PGCAP introducing (week 1)
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This document provides information about the Postgraduate Certificate in Academic Practice (PGCAP) program. The program consists of a core module on Learning and Teaching in Higher Education as well as additional elective modules. The core module aims to help participants examine teaching practices, identify student learning needs, discuss the use of learning technologies, and critically evaluate theories of student learning and quality assurance in higher education. The document outlines the program structure, intended learning outcomes, online learning spaces, e-portfolios, and assessment criteria. It also provides an agenda for an induction event that will introduce participants to the program and core module.
PGCAP introducing (week 1)
- 1. Postgraduate Certificate in Academic Practice (PGCAP) 1
- 2. 2 21st “The illiterate of the century will not be those who cannot read and write, it will be those who cannot learn, unlearn and relearn.” Alvin Toffler Future Shock, 1970 Postgraduate Certificate in Academic Practice (PGCAP) CoreJan12: Induction event (2 Feb 12) The PGCAP Team Chrissi Nerantzi Twitter @pgcap You will need to download a QR scanner app to your smart phone first
- 3. 3 Intended learning outcomes • Discuss key features of the PGCAP, structure and requirements • Introduction to the Learning and Teaching in Higher Education (LTHE or core) module • Recognise value of being part of a learning community please add your personalised learning outcomes
- 4. AGENDA Welcome The PGCAP programme and the Salford context Online programme space and e-portfolios Getting to know each other Core module Learning, Reflecting, Observing Eat ‘n’ meet
- 5. 5 Welcome Caroline Dangerfield President of the University of Salford Students' Union for 2011/2012 Dr. Brian Murphy Head of Academic Development Unit
- 6. Learning and Teaching Strategy and Themes for future development Accessible higher education Student focused Pedagogically excellent Internationally orientated Research informed Employability and enterprise led 6
- 7. Pedagogically excellent • Development of active learning in partnership with the learners to develop an educative community. • High quality teaching and supervision provided by staff on all modules and programmes. • High quality and timely feedback provided to all students in all elements of their assessment. • Opportunity for detailed evaluation and meaningful reflection on the quality of modules and programmes with time and resources provided for appropriate enhancement activity. • Development and support for innovative and inclusive approaches to education and assessment which help staff and students to develop and learn more effectively. • Clarity in what is expected of staff. • Greater proportion of staff with PGCAP and Fellowship of HEA video http://www.adu.salford.ac.uk/html/aspire/p.html
- 8. The PGCAP • an exciting opportunity to learn and develop with colleagues from different disciplines and professional areas • to be open, creative, and experiment in a safe environment and within a learning community • to discuss, debate and challenge anything linked to teaching and learning including theories • to engage in a conversation about teaching and learning at the University of Salford • to become a professional teacher in HE • gain a recognised Teaching Qualification in HE • through a programme accredited by the HEA and NMC
- 9. 9 The PGCAP and the UK PSF Professional Values Areas of Activity (WHAT) Core Knowledge (HOW) (WHY) • Design and plan • Subject • Respect individual • Teach/support • Appropriate methods of learners and learning • Assess/give feedback teaching and learning communities • Develop effective • How students learn • Promote participation learning environments • Use and value and equality of and approaches to appropriate learning opportunities student technologies • Use evidence-informed support/guidance • Methods for evaluating approaches and the • Engage in CPD effectiveness of outcomes from incorporating research, teaching research, scholarship scholarship and and CPD • Quality assurance and evaluation of quality enhancement • Acknowledge the wider professional practices context in which HE operates recognising implications for professional practice for Fellowship of HEA - evidence engagement with all of these http://www.heacademy.ac.uk/assets/York/documents/ourwork/re wardandrecog/ProfessionalStandardsFramework.pdf
- 10. 10 PGCAP Programme overview Learning and Teaching in HE (LTHE) core module Assessment Flexible, Curriculum Application and Distant and Design and of Learning Feedback for Online Programme Technologies Learning Learning Leadership (ALT) (AFL) (FDOL) (CDPL)
- 11. peers PGCAP technology tutors PGCAP Personal resources participant tutor Working together mentor Buddy • face-to-face LTAs • online • action learning sets
- 12. 12 Online learning spaces • Course information • Module content: activities and resources • LaSU reading lists • Weekly discussions, helpline • Web-conferencing • e-portfolio
- 13. Learning and Assessment 13
- 14. 14 e-portfolio • digital, online, mobile • reflect on your journey • use/create media-rich artefacts • share with tutor and peers • commenting • assessed • receive feedback throughout To be used for the whole PGCAP programme http://danpgcap.wordpress.com/
- 15. 15 PGCAP Assessment criteria • Competence and engagement within an area(s) of relevance to the module (and, as appropriate, to the UK Professional Standards Framework) • Engagement with, and application of, relevant research literature and theory • Reflection on your learning and the development of your practice
- 16. 16 PGCAP level of attainment descriptors • a passing (excellent) assignment • a passing (good) assignment • a passing assignment • a failing assignment
- 17. • ongoing opportunities to provide feedback, comment on any aspect of the module to tutor, programme leader • staff/student committee • opportunity to engage in research activities and provide input Your voice • Module Evaluation Questionnaire
