LEARNING AND TEACHINGMODULE Attendance            N/A % Discipline            Learning & Teaching Coordinator           Le...
INDICATIVE SYLLABUS                                                                                            ASSESSMENTM...
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Learning & Teaching

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Learning & Teaching

  1. 1. LEARNING AND TEACHINGMODULE Attendance N/A % Discipline Learning & Teaching Coordinator Learning & Teaching Host Department Accounting & Business Computing Official Code NFQ Level 09 ECTS Credits 15 MODULE IN LEARNING ANDLEARNING OUTCOMES ASSESSMENT STRATEGIES TEACHINGOn successful completion of this module the A clear assessment strategy can complement 15 ECTS Creditslearner should be able to: a statement of intended learning outcomes and at NFQ Level 9 aid its interpretation by learners.1. Select from a variety of methods for enabling effective learning, innovative teaching and Assessment in the Certificate in Learning and appropriate assessment strategies. Teaching is through submission of a portfolio of evidence based on teaching practice2. Apply appropriate methods to their teaching incorporating examples of teaching activities. situation and professional context. Examples of teaching activities must include:3. Review their teaching and modify accordingly. • Commentary on excerpts from a teaching session which has been videotaped in a4. Engage with a community of teachers in microteaching session; higher education in a process of continuous professional development. • Feedback from peer observation and critical engagement with current literature in5. Develop and demonstrate a professional education research and practice. reflective enquiry base to inform their teaching in higher education institutions.6. Inform their teaching with a critical ASSESSMENT FACILITIES awareness of the changing socio-cultural context of higher education. Special facilities required for assessment of the Learner. The microteaching session will be based on“The interaction with other lecturers authentic classroom practice. was great.” Video equipment required. Lecturer Engineering, AIT
  2. 2. INDICATIVE SYLLABUS ASSESSMENTMaking your Teaching more Effective Elearning in Higher Education Coursework Assessment Breakdownand Interactive Virtual Learning Environments: Introduction Course Work / Continuous Assessment = 100%Writing learning outcomes for teaching to Moodle, Online Assessment using Moodle -sessions; Planning a graphic organiser for a Multi choice questions, discussion fora.module, designing active learning experiences; Screen casting. Course Work / Continuous Assessment Breakdownquestioning techniques for a variety of teaching Description Outcome addressed % of total Assessment weeksituations; effective feedback. Microteaching Teaching in practice with video technology, with Portfolio Seminar Paper (indicative) 1,5,6 9Learning Experience peer and tutor feedback.Writing Lesson Plans for face to face and Portfolio Seminar Paper (indicative) 1,5,6 30 11distance delivery; Lecture Design and Delivery; Portfolio Screen cast of digital learning 1,2,4 20 OngoingPresentation Skills; Managing Tutorials and object with summaryPracticals; Supporting Group Work; SupportingStudents with Learning Difficulties, Managing Portfolio Peer Observation (indicative) 1,2,3,4,5,6 20 20Student Behaviour. Portfolio Wrap up reflective essay 1,2,3,4,5,6 30 30Reflective PracticeIntroduction to the theory underpinning MODULE RESOURCESreflective practice; benefits of becoming areflective practitioner; how to write reflectively; Book Resourcesstrategies to enhance a reflective approach. Biggs, J. (2003) Teaching for Quality Learning at University: What the Student Ramsden, P. (2000) Learning to Teaching in Higher Education, London,Assessment Does, Buckingham, SRHE. Routledge Falmer.Introduction to the purpose of Assessment; Race, P. (2001) The Lecturer’s Toolkit a Practical Guide to Learning, Teaching Reece, I and Walker, S (2003) Teaching, Training and Learning a PracticalAssessing Group Work; Writing Examination and Assessment, 2nd Edition, London, Kogan Page. Guide, 5th Ed, Tyne and Wear, Business Education Publishers Limited.Papers; Designing and Managing Feedback; Kennedy, D (2007) Writing and Using Learning Outcomes, A Practical Guide, Tight, M (2003) Researching Higher Education, Berkshire, SHRE and OpenDeveloping Evaluation Strategies. Online Ireland, University College Cork. University Press.Assessment. HETAC, (2009) Assessment and Standards, Dublin, HETAC. Toohey, S (2002) Designing courses for Higher Education, Buckingham, SRHE.Learning Theories in Higher Education Higgs, B, and McCarthy, M. (Eds) (2008) Emerging Issues II The Changing Roles Other ResourcesIntroduction to learning and teaching theories: and Identities of Teachers and Learners in Higher Education, Cork, NAIRTL.in the context of further and higher education; International Journal of Academic Development JISC (2007) Effective Practice with eAssessment, London, HEFCE.introduction to learning styles: making teaching [Accessed http://www.jisc.ac.uk/media/documents/themes/elearning/ Assessment and Evaluation in Higher Educationmore interactive by the application of theories effpraceassess.pdf] Teaching in Higher Educationand styles of learning to appropriate teaching O’Neill, G., S. Moore and McMullin, B., (Eds) (2005) Emerging Issues in theactivities. Practice of University Learning and Teaching, Dublin, All Ireland Society for Higher Education,. Prosser, M and Trigwell, K (1999) Understanding Learning and Teaching: The Experience in Higher Education, Buckingham, Open University Press.
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