Post Graduate Certificate in Learning and Teaching
Postgraduate Certificate
in Learning and Teaching
in Higher Education
2007
Contents
Welcome to the Postgraduate Certificate in Learning and Teaching in Higher Education 2
The Programme Team 2
Aims of the programme 3
Dates and completion overview 3
Module aims 4
Fees and fees remission 5
Registration 5
Booking 5
Assessment 6
Grading criteria 6
Nursing Division 7
Modules: Aims, syllabus, learning outcomes, assessment 8
Module 1: Learning, Teaching and Assessment 8
Module 2: Course Design and Evaluation 9
Module 3: Influencing change: Contemporary issues in HE 10
Module 4: Enhancing professional practice 11
Programme Delivery 12
Sources of support for programme members: 12
Confidentiality statement 12
Recommended texts 13
Learning and Teaching 13
Student learning 14
Reflective practice 14
Higher Education general 14
Assessment, Curriculum Design and Evaluation 15
Quality Issues 15
Learning Technology 16
Internet resources 16
General Internet Resources: 17
Further Electronic Resources can be searched from 17
University sites/links: 18
HEA Subject Centre List 19
Subject-based resources: 20
Appendix 1: The Mentor’s Role 21
Appendix 2: General University Information as applied to PGCert 22
Accreditation of prior learning 23
Appendix 3: Supplementary Information 25
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Welcome to the Postgraduate Certificate in Learning and Teaching in Higher Education.
This programme is designed for experienced teaching staff and is part of the University’s strategy for enhancing the quality of learning and teaching. It provides you with the opportunity to reflect on your experience, share good practice with other staff and develop your teaching practice. It links practice, evidence and theory and is underpinned by reflection.
The PGCert is a Level M qualification that is accredited by the Higher Education Academy. It is either an exit qualification or part of the University’s PG Diploma and MA in Learning and Teaching
The Programme Team:
Ian Willis Programme Director
Janet Strivens Educational Developer
Stuart McGugan Educational Developer
Anne Qualter HoD & Educational Developer
Nick Bunyan E-Learning & Educational Developer
Sue Purnell Educational Developer
Jane Hart Registrations, Fees & Administration
Margaret Offley Administration
If you have any queries, would like more information, or would like to be kept on a mailing list, please contact 0151 794 2490; E-mail:
The website has up to date information and links to other learning and teaching activities and resources. Centre for Lifelong Learning (CLL)\Educational Development\Teaching Development\PG Cert.
www.liv.ac.uk/cll/pgcert
Or
Login to VITAL
Go to the 'Learning and Teaching Support Module'
Click on PG Cert (left menu)
Open PG Cert 2007 Topics
Aims of the programme
1. To support and accredit the professional development of staff in respect of learning and teaching in a higher education context
2. To support review and change in practice
3. To support sharing and dissemination of good practice
The programme consists of four modules, each of 15 credits at M level
1. EDEV 401: Learning, teaching and assessment
2. EDEV 402: Course design and evaluation
3. EDEV 403: Influencing change: Contemporary issues in HE
4. EDEV 404: Enhancing professional practice
Dates and completion overview
The programme has been scheduled on the basis of completion in two years. Programme regulations require completion within three years.
The schedule for the delivery of the first offering of the programme is:
Module 1 January 16-18 2007
Module 2 June 12-14 2007
Module 3 November 2007
Module 4 April 2008
It is expected that participants will complete the programme by taking the modules in order. As modules 3 & 4 allow choice and flexibility there may be some overlap for individuals in the timing of these modules depending on the nature of the topics/projects undertaken and the participant’s work pattern. Any variation from the designated order must be agreed in advance by the programme director and the department or mentor
Module aims
Module 1 Learning, teaching and assessment
To enable staff to develop the knowledge and skills to enhance the effectiveness of their current teaching and assessment practice and to support the practice of others
Module 2 Course design and evaluation
To enable staff to develop the knowledge and skills to critique and enhance course design and evaluation
Module 3 Influencing change: Contemporary issues in HE
To develop a critical awareness of contemporary issues in HE and their impact on current and future L&T practice
To develop a clear understanding of factors in managing and influencing change in HE
Module 4 Enhancing professional practice
Enhance own learning and teaching practice by carrying out a small scale project
Critically reflect on learning over the duration of the programme including personal development planning
Fees and fees remission
Registration and booking on to sessions:
Please note: to ensure a place participants must complete both registration and booking on.
