| Module title: |
Effective Learning and Teaching in Higher Education Contexts
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| SCQF level: |
11: |
| SCQF credit value: |
20.00 |
| ECTS credit value: |
10
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| Module code: |
EDU11105 |
| Module leader: |
DR KEITH SMYTH |
| School |
Academic Practice |
| Subject area group: |
Academic Development |
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Prerequisites
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You should be in a substantive learning, teaching and assessment role at Higher Education level
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 2013/4, Trimester 1, Blended, Napier University
| Occurrence: | 001 | | Primary mode of delivery: | Blended | | Location of delivery: | NAPIER | | Member of staff responsible for delivering module: | DR KEITH SMYTH | | Module Organiser: | | | Learning, Teaching and Assessment (LTA) Approach: |
This module employs a mixture of methods and media in blended mode. Students undertake independent study based on a blend of module handbooks, VLE resources and exploration of research literature, (LO1 & LO5). They engage in interactive group workshops exploring themes collaboratively with peers, and engage in one-to-one tutorials, (LO2, LO3, LO5). They also develop through reflection feedback on their own practices (LO3, LO4, LO5) and by undertaking a small-scale piece of research (LO1, LO2). They additionally engage in individual and interactive online activities on a variety of themes (LO1, LO2, LO3, LO5). Employability is central to this module as it has a strong practical and cognitive focus on the ongoing development of professional practice and confidence for the HE sector. PDP is provided through the strongly reflective and discursive focus of the tutorials, group workshops, online activities and assessments. Academic literacies will be developed through guided engagement with the literature and detailed developmental feedback on writing, with the opportunity to receive peer feedback on drafts. The module is assessed throughPortfolio Submission 1: (40%) Exploring Contexts (week 6): o 1000-word reflective essay on learning and teaching role or completion of Academic Induction (LO5)o 1000-word report on a small-scale research project investigating student learning styles (LO1, LO2)o Session plan and reflection based on self, peer or student feedback (LO4, LO5). Formative as detailed feedback provided based on assessment criteria; students asked to reflect on impact on practices and future assessments. Portfolio Submission B: (60%) Developing Practices (deadline week 13): o Session plan, observed session & reflection (500 words) on the basis of feedback (LO4, LO5). o 500-word discussion of range of learning and teaching materials produced (LO1, LO6)o 2000-word critique of a module descriptor or equivalent (LO1, LO3). Students also receive detailed feedback on this submission, which they can apply to their practice and subsequent modules on the programme.Students undertaking this module as part of an NMC approved route will, in consultation with their tutor and mentor, apply the module assessment elements in both theory and practical settings and will provide the range of evidence that is necessary to meet the appropriate statutory competencies and learning outcomes.Research / teaching linkages are emphasised throughout the module, as the students are required to critically engage with and interpret the literature and apply it to their own teaching. They engage in a small-scale research project and in doing so develop research techniques. They are encouraged throughout to adopt an enquiring and questioning attitude to their practice and field, and are encouraged to engage with national networks in HE and their subject areas. Supporting equality and diversity in HE is covered as part of the substantive content; participants are required to reflect on their own practice in this area, and develop good practice. The module is designed to support equality and diversity, as the choice of engagement modes in blended learning allow a diverse cohort to participate, and all materials will be informed by principles of teachability. Flexibility and individualised assessments also allow for as wide a range of students as possible to participate. Internationalisation of HE and good practice in teaching international students is included in the substantive content of this module, and the module is designed to be suitable for international students in that it may be approached using a variety of media, using a range of assessment strategies, therefore maximising inclusivity.
| | Student Activity (Notional Equivalent Study Hours (NESH)) | | Mode of activity | Learning & Teaching Activity | NESH (Study Hours) | | FACE TO FACE | Tutorial / Seminar / Class Groupwork | 10 | | FACE TO FACE | Practical / Labs | 10 | | Independent Learning | Groupwork | 60 | | ONLINE | Groupwork | 20 | | Work-based learning activity | 50 | | Other | 50 | | Total Study Hours | 200 | | Expected Total Study Hours for Module | 200 |
| Assessment | | Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words | | Portfolio | 40 | 1, 2, 4, 5 | 6 | HOURS= WORDS= 2000 | | Portfolio | 60 | 1, 3, 4, 5, 6 | 13 | HOURS= WORDS= 3000 | | Component 1 subtotal: | 40 | | | Component 2 subtotal: | 60 | | | | | Module subtotal: | 100 | | | |
2012/3, Trimester 2, Blended, Napier University
| Occurrence: | 002 | | Primary mode of delivery: | Blended | | Location of delivery: | NAPIER | | Member of staff responsible for delivering module: | DR KEITH SMYTH | | Module Organiser: | | | Learning, Teaching and Assessment (LTA) Approach: |
This module employs a mixture of methods and media in blended mode. Students undertake independent study based on a blend of module handbooks, VLE resources and exploration of research literature, (LO1 & LO5). They engage in interactive group workshops exploring themes collaboratively with peers, and engage in one-to-one tutorials, (LO2, LO3, LO5). They also develop through reflection feedback on their own practices (LO3, LO4, LO5) and by undertaking a small-scale piece of research (LO1, LO2). They additionally engage in individual and interactive online activities on a variety of themes (LO1, LO2, LO3, LO5). Employability is central to this module as it has a strong practical and cognitive focus on the ongoing development of professional practice and confidence for the HE sector. PDP is provided through the strongly reflective and discursive focus of the tutorials, group workshops, online activities and assessments. Academic literacies will be developed through guided engagement with the literature and detailed developmental feedback on writing, with the opportunity to receive peer feedback on drafts. The module is assessed throughPortfolio Submission 1: (40%) Exploring Contexts (week 6): o 1000-word reflective essay on learning and teaching role or completion of Academic Induction (LO5)o 1000-word report on a small-scale research project investigating student learning styles (LO1, LO2)o Session plan and reflection based on self, peer or student feedback (LO4, LO5). Formative as detailed feedback provided based on assessment criteria; students asked to reflect on impact on practices and future assessments. Portfolio Submission B: (60%) Developing Practices (deadline week 13): o Session plan, observed session & reflection (500 words) on the basis of feedback (LO4, LO5). o 500-word discussion of range of learning and teaching materials produced (LO1, LO6)o 2000-word critique of a module descriptor or equivalent (LO1, LO3). Students also receive detailed feedback on this submission, which they can apply to their practice and subsequent modules on the programme.Students undertaking this module as part of an NMC approved route will, in consultation with their tutor and mentor, apply the module assessment elements in both theory and practical settings and will provide the range of evidence that is necessary to meet the appropriate statutory competencies and learning outcomes.Research / teaching linkages are emphasised throughout the module, as the students are required to critically engage with and interpret the literature and apply it to their own teaching. They engage in a small-scale research project and in doing so develop research techniques. They are encouraged throughout to adopt an enquiring and questioning attitude to their practice and field, and are encouraged to engage with national networks in HE and their subject areas. Supporting equality and diversity in HE is covered as part of the substantive content; participants are required to reflect on their own practice in this area, and develop good practice. The module is designed to support equality and diversity, as the choice of engagement modes in blended learning allow a diverse cohort to participate, and all materials will be informed by principles of teachability. Flexibility and individualised assessments also allow for as wide a range of students as possible to participate. Internationalisation of HE and good practice in teaching international students is included in the substantive content of this module, and the module is designed to be suitable for international students in that it may be approached using a variety of media, using a range of assessment strategies, therefore maximising inclusivity.
| | Student Activity (Notional Equivalent Study Hours (NESH)) | | Mode of activity | Learning & Teaching Activity | NESH (Study Hours) | | FACE TO FACE | Tutorial / Seminar / Class Groupwork | 10 | | FACE TO FACE | Practical / Labs | 10 | | Independent Learning | Groupwork | 60 | | ONLINE | Groupwork | 20 | | Work-based learning activity | 50 | | Other | 50 | | Total Study Hours | 200 | | Expected Total Study Hours for Module | 200 |
| Assessment | | Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words | | Portfolio | 40 | 1 2 4 5 | 6 | HOURS= WORDS= 2000 | | Portfolio | 60 | 1 3 4 5 6 | 13 | HOURS= WORDS= 3000 | | Component 1 subtotal: | 40 | | | Component 2 subtotal: | 60 | | | | | Module subtotal: | 100 | | | |
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What you will learn and what this module is about:
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In this module you will develop your understanding of the Higher Education context, and motivations for student learning and academic roles. In your substantive teaching, learning and assessment role within a Higher Education level setting you will become familiar with the principles of Higher Education curriculum design, planning and provision. You will develop your academic practice through reflection and feedback on teaching and learning contexts.
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Description of module content:
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Current issues in Higher Education, Critical engagement with the research literature, Models of learning styles and motivation, Constructive alignment and educational design, Learning aims and outcomes, Session planning, Learning and teaching methods and media, Classroom practice, reflection, observation and feedback, Roles and teamwork.
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Learning Outcomes for module:
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LO1: Critically engage with literature and research in the field of Higher Education LO2: Critically explore the application of models of learning styles to own learning and teaching contextLO3: Critique curriculum design with reference to constructive alignmentLO4: Demonstrate appropriate judgement in the planning and execution of learning and teaching provision LO5: Critically reflect on own role and practices, referring to learning and teaching methods and mediaLO6: Evaluate the suitability of a range of learning and teaching methods and media to own context
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Indicative References and Reading List - URL:
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T1:.Biggs, J. & Tang, C., (2007). Teaching for Quality Learning at University (3rd Ed). Berks: Open University Press. T2: Fry, H., Ketteridge, S. & Marshall, S., (2008). A Handbook for Teaching and Learning in Higher Education (3rd Ed.). London: Routledge. T3: Grace, S. & Gravestock, P., (2008). Inclusivity and Diversity: Addressing the Needs of All Students. London: Routledge. T4: Littlejohn, A. & Pegler, C., (2007). Preparing for Blended e-Learning. London: Routledge.T5: Ramsden, P.,(2008). Learning to Teach in Higher Education (2nd Ed.). London: RoutledgeT6: Tight, M., ed. (2004) Studies in Higher Education. The Society for Research in Higher Education.
Click here to view this module's reading list. |
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