• Raising awareness and responsibility about
• To engage with underpinning learning theories
• To enable participants to develop general and
subject-specific teaching strategies
• Promote pedagogical research but also
• To do things differently and do different things
“We need to be open to new ideas and to rival
explanations to our established views. Above all,
I think we need to become more interesting.
Bring into our frame novels, films, theoretical
alternatives, challenges from the margins. In
many ways, we have the most to learn from
those from whom we think we have the least to
Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 6)
Engaging and Enhancing
Student Learning (EESL)
Application of Strategies for Management
Learning Assessment and
Technologies and Feedback Academic
(ALT) (SAF) Practice
technology PGCAP tutors
• action learning sets
Online learning space
• Course information
• Module content: activities and resources
• LaSU reading lists
• Discussions: module, agora, helpline
• LinkedIn group
Core module: Engaging and
Enhancing Student Learning
Intended Learning Outcomes:
You will have had the opportunity to
• design and plan learning activities appropriate for your subject
• apply effective teaching, learning, assessment/feedback and support
strategies including technology enhanced approaches in your practice
• discuss learning theories linked to your own subject
• discuss key features of quality assurance, enhancement and
evaluation within the HE context and implications for professional
• develop reflective skills and engage in educational research
Core module, weekly plan
when where and how what other info
weeks -2 – 1 (27 Dec – online 2 weeks familiarising asynchronous
week 0 (13 Jan) CW conference room introducing
week 1 (20 Jan) CW conference room reflecting & developing
week 2 (27 Jan) CW conference room designing LTAs from the ADU and Denis McGrath, Learning Technologist
(theatre: Chapman 4 has Health and Social Care
week 3 (3 Feb) CW conference room using and experimenting 3 items from home (from kitchen, bathroom, bedroom)
week 4 (7 - 11 Feb) CW conference room & learning tutorial
Seminar room asynchronous
week 5 (17 Feb) lecture theatre, Mary Seacole delivering guest speakers: Moira McLoughlin, Angela Darvill, University of
remote guest speaker: Prof. Stephen Gomez (TBC), University of
week 6 (24 Feb) CW conference room assessing and feeding
week 7 (3 March) ThinkLab experiencing & guest speaker: Donna Berwick, Skills and Recognition Team
motivating Manager, Student Life, University of Salford
week 8 (7 March – 11 online week evaluating asynchronous,
March) synchronous: webinar on the 10th of March, 8.30pm, guest
speaker: Prof. Huw Morris, University of Salford
week 9 (17 March) CW conference room discussing and preparing
week 10 (24 March) CW conference room sharing guest : Prof. Huw Morris, University of Salford
1. Learning and teaching statement
2. Critical reflective commentary on teaching observations
and feedback conversations
3. Assessment/feedback rationale presentation (in action
4. Critical reflection of a learning event
5. Final, overarching reflective review
Draft facility available until end of week 10!
… spaghetti towers
In your groups, build a structure using
20 spaghetti strings, tape and string
provided. The marshmallow has to be
on the top.
An independent jury will carry out the
assessment of the tower!
• Make a tower
• Choose a name for your tower
• Choose a member of your team to showcase it.
PGCAP Assessment criteria
• Competence and engagement within an
area(s) of relevance to the module (and,
as appropriate, to the UK Professional
• Engagement with, and application of,
relevant research literature and theory
• Reflection on your learning and the
development of your practice
• 6 areas of activity
• 6 core knowledge
• 5 professional values
• for Fellowship of HEA & PGCert need
to engage with all of these.
PGCAP level of attainment descriptors
• a passing (excellent) assignment
• a passing (good) assignment
• a passing assignment
• a failing assignment
• digital and online
• record your journey
• collect media-rich artefacts
• shared with tutor and peers
• receive feedback throughout
To be used within the core module and
split session (1h)
portfolio My Wordpress
A Learning and Teaching Statement (10%)
You are required to outline your understanding of your own approach
to learning, your own learning journey and experiences (including in
formal and non-formal contexts) and how this understanding has
impacted upon your teaching and support of learners. This statement
would conclude with a needs analysis and an action plan: to describe
existing skills and areas for further development through the module
(e.g. from an analysis aligned to the module’s learning outcomes).
You might ask yourself the following questions to get you thinking about your
• What personal learning experiences have influenced my thoughts about teaching?
• How do I learn?
• How do my students learn?
• What does university teaching and learning mean to me?
• What do I want my students to learn?
• What strategies and techniques do I employ in helping students to learn?
• What are my strengths as a teacher?
• What areas do I need to develop further?
• What do I want to know more about?
• What are my options?
• What will I do and by when?
Sharing learning journeys
Discuss with the person next
• A memorable learning
experience you have had in
the past; something that has
influenced your thinking
about teaching & learning.