- 18. • Using video for observations of Current research teaching • Developing professional e- portfolios • Professional discussions for summative assessment • Mixed-reality games for teaching and learning in HE • Open learning • NEW: Digital storytelling for deeper learning
- 19. 19 Getting to know each other through speed dating
- 20. 20 Core module: Learning and Teaching in HE (LTHE) Intended Learning Outcomes: At the end of the module, you will have had the opportunity to • Examine effective teaching, learning and assessment practices in a variety of educational and disciplinary contexts • Identify student learning needs in order to formulate relevant and inclusive learning support and guidance strategies • Discuss how learning technologies and other resources can be deployed within different educational contexts, based on an informed pedagogic rationale • Critically evaluate theoretical perspectives on, and approaches to, student learning and motivation within different educational contexts • Critically discuss the key features of quality assurance, enhancement and evaluation within a Higher Education context
- 21. Core module, weekly plan 21 when where and how what Learning theories other info weeks -1 – 0 online 2 weeks familiarising asynchronous (19 Jan – 1 Feb) week 1 (2 Feb) CW Conference Room introducing Experiential learning week 2 (9 Feb) CW Conference Room reflecting & Behaviourism developing week 3 (16 Feb) CW Conference Room designing Cognitivism Also webinar with Carol Yeager (20 Feb, 12pm – Blackboard Collaborate) week 4 (23 Feb) MCC and online using & Discovery learning Spending money £3 experimentin Constructivism Additional game facilitator: Neil Currie g week 5 (1 Mar) CW Conference Room learning Social constructivism Guest speaker: Dr. Alex Avramenko Connectivism week 6 (8 Mar) Allerton L312 delivering & Communities of practice guest speaker: 11.30-12.30 pm Dr. Leslie Robinson facilitating Problem-Based Learning week 7 (15 CW conference room assessing and Social learning Mar) feeding back week 8 (22 ThinkLab experiencing Humanism guests: students studying at the University of Salford Mar) & motivating week 9 (29 Mar online week evaluating Webinar TBC (Blackboard Collaborate) – 5 Apr) week 10 (26 CW Meeting Room 1, 2, discussing Professional discussions and MEQs Apr) Seminar room
- 22. 22 Assessment, e-portfolio-based 1. Reflective journal (in-module assessment – 60%) Ongoing critical reflective commentary on teaching, observations to be completed on a regular basis (6 posts – point system: 10 points for each out of 60: add to title 1/6, 2/6 etc.) equivalent of 3000 words (if 6 posts ~500 words each) 2. Professional discussion (end-of-module assessment – 40%) panel: PGCAP tutor and academic equivalent of 2000 words Draft facility available until end of week 9!
- 23. 23 assessment, feedback, marking Component Assessment Feedback Process 1: reflective journal individual tutor and peers during the taught 6 entries (1/6, 2/6 part of the module etc.) up to week 9 2: professional individual PGCAP tutor and 3 weeks after discussion additional panel submission, subject member external to to moderation and the ADU Exam Board
- 24. 24 Providing feedback (to peers) • link to assessment criteria • point out success • stimulate improvement • link to action • challenge and stretch • timely • non judgmental
- 25. 26 Peer observations: developmental! 4 in total
- 26. 28 Thinking about learning 1. Think about 2. Think of something something you are about yourself you feel good at. good about. Write in this box how Write here the you became good at it. evidence it is based on. 3. Think of something 4. Think of something you are not good at, that you did learn perhaps as a result of a successfully, but at the bad learning time you didn’t really experience. want to do it. What went wrong? What kept you going, Add it to this box. so that you did succeed in learning it? a Phil Race activity
- 27. 29 Pedagogies: from… to… “Jug & Mug” approach experiential/active / - transmissive collaborative / networked
- 28. personal tutor • Your first contact • Provides advice, support and guidance • Face-to-face and remote tutorials (web-conferencing) • Signposts when further assistance required
- 29. 32 engaging! … with literature through • reading lists and additional library resources (Clifford Whitworth, 1st floor) • subject specific resources … with professional groups • Internally • Externally (including online communities) … with further development activities • College workshops and ADU events • HEA seminars, Special interest Group meetings • Webinars
- 30. Intended learning outcomes • Recognise value of being part of a learning community • Discuss key features of the PGCAP, structure and requirements • Introduction to the Learning and Teaching in Higher Education (LTHE or core) module • please add your personalised learning outcome http://www.flickr.com/photos/mikejonesphoto/2932001534/
- 31. 35 Lunch time Eat ‘n’ meet your tutor, the team and past/current participants
- 32. 36 References • Andresen, L (1995) Accredited Courses in Teaching and Learning, in: Brew, A (ed.) Directions in Staff Development, Buckingham: The Society for Research into Higher Education & Open University Press, pp. 36-50. • Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 6) • Kember, D et. al (1999) Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow, International Journal of Lifelong Education, Vol 18, No 1, pp. 18-30. • Moon, J (2004) A handbook of reflective and experiential learning, theory and practice, Oxon: RoutledgeFalmer.
- 33. 37 Postgraduate Certificate in Academic Practice (PGCAP), University of Salford (UK) Module: Learning and Teaching in HE (LTHE) Module tutor: Chrissi Nerantzi, Academic Developer Personal Support Advisor: Max Rawlings, HRD Development Consultant Site: www.adu.salford.ac.uk Twitter: @pgcap