1 Little or no knowledge of key aspects of educational theory and evidence with little conceptual understanding of ideas and techniques

Little or no evidence of wider reading

Very limited or no engagement with the literature

Inadequate ability to apply knowledge of educational theory and evidence to learning & teaching situations.

Moderate knowledge of key aspects of educational theory and evidence with acceptable conceptual understanding of ideas and techniques

Moderate evidence of wider reading

Moderate engagement with the literature

Moderate ability to apply knowledge of educational theory and evidence to learning & teaching situations.

Good systematic knowledge of key aspects of educational theory and evidence with good conceptual understanding of ideas and techniques

Significant evidence of wider reading

Significant engagement with the literature

Good at applying knowledge of educational theory and evidence to learning & teaching situations.

Comprehensive systematic knowledge of key aspects of educational theory and evidence with excellent conceptual understanding of ideas and techniques

Evidence of extensive wider reading

Excellent engagement with the literature

Excellent at applying knowledge of educational theory and evidence to learning & teaching situations.

2 Inadequate ability to evaluate and reflect upon professional practice.

Little or no evidence of personal insights

Personal development needs not identified

Inadequate evidence from self, students and peers

Little or no evidence from literature and/or incorrectly referenced.

Little or no integration of theory, evidence and practice

Moderate ability to evaluate and reflect upon professional practice.

Moderate evidence of personal insights

Moderate identification of Personal development needs

Moderate evidence from self, students and peers

Moderate evidence from literature correctly referenced

Moderate integration of theory, evidence and practice

Good at evaluating and reflecting upon professional practice.

Considerable personal insights

Personal development needs examined and identified.

Considerable evidence from self, students and peers

Considerable evidence from literature correctly referenced

Good integration of theory, evidence and practice

Excellent at evaluating and reflecting upon professional practice.

Extensive personal insights

Personal development needs thoroughly examined and identified.

Extensive evidence from self, students and peers

Extensive evidence from literature correctly referenced

Excellent integration of theory, evidence and practice.

3 Inadequate ability to critically analyse evaluation data

Inadequate ability to use

Moderate ability to critically analyse evaluation data

Moderate ability to use

Good at critically analysing evaluation data

Good at using evaluation data

Excellent at critically analysing evaluation data

Excellent at using evaluation

LO*

Refer Masters Pass (50-60%) Merit (60-70) Distinction (70 +)

evaluation data to inform the development of plans to enhance the student learning experience.

evaluation data to inform the development of plans to enhance the student learning experience.

to inform the development of plans to enhance the student learning experience.

data to inform the development of plans to enhance the student learning experience.

4 Inadequate ability to critically analyse and reflect upon the appropriateness of the learning outcomes for an enhancement activity and the alignment of learning and teaching activities with them.

Moderate ability to critically analyse and reflect upon the appropriateness of the learning outcomes for an enhancement activity and the alignment of learning and teaching activities with them.

Good critical analysis and reflection upon the appropriateness of the learning outcomes for an enhancement activity and the alignment of learning and teaching activities with them.

Excellent critical analysis and reflection upon the appropriateness of the learning outcomes for an enhancement activity and the alignment of learning and teaching activities with them.

5 Inadequate ability to critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.

Moderate ability to critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.

Good at critically analysing and reflecting upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.

Excellent at critically analysing and reflecting upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.

6 Inadequate ability to compose and communicate ideas effectively, both orally and in writing

Moderate ability to compose and communicate ideas effectively, both orally and in writing

Good at composing and communicate ideas effectively, both orally and in writing

Excellent ability to compose and communicate ideas effectively, both orally and in writing

9 Inadequate ability to apply design and delivery skills in different contexts

Moderate ability to apply design and delivery skills in different contexts

Good at applying design and delivery skills in different contexts

Excellent ability to apply design and delivery skills in different contexts

*Learning Outcomes1. Apply knowledge of generic and subject specific educational theory and/or evidence in the design of a learning enhancement activity, within your subject area. 2. Evaluate and reflect on your own professional practice and development through evidence derived from self, peers and the literature.3. Develop, informed by the analysis of evaluation data, strategies for enhancing the student experience. 4. Critically analyse and reflect upon the appropriateness of learning outcomes for an enhancement activity and the alignment of learning and teaching activities with these

learning outcomes.5. Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning 6. Compose and communicate ideas effectively, both orally and in writing 9. Apply education design and delivery skills in different contexts

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Appendix B: Learning Outcomes MappingMapping PGCAP Module 3LT Learning Outcomes to Learning and Teaching Activities and Assessments

Learning OutcomesBy the end of this module you should be able to:

Learning and Teaching Activities Assessment


*Workshops as appropriate

Discussions with mentor / PGCAP tutor

Project report &Presentation

2. Evaluate and reflect on your own professional practice and development through evidence derived from self, peers and the literature

Workshops as appropriate


Participant Reflection and Reflective logs




















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Appendix C: Reflective Log ProformaPGCAP participants are strongly recommended to complete this form or similar for each workshop/learning event that they undertake. To complete Part 3 of your assignment you will need to submit the logs from three of these activities.

Name:Title of Session/ActivityDate LocationDurationOutline of the activity as advertised

To be completed BEFORE the activity/session

Which Module Learning Outcome(s) does this session support and why:

Is there anything else, not covered above, which you are hoping to learn/gain from the session/activity?

To be completed AFTER the activity/session

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What did you learn from the session?

1.

2.

3.

4.


What might you do differently in your research role as a result of this session/activity?

1.

2.

3.

4.


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What can you find in the literature to support or discuss what you learnt from the session and/or what you are going to change as a result of the session/activity

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