Fees and fee remission
The fee for the programme is set at the normal part-time Home/EU level, currently £1028 and £2717 for overseas. Remission of fees is available to staff of this University who are contracted to teach our students. If you have any doubt whether you would be eligible for fees remission, please contact Jane Hart who will seek clarification of your individual circumstances from Students Administration & Support.
Programme participants are expected to be currently employed in a teaching capacity at the University of Liverpool. Their responsibility should include a range of teaching roles and must include the assessment of students for whom they have a teaching responsibility.
Registration
Registration procedure details are available from Jane Hart
Booking
Booking on to delivery sessions is done electronically though
www.liv.ac.uk/cll/booking
You will receive this prompt:
You can find workshops in one of two ways:
1. By searching for a particular workshop by name.
2. By browsing a list of workshops.
Choose 1 and search for ‘PGCert Module 1’ (etc)
Assessment
A range of different assessment strategies are used. They include:
· Observation, dialogue and reflection on teaching sessions
· Critical evaluation of a range of elements of personal practice
· Critical analysis of course documentation
· Dissemination of results of research and reviews to colleagues: oral, written and using electronic media. Presentations to colleagues
· Formal teaching evaluations
· Reflective essays
All Modules assignments will be marked using criterion based statements.
Participants will receive a Fail (below 50%), Pass (50-69%) or Distinction (70-100%) in accordance with The University Code of Practice on Assessment of Modular Masters level programmes at http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess_app_c1.doc
Grading criteria:
The evidence for outcomes is judged as follows:
Evidence exceeds requirements [75%]
Evidence clearly demonstrates that outcome has been met: [60%]
Evidence demonstrates that outcome has been met: [50%]
Outcome has not been met: Resubmit
The broad criteria for each grade are as follows, though the precise interpretation will vary for each outcome:
75% / Evidence is clearly presented and well organisedContext of practice clearly presented and integrates wider perspectives and contexts
Shows a well-developed and theoretically informed capacity for critical analysis of own and/or institutional practice
Thorough and judicious use of relevant literature that is linked to practice
Suggests improvements and innovations to practice that are grounded in own experience and the literature
Critical analysis/reflection and well developed argument evident throughout
60% / Evidence is clearly presented and well organised
Context of practice clearly presented with coverage of wider perspectives and contexts
Critical analysis of own and/or institutional practice showing awareness of alternative approaches
Links own practice appropriately to relevant literature
Suggests improvements to practice that are grounded in own experience and the literature
Significant evidence of critical analysis/reflection and well developed argument
50% / Evidence is clearly presented and well organised in most cases
Context of practice described with some location of practice within wider contexts
Some evidence of critical analysis of own and/or institutional practice
Reference to the literature appropriate but may be limited
Useful improvements to practice are logically presented
Evidence of critical analysis/reflection and well developed argument
Re-submit / Evidence is unclearly presented or not well organised
Context of practice described with limited or no reference to wider contexts
Some evidence of ability to identify strengths and weaknesses in practice, but limited in scope
Reference to the literature limited, absent or inappropriate
Improvements to practice insufficiently argued or useful
tendency to be descriptive with limited evidence of critical analysis/reflection and well developed argument
For a pass to be awarded, all outcomes must be passed (50% or higher). A distinction may be awarded where the average of all grades is 70% or more.
Each assignment is read by two assessors who are members of the programme team. Assessors consult on any discrepancies in their judgement, and feedback is returned to the candidate. If the candidate does not achieve a pass on first submission, the assignment may be re-submitted on one more occasion. The external examiner is asked to read all work involved in the award of a distinction and a sample of other assignments.