• Why do you still remember
• Your first contact
• Provides advice, support and Hi, I am
• Face-to-face and remote tutorials am
• Tutorials in week 4
• Signposts when further
• Eat ‘n’ meet your personal tutor
(Chrissi & Neil) and one of our Learning
• Opportunity to discuss optional
“I can’t believe it; for the first
time in my career I actually
couldn’t stop thinking about
teaching the whole night –
what have you done to us?”
(Andresen, 1995, p. 50)
Action learning sets
• Multi-disciplinary exchange
• Peer support
• Assessed component 3:
Assessment/feedback theme – rational
presentation in week 10
Throughout the core module
An Assessment and/or Feedback Rationale and
• This component will involve investigating methods used for assessment and/or
feedback in a multidisciplinary context but also from your
school/subject/professional area perspective, and the underlying rationale for
• This is a group task and will require collaboration of all members of a specific
action learning set. The rationale will focus in upon one particular method to
consider and agreed within the action learning set. You will need to explain how
this aligns with: for example, the aims and learning outcomes; your disciplinary
context; the nature of the student group; and any practice/professional
requirements. The rationale will also need to consider issues around equality,
diversity, inclusivity and accessibility. The rationale developed within the action
learning set will be shared with and evaluated by peers in the form of a
presentation during week 10 and both, the rationale and the presentation
should be added to your portfolio.
• The rationale should be underpinned by reference to relevant contemporary
articles or texts and also would usefully involve collecting and evaluating a small
sample of student feedback. Participants are required to identify implications
for their ongoing practice.
• Presentations created by action learning sets will be shared within Blackboard.
• This component is self- and peer-assessed.
• In your action learning sets:
– Decide on how you are going to
Mentor – Mentee: partnership
• Provide you with practical information and
guidance on the School, the Faculty, the
institution and the academic role
• Discuss with you the teaching and learning
policies, strategies and practices, both formal
and informal of the School and the institution
• Participate with you in the observation of
• Provide syllabuses, teaching materials and
other resources to support your work
• Link to people, services and resources to assist
you with the teaching role and the more
general HE responsibilities
• Provide discipline-specific input to your
• Pre-observation form/data (in portfolio)
– Need to share with observer
• Feedback conversation with observer
• Reflective Account on the observation itself and
the feedback conversation (include links to
• What is assessed?
– The reflective account based on the 3 assessment
Why did it happen?
How did you feel?
If it happens again, what
would you do differently?
Reflecting on feedback conversations
• What did you learn through the feedback conversation
with the observer?
• Did you agree/disagree with the observers’ comments and
feedback and why/why not?
• How did the feedback provided and the conversation itself
made you feel?
• Did any of the comments come as a surprise to you?
• Was the feedback conversation useful? Explain in what
way. If it wasn’t, explain why and think how it could have
been improved so that you would benefit more from it.
• What does the literature say, your colleagues, students
• What are you going to do as a result of this session, your
personal reflections and the feedback conversation? What
would you like to achieve and by when?
“It is now widely accepted that successful
professionals need to reflect upon their
actions as most tasks they perform involve
novel elements to which there are no
Kember et. al (1999, p. 18)
• Integrating reflection within
• Taking action to improve performance
being self-critical students,
linking to action
Moon, J (2004)
Thinking about learning
1. Think about
something you are
2. Think of something
good at. about yourself you feel
Write in this box how
you became good at it. Write here the
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
Feedback & Assessment
Component Assessment Feedback
1: learning individual self and peer
2: reflective accounts individual tutor and peers
of observations and
3: assessment & group task self (group)
4: Specific learning individual Tutor
5: Overall reflective individual tutor
Submit on a weekly basis and receive formative feedback. Facility available until end of week 10
Providing feedback (to peers)
• link to assessment criteria
• point out success
• stimulate improvement
• link to action
• challenge and stretch
• non judgmental
… with literature through
• reading lists and additional library resources (Clifford Whitworth, 1st floor)
• subject specific resources
… with professional groups
• Externally (including online communities)
… with further development activities
• LDU Open Programme and Events
• HEA seminars, Special interest Group meetings
“Can we propose to travel together
and be open to surprises as to how
we will get there?”
Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 4)
• 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.
• 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,
• Moon, J (2004) A handbook of reflective and experiential learning, theory and practice, Oxon:
Checklist To do
I have completed I have a mentor. Arrange
and handed in the observations with
application form for peer/mentor &
this programme. PGCAP tutor.
I have accessed the I have a Twitter To familiarise with
online learning account. portfolio system.
I have completed all To work on my
the pre-induction Learning
Postgraduate Certificate in Academic Practice
(PGCAP), University of Salford (UK)
Mode: Engaging and Enhancing Student Learning