This module is aims to make you curious about the wider context in which you teach and/or support learning and to explore challenges and opportunities that may affect your student’s future learning. The programme for the module is dynamic as it reflects the changing nature of higher educational debate and consider a range of influencing topics; for example – teaching excellence, policy, culture, environment, sustainability, societal and legal issues, etc. To support rich debate, you will engage with guest speakers (virtual and face-to-face), a range of stakeholders from within the University and beyond and your peers to enable you to explore contemporary challenges and opportunities that are relevant to each particular topic. This will culminate in your preparing an academic poster and presenting this to your peers in a module learning and teaching conference. In addition you will work as a member of a team to collaborate in a mock validation event that considers future learning, teaching and assessment. You will be presented with fake, though credible, documentation for a new post graduate course. You and your peers must consider the implications of what is being presented and recommend workable and sustainable solutions.
This module is aimed to enable you to develop your academic practice. You will be analysing and implementing key concepts, strategies and techniques required for learning, teaching and assessment for adult learners in higher education. You will engage with the literature on andragogy, constructive alignment and related academic literature. This module will showcase different approaches learning, teaching and assessment enabling you to contextualise what you experience within your own setting. The face-to-face days are learning spaces for sharing practice with peers, giving opportunities to engage in discussion and debate. This module takes a flipped learning approach; the online environment is for individual learning with ebooks, ejournals, videos and discussions to support and enhance your learning. The module is suitable for practitioners who have an on-going teaching commitment in higher education whether new to teaching or experienced practitioners. To study this module you must have at least 24 teaching hours as you will be taking part in peer observations both as the person teaching and also observing learning and giving feedback to colleagues. This module can be studied as a stand-alone CPD module with a separate accreditation by Advance HE for Associate Fellowship of the Higher Education Academy (HEA). Students who pass the module assessment will have met the criteria outlined in the UK Professional Standards Framework (UKPSF) for Descriptor 1.
This module focuses on making your learning, teaching and assessment inclusive by design supported by a systematic understanding of current research and advanced scholarship. After an initial review of related models and theories of learning, the module focuses on scenarios to evaluate and address the following themes; teaching large groups, studio/workshop/laboratory learning, online learning, work-based learning and transitions into and/or through UK higher education. You will be working in thematic groups enabling you to critically reflect on your own academic practice to apply inclusive curriculum design to your own setting. Your critical reflections will need to be grounded in current equality and diversity policy and practice. This module takes a flipped learning approach. The face-to-face days are dynamic spaces for sharing practice with peers, discussion and debate. The online environment is for individual learning with ebooks, ejournals, videos and discussions that you will be expected to engage with. The module is suitable for practitioners who already have teaching experience but may not have experience in a higher education widening participation environment. This module can be studied as a stand-alone CPD module with a separate accreditation by AdvanceHE for Associate Fellowship of the HEA. Students who pass the module assessment will have met the criteria outlined in the UK Professional Standards Framework (UKPSF) for Descriptor 1. It would be suitable for those who teaching higher education in a further education setting or for those who teach in different educational contexts such as work-based learning or Higher Education partnerships.