Nursing Division:
PGCert nursing participants, wishing to have their teaching qualification recorded by the NMC, should submit their record of professional competencies and teaching log with their work, for scrutiny by their professional mentors. Once professional standards have been met the work will be examined by CLL internal and external examiners. When the PG certificate is awarded the qualification can then be recorded with the professional body.
Modules: Aims, syllabus, learning outcomes, assessment
Module 1: Learning, Teaching and Assessment
Aim: To enable staff to develop the knowledge and skills to enhance the effectiveness of their current teaching and assessment practice and to support the practice of others
Syllabus
Theories of learning,
Learning and thinking skills
Good teaching – principles and practice
Enhancing large class teaching
Supporting individual students
Using assessment to develop learning
Feedback principles and methods
Using educational technology
The Higher Education context.
Reflection
Learning outcome / Activity / AssessmentCritically evaluate and use inclusive approaches to teaching and the support of learning / Teaching dialogue activities after teaching observations / 2000 words for the commentary plus a copy of the teaching dialogue form
Critically evaluate the design and implementation of inclusive assessment and feedback practices of their programme / Critical evaluation of current departmental practice / 1500 word critical account and an annotated bibliography.
Review and reflect on their own learning, performance and professional development with reference to the literature on how students learn / Synoptic reflective account of their experience of the module with reference to the literature of how students learn / 2000 word reflective essay
In addition, participants must arrange to have two teaching sessions observed by a trained peer reviewer, or a person approved by the programme team, who will use an observer’s form to show that the participant is a competent teacher. Participants who have completed the CPS within the previous three years can use this as evidence for this outcome.
This outcome is Pass/Fail and is not graded.
Module 2: Course Design and Evaluation
Aim: To enable staff to develop the knowledge and skills to critique and enhance course design and evaluation
Syllabus
National frameworks: legislation, QAA requirements, professional body requirements
Institutional requirements and quality systems
Curriculum model(s) and alternatives
Constructive alignment:
Learning outcomes and assessment strategies
Alignment of learning outcomes and delivery mechanisms/ learning
opportunities (including e-learning)
Evaluation strategies
Student support strategies
Learning outcome / Activity / AssessmentDesign or review programmes using a critical awareness of institutional quality systems and an understanding of enhancement of provision for a diverse student body / Critical analysis of a set of course documentation / 5000 word critique
Word limit covers all the learning outcomes
Demonstrate a comprehensive understanding of the application of relevant aspects of national and discipline-based frameworks (legislation, professional/ statutory bodies, QAA codes of practice and policy guidelines) within which their programmes are situated
Recognise and evaluate alternative approaches to achieving programme aims and their rationales
Design effective evaluation strategies through a critical comparison of alternative strategies
Critically assess the current impact of e-learning on their programmes and develop strategies for enhancement using e-learning
Module 3: Influencing change: Contemporary issues in HE
Aims:
To develop a critical awareness of contemporary issues in HE and their impact on current and future L&T practice.
To develop a clear understanding of factors in managing and influencing change in HE
Syllabus:
Current topics in learning and teaching in Higher Education, generic or subject-based
Perspectives on educational change
Theories and practical implications of the management of the development of change in an educational organisation
Change strategies and the skills and attributes required for effective change agents
Learning outcome / Activity / AssessmentCritically evaluate a contemporary issue, analyse its impact on current programme/departmental practice and develop a change strategy to enhance practice / Review and evaluation of a contemporary issue using relevant literature to assess implication for future practice
Identification and defence of strategies for change / 3000 word commentary
Presentation to peers
Module 4: Enhancing professional practice
Enhance own learning and teaching practice by carrying out a small scale project
Critically reflect on learning over the duration of the programme including personal development planning
Syllabus
Action research inquiry method in education
Project planning and management
Reflection for Learning
Personal Development Planning
Learning outcome / Activity / AssessmentIdentify the learning from the experience of undertaking a small scale project to enhance own L&T practice / Undertaking a small scale research project considering aspects of developing learning and teaching / 1000 report and 1500 word reflection on implementation plan
Presentation to peers
Identify the learning from this programme of study and plan next developmental steps. / Reflection on initial action plan and planning for further professional development / 1000 word reflective commentary
Programme Delivery: