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PGCAP introducing (week 1)

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PGCAP introducing (week 1)

  1. 1. Postgraduate Certificate inAcademic Practice (PGCAP) 1
  2. 2. 2 21st“The illiterate of the 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) CoreJan12: Induction event (2 Feb 12) The PGCAP Team Chrissi Nerantzi Twitter @pgcap You will need to download a QR scanner app to your smart phone first
  3. 3. 3Intended 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. 4. AGENDA WelcomeThe PGCAP programme and the Salford contextOnline programme space and e-portfoliosGetting to know each other Core module Learning, Reflecting, Observing Eat ‘n’ meet
  5. 5. 5 Welcome Caroline DangerfieldPresident of the University of Salford Students Union for 2011/2012 Dr. Brian Murphy Head of Academic Development Unit
  6. 6. Learning and Teaching Strategy and Themes for future developmentAccessible higher educationStudent focusedPedagogically excellentInternationally orientatedResearch informedEmployability and enterprise led 6
  7. 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. 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• through a programme accredited by the HEA and NMC
  9. 9. 9 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 research, teaching research, scholarship scholarship and and CPD • Quality assurance 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
  10. 10. 10PGCAP Programme overview Learning and Teaching in HE (LTHE) core module Assessment Flexible, Curriculum Application and Distant and Design and of Learning Feedback for Online Programme Technologies Learning Learning Leadership (ALT) (AFL) (FDOL) (CDPL)
  11. 11. peers PGCAP technology tutors PGCAP Personal resources participant tutorWorking together mentor Buddy• face-to-face LTAs• online• action learning sets
  12. 12. 12 Online learning spaces• Course information• Module content: activities and resources• LaSU reading lists• Weekly discussions, helpline• Web-conferencing• e-portfolio
  13. 13. Learning and Assessment 13
  14. 14. 14 e-portfolio• digital, online, mobile• reflect on your journey• use/create media-rich artefacts• share with tutor and peers• commenting• assessed• receive feedback throughoutTo be used for the wholePGCAP programme http://danpgcap.wordpress.com/
  15. 15. 15 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
  16. 16. 16PGCAP level of attainment descriptors• a passing (excellent) assignment• a passing (good) assignment• a passing assignment• a failing assignment
  17. 17. • 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 inputYour voice • Module Evaluation Questionnaire
  18. 18. • Using video for observations ofCurrent research teaching • Developing professional e- portfolios • Professional discussions for summative assessment • Mixed-reality games for teaching and learning in HE • Open learning • NEW: Digital storytelling for deeper learning
  19. 19. 19Getting to know each other through speed dating
  20. 20. 20 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
  21. 21. Core module, weekly plan 21when where and how what Learning theories other infoweeks -1 – 0 online 2 weeks familiarising asynchronous(19 Jan – 1Feb)week 1 (2 Feb) CW Conference Room introducing Experiential learningweek 2 (9 Feb) CW Conference Room reflecting & Behaviourism developingweek 3 (16 Feb) CW Conference Room designing Cognitivism Also webinar with Carol Yeager (20 Feb, 12pm – Blackboard Collaborate)week 4 (23 Feb) MCC and online using & Discovery learning Spending money £3 experimentin Constructivism Additional game facilitator: Neil Currie gweek 5 (1 Mar) CW Conference Room learning Social constructivism Guest speaker: Dr. Alex Avramenko Connectivismweek 6 (8 Mar) Allerton L312 delivering & Communities of practice guest speaker: 11.30-12.30 pm Dr. Leslie Robinson facilitating Problem-Based Learningweek 7 (15 CW conference room assessing and Social learningMar) feeding backweek 8 (22 ThinkLab experiencing Humanism guests: students studying at the University of SalfordMar) & motivatingweek 9 (29 Mar online week evaluating Webinar TBC (Blackboard Collaborate)– 5 Apr)week 10 (26 CW Meeting Room 1, 2, discussing Professional discussions and MEQsApr) Seminar room
  22. 22. 22 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 wordsDraft facility available until end of week 9!
  23. 23. 23 assessment, feedback, markingComponent Assessment Feedback Process1: reflective journal individual tutor and peers during the taught6 entries (1/6, 2/6 part of the moduleetc.) up to week 92: professional individual PGCAP tutor and 3 weeks afterdiscussion additional panel submission, subject member external to to moderation and the ADU Exam Board
  24. 24. 24Providing feedback (to peers)• link to assessment criteria• point out success• stimulate improvement• link to action• challenge and stretch• timely• non judgmental
  25. 25. 26 Peer observations: developmental!4 in total
  26. 26. 28 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 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
  27. 27. 29 Pedagogies: from… to…“Jug & Mug” approach experiential/active /- transmissive collaborative / networked
  28. 28. personal tutor• Your first contact• Provides advice, support and guidance• Face-to-face and remote tutorials (web-conferencing)• Signposts when further assistance required
  29. 29. 32 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
  30. 30. 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 outcomehttp://www.flickr.com/photos/mikejonesphoto/2932001534/
  31. 31. 35Lunch time Eat ‘n’ meet yourtutor, the team and past/current participants
  32. 32. 36 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.
  33. 33. 37Postgraduate Certificate in Academic Practice (PGCAP),University of Salford (UK)Module: Learning and Teaching in HE (LTHE)Module tutor: Chrissi Nerantzi, Academic DeveloperPersonal Support Advisor: Max Rawlings, HRDDevelopment ConsultantSite: www.adu.salford.ac.ukTwitter: @pgcap

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