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PGCAP: week1 introducing (CoreSep 11)
 

PGCAP: week1 introducing (CoreSep 11)

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    PGCAP: week1 introducing (CoreSep 11) PGCAP: week1 introducing (CoreSep 11) Presentation Transcript

    • “The illiterate of the 21st century will not be those who cannotread and write, it will be those who cannot learn, unlearn andrelearn.” Alvin Toffler Future Shock, 1970 Postgraduate Certificate in Academic Practice (PGCAP) CoreSep11: Induction event (27 Sep 11) The PGCAP Team Twitter @pgcap
    • Aims• To introduce each other and lay foundation for a learning community• To provide a PGCAP course overview• To introduce Core Module
    • Intended learning outcomes• Recognise value of being part of a learning community• Discuss key features of PGCAP, structure and requirements
    • On the agenda• Welcome• Getting to know each other• The programme• Core module• Learning, Reflecting, Observing• PGCAP online learning space• Eat ‘n’ meet• Portfolio building
    • Introductions• Who we are
    • Welcome Dr. Brian MurphyHead of Academic Development Unit
    • WelcomeDr. Chris SmithHead of Academic PracticePGCAP Programme Leader
    • Getting to know each other
    • Let’s go for a walk ;o)
    • Rationale• Raising awareness and responsibility about student learning• 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 (McDonald, R)
    • Remember“We need to be open to new ideas and to rivalexplanations to our established views. Above all,I think we need to become more interesting.Bring into our frame novels, films, theoreticalalternatives, challenges from the margins. Inmany ways, we have the most to learn fromthose from whom we think we have the least tolearn.”Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 6)
    • Programme overview Learning and Teaching in HE (LTHE) Assessment Flexible, Curriculum Application and Distant and Design and of Learning Feedback for Online ProgrammeTechnologies Learning Learning Leadership (ALT) (AFL) (FDOL) (CDPL)
    • Working together peers technology PGCAP tutors PGCAP participant Personal resources tutor• face-to-face mentor LTAs• online• action learning sets
    • Online learning spaces• Course information• Module content: activities and resources• LaSU reading lists• Media-rich discussions, helpline• Web-conferencing• Portfolio
    • Core module: Learning and Teaching in HE (LTHE)Intended Learning Outcomes: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
    • Core module, weekly planwhen where and how what other infoweeks -1 – 0 (13 – 26 online 2 weeks familiarising asynchronousSeptember)week 1 (27 September) The Innovation Forum introducingweek 2 (4 Oct) Allerton L219 reflecting & developingweek 3 (11 Oct) Student Life, room: Kent designing (downstairs)week 4 (18 Oct) Allerton A 106 and field trip to using and experimenting If CW: 3 items from home (from kitchen, bathroom, bedroom) MCC EV: £5week 5 (25 Oct) CW Library learning Guest session with David Roberts, Salford Business School face-to-face tutorialsweek 6 (1 Nov) Allerton L312 delivering guest speakers: Dr. Ivan Garcia-Alvarez (University of Salford), Prof. Stephen Gomez (University of Plymouth)week 7 (8 Nov) CW conference room assessing and feeding backweek 8 (15 Nov) ThinkLab (booked) experiencing & motivating guests: students studying at the University of Salfordweek 9 (21 Nov – 25 Nov) online week evaluating asynchronous, synchronous: webinar on the 22nd of November, 12-1pm with Prof. Jethro Newton, and Kate Irving, University of Chester)week 10 (29 Nov) Drawing Studio at Allerton playing Guest facilitator: Sam Ingleson, University of Salford Studiosweek 11 (6 Dec) CW conference room sharing and preparingWeek 12 (12, 15 Dec) CW Meeting Room 1 discussing Professional discussion
    • Assessment, portfolio-based1. Educational Autobiography2. Reflection – Critical reflective commentary on teaching, observations and discussion with mentor – Final professional discussion with PGCAP tutors3. Assessment/feedback study (in action learning sets)Draft facility available until end of week 12!
    • … build a vehicleIn your groups, build a vehicle usingthe materials provided which willparticipate in a competition.An independent jury will carry outthe assessment of the creations!• Make it• Choose a name for it• Choose a member of your group to present it.
    • 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
    • UK PSF• 6 areas of activity - WHAT• 6 core knowledge - HOW• 5 professional values - WHYfor Fellowship of HEA - evidence engagementwith all of thesehttp://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdfhttp://tinyurl.com/ukpsfUnder review: new autumn 2011
    • PGCAP level of attainment descriptors• a passing (excellent) assignment• a passing (good) assignment• a passing assignment• a failing assignment
