1. Postgraduate Certificate in
Academic Practice (PGCAP)
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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)
#LTHESep12: Induction event
(25 Sep 12)
The PGCAP Team
Chrissi Nerantzi
Twitter @chrissinerantzi
@pgcap
http://www.hr.salford.ac.uk/employee-development-section/pgcap-
You will need to download a QR scanner app to your smart phone first

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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
LTHE module (core)
Learning, Reflecting, Observin
g
Eat ‘n’ meet

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Welcome
Christina Kennedy
President of the University of Salford Students' Union
for 2012/2013
Dr. Brian Murphy
Head of Academic Development (HRD)

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
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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
• a programme accredited by the
HEA and NMC

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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 teaching research, scholarship
research, scholarship and CPD
• Quality assurance and
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

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PGCAP Programme overview
Learning and Teaching in HE
(LTHE)
core module
Curriculum
Application of Assessment Flexible, Distant
Design and
Learning and Feedback and Online
Programme
Technologies for Learning Learning
Leadership
(ALT) (AFL) (FDOL)
(CDPL)

11. peers
personal
module
learning
tutor
network
PGCAP
student
personal
mentor
tutor
Working together
buddy
• face-to-face
• online
• action learning sets

12. Cristina Costa Pete Whitton
personal tutor
• Your first contact
• Provides general
advice, support and
guidance
• Pastoral support
• Face-to-face and
remote tutorials (web-
conferencing)
• Signposts when further
assistance required
• the same for the whole
programme

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Online learning spaces
• Course information
• Module content: activities and resources
• LaSU reading lists
• Weekly discussions, helpline
• Web-conferencing
• e-portfolio
• PGCAP news blog
• Twitter

14. Learning and Assessment
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social media patchwork Best
PGCAP
portfolio portfolio
award
• digital, online, mobile
• reflect on your journey
• use/create media-rich artefacts
• share with tutor and peers
• commenting
• assessed
• receive feedback throughout
• NEW: creative commons portfolios
• NEW: open badges
The same portfolio for the whole
PGCAP programme
http://asboallstar.wordpress.com/

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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

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PGCAP level of attainment descriptors
• a passing (excellent) assignment
• a passing (good) assignment
• a passing assignment
• a failing assignment

18. • 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

19. Current research • Exploring the use of video for
observations of teaching and
impact on reflection
• Professional discussions as a
summative assessment approach
• Using Lego to aid reflection and
learning conversations
• Public feedback practice
• Open learning within academic
development, why and how
• Do open badges motivate learners?

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Getting to know each other through
speed dating

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Making is connecting
10 mins: In your action learning
sets, create a model that represents
effective teamwork for you using Lego.
Assess each other’s model
Who is the winning team?

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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

23. Core module, weekly plan 24
when where and how what Learning theories other info
weeks -1 – 0 (11 online 2 weeks familiarising asynchronous
– 24 Sep) tutorials
Week 0 (18 Sep) Allerton C805 familiarising e-portfolio session Mondays
10-12pm
week 1 (25 Sep) Pankhurst, Faraday introducing Experiential learning
House
week 2 (2 Oct) Pankhurst, Faraday reflecting & Behaviourism
House developing
week 3 (9 Oct) Pankhurst, Faraday designing Cognitivism observed by peer
House
week 4 (16 Oct) Manchester City Centre using & Discovery learning Spending money £3
experimenting Constructivism Additional game facilitators: Cristina Costa
week 5 (23 Oct) Pankhurst, Faraday learning Social constructivism
House Connectivism
week 6 (30 Oct) Allerton L312 TBC teaching & Communities of practice guest: Moira McLoughlin TBC
facilitating Problem-Based Learning
week 7 (6 Nov) Pankhurst, Faraday assessing and Social learning
House feeding back
week 8 (13 Nov) ThinkLab experiencing Humanism guests: students studying at the University of Salford
& motivating
week 9 (20- 26 online week evaluating 20 Nov 12-1pm Webinar with President of Salford Student
Nov) Union (Blackboard Collaborate) Christina Kennedy
week 10 (27- 30 CW Seminar room discussing 4 days! Professional discussions and MEQs
Nov) Dr. Tim Maragon, Dr. Janice Whatley, Dr. Leslie
Robinson, Angela Hook, Prof. Paul Haywood

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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!

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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 the External
the Academic Examiners
Development

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Providing feedback (to peers)
• link to assessment criteria
• point out success
• stimulate improvement
• link to action
• challenge and stretch
• timely
• non judgmental

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Peer observations:
developmental!
4 in total

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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 that you did learn
at, perhaps as a result successfully, but at the
of a bad learning time you didn’t really
experience. want to do it.
What went wrong? What kept you
Add it to this box. going, so that you did
succeed in learning it?
a Phil Race activity

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Pedagogies: from… to…
“Jug & Mug” approach experiential/active /
- transmissive collaborative /
networked

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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

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32. 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/

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Lunch time
Eat ‘n’ meet your
tutor, the team and
past/current
participants

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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.

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Postgraduate Certificate in Academic Practice (PGCAP),
University of Salford (UK)
Module: Learning and Teaching in HE (LTHE)
Module tutor: Chrissi Nerantzi, Academic Developer
Personal tutors: Cristina Costa and Pete Whitton
Site: http://www.hr.salford.ac.uk/employee-development-
section/pgcap-
Twitter: @pgcap