    • Feedback & Assessment Component Assessment Feedback 1: educational individual self autobiography 2a: reflective journal individual tutor and peers 2b: professional individual tutor discussion 3: assessment and group peers feedback studySubmit on a weekly basis and receive formative feedback. Facility available until end of week 12
    • Providing feedback (to peers)• link to assessment criteria• point out success• stimulate improvement• link to action• challenge and stretch• timely• non judgmental
    • Peer observations: developmental!4 in total
    • Thinking about learning1. Think aboutsomething you aregood at. 2. Think of something about yourself you feelWrite in this box how good about.you became good at it. Write here the evidence it is based on.3. Think of something 4. Think of somethingyou are not good at, that you did learnperhaps as a result of a successfully, but at thebad learning time you didn’t reallyexperience. 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
    • Pedagogies: from… to… Collaborative / active“Jug & Mug” approach- transmissive
    • e-portfolio• digital, online, mobile• record your journey• reflect• collect media-rich artefacts• shared with tutor and peers• commenting• assessed• receive feedback throughoutTo be used for the whole PGCAP programme
    • 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• ADU Open Programme and Events• HEA seminars, Special interest Group meetings• Webinars
    • Lunch• Eat ‘n’ meet your personal tutor (Chrissi & Neil)• Student reps• Portfolio session afterwards
    • “Can we propose to travel togetherand 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)
    • meet your tutorNeil Chrissi
    • Sharing learning journeys Discuss with the person next to you: • A memorable learning experience you have had in the past; something that has influenced your thinking about teaching & learning. • Why do you still remember it?
    • Personal tutor• Your first contact• Provides advice, support and Hi, I am guidance Neil Hello, I• Face-to-face and remote tutorials am (web-conferencing) Chrissi• Tutorials in week 5• Signposts when further assistance required
    • “I can’t believe it; for the firsttime in my career I actuallycouldn’t stop thinking aboutteaching the whole night –what have you done to us?”(Andresen, 1995, p. 50)
    • 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.
    • Checklist To doI have completed I have a mentor. Arrangeand handed in the observations.application form forthis programme.I have accessed the I have a Twitter To familiarise withonline learning account. the e-portfoliospace in system.Blackboard.I have completed all To work on mythe pre-induction Educationaltasks. Autobiography.
    • What participants said• “The methods focussed on were primarily geared for knowledge delivery to smaller teaching groups, particularly ones that required less content delivery. Tried and tested methods like the power point presentations, widely accepted as one of the most useful high content delivery tools at our disposal, were at times ridiculed as “old fashioned”…..so much so that at group presentations, student shied away from it, opting to use T shirts with messages written on them instead. These creative methods expounded during the course would no doubt have their uses in teaching, but probably more so at a pre-university level rather than for high content knowledge delivery at Universities.” (cohort 1 participant)
    • What participants said“The PGCAP has made a real difference to my thinkingand how I approach teaching and learning. It has reallyhelped me to begin my journey as a reflective practitionerand really think and reflect on the impact my teachinghas on my students. It has also helped me to think aboutwhy I am teaching. The PGCAP is really excellent and the tutors are fantasticrole models, as they are both passionate about teachingand learning. As well as learning specific teachingtechniques that have really enhanced my practice. I havepicked up small things that you both do that really make adifference to teaching, learning and the whole studentexperience.” (cohort 1 participant)
    • First name SurnameRole College/School/ServiceEmail Teaching experienceTelMobileTwitterMentor Good time for tutorialsOptional module (pick one) Anything else you would like to share with your tutor?Assessment and Feedback Strategies (Sep11)Application of Learning Technologies (Sep 11)Curriculum Design and Programme Leadership (Jan 12)Flexible, Distance and Online Learning (Jan 12) Please note, all information provided are confidential.
    • Postgraduate Certificate in Academic Practice(PGCAP), University of Salford (UK)Mode: Learning and Teaching in HE (LTHE)Module tutors:Chrissi Nerantzi, Academic DeveloperNeil Currant, Academic DeveloperSite: www.adu.salford.ac.ukTwitter: @pgcap