QR: http://goqr.me/CN – to introduce myselfFlipchartMarkersSticky notesyellow tapenumbers on name tagsmy name tagmy toolkitbuilding blocksUK PSF print out for everybody, include in folders
Teaching qualifications? More academics at Salford to gain teaching qualifications in HE through our PGCAP or the individual route to gain Fellowship of the Higher Education Academy? Could the UK Professional Standards Framework be mentioned here?
core taughtoptional modules self-study with personal tutor support all optional modules together launch day bringing everybody together – groups, tutors
NCLogin and demo the Bb spaceMention pre-induction tasks & twitter
Use book assessment and feedback, read the extract in green book
NC / CN
arrange students in 2 rows, then work with partner on the stories. Make a cartoon, parallel stories. Share with others.
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 subjectdiscuss key features of quality assurance, enhancement and evaluation within the HE context and implications for professional practicedevelop reflective skills and engage in educational research
Ask everybody to contribute to this. Then reveal
Do on 4 sticky notes and then create on a wall the cross and see what other people have written (collect the data)NC
Pedagogies (add literature maybe change images)Transmission -> experiential learning, social constructivism, networked learning, connectivism
CNSplit group at this point. Half will go into LDU seminar room to create a thought for their learning journey and half will do this tasks. Need separate slides for the PP bit. Can we get at least one LTA to help set up and run the PP bit?
use feel-o-meter to capture confidence in teaching
use feel-o-meter to capture confidence in teaching
To show after lunch break with music loop
prepare smiley stickers (3 stickers for everybody)Aluminium foil
PGCAP - LTHE week 1 introducing (LTHEJan13)
Postgraduate Certificate inAcademic Practice (PGCAP) 1
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) #LTHEJan13: Induction event (7 Feb 13) 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
Before we start:Who am I as a learner?Pick some Lego bricks and show us howyou see yourself as a learner ;)Add a caption to your model
4Intended learning outcomes• Discuss key features of the PGCAP, structure and requirements• Explain key features of the Learning and Teaching in Higher Education (LTHE or core) module and learning practices• Identify value of being part of a learning communityplease add your personalised learning outcomes
AGENDA Welcome The PGCAP programme and the Salford contextOnline programme space and portfolios Getting to know each other LTHE module (core)Learning, Reflecting, Observin gmeet ‘n’ greet (Neil and Pete)
Learning and Teaching Strategy and Themes for future developmentAccessible higher educationStudent focusedPedagogically excellentInternationally orientatedResearch informedEmployability and enterprise ledSustainability 6
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 http://www.hr.salford.ac.uk/employee-development-section/learning-and-teaching-
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
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 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
10 PGCAP Programme overviewLearning and Teaching in HE (LTHE) core module CurriculumApplication of Assessment Flexible, Distant Design and Learning and Feedback and Online ProgrammeTechnologies for Learning Learning Leadership (ALT) (AFL) (FDOL) (CDPL)
peers personal module learning tutor network PGCAP student personal mentor tutorWorking together action feedback learning• face-to-face set buddy• online
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 person for the whole programme
13 Online learning spaces• Course information• Module content: activities and resources• LaSU reading lists• Weekly discussions, helpline• Web-conferencing• Social media portfolio• PGCAP news blog• Twitter• External LTHE space at http://learningandteachinghe.wordpress.com/• LTHE community at https://plus.google.com/u/0/communities/112186086573392653278
15 social media patchwork Best PGCAP portfolio awards portfolio Most creative• digital, online, mobile portfolio Most connected• reflect on your journey portfolio• use/create media-rich artefacts Most motivational portfolio• share with tutor and peers• commenting• assessed• receive feedback throughout• NEW: creative commons portfolios• NEW: open badgesThe same portfolio for the wholePGCAP programme http://asboallstar.wordpress.com/
16PGCAP 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
17PGCAP level of attainment descriptors• a passing (excellent) assignment• a passing (good) assignment• a passing assignment• a failing assignment
• 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
• Exploring the use of video forCurrent research 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
20Getting to know each other through collaborative storytelling and storymaking
Making is connecting10 mins: In your action learningsets, create a model that representseffective teamwork for you using Lego.Assess each other’s modelWho is the winning team?
23 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
Core module, weekly plan 24when where and how what Learning theories other infoweeks -1 – 0 (24 online 2 weeks orientation asynchronousJan – 6 Feb) tutorialsWeek 0 (31 Jan) Newton B4b orientation e-portfolio session TBC with tutorweek 1 (7 Feb) CW Conference Room introducing Experiential learningweek 2 (14 Feb) CW Conference Room reflecting & Behaviourism developingweek 3 (21 Feb) CW Conference Room designing Cognitivismweek 4 (28 Feb) MediaCity Room 3.31 using & Discovery learning Please bring spending money £3 experimenting Constructivismweek 5 (7 Mar) CW Conference learning Social constructivism Connectivismweek 6 (14 Mar) Allerton L411 teaching & Communities of practice facilitating Problem-Based Learningweek 7 (21 Mar) CW Conference Room assessing and Social learning feeding backweek 8 (18 Apr) ThinkLab experiencing Humanism guests: students studying at the University of Salford & motivatingweek 9 (25 Apr – online week evaluating TBC Webinar using Blackboard Collaborate1 May)week 10 (30 Apr CW Seminar Room, discussing 4 days! Professional discussions and MEQs– 2 May) Meeting Room
25 Assessment, 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, add to title 1/6, 2/6 etc.) equivalent of 3000 words (6 posts ~500 words each) 2. Professional discussion (week10: end-of-module assessment – 40%) panel: LTHE tutor and academic equivalent of 2000 wordsFeel free to experiment with more media-rich approaches to capture your learning and reflections!!!Ask for feedback on drafts until week 9!
26 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 the External Academic Examiners Development
27Providing feedback (to peers)• link to assessment criteria• point out success• stimulate improvement• link to action• challenge and stretch• timely• developmental
28 Peer observations: developmental!4 in total
30 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 that you did learnat, perhaps as a result successfully, but at theof a bad learning time you didn’t reallyexperience. want to do it.What went wrong? What kept youAdd it to this box. going, so that you did succeed in learning it? a Phil Race activity
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)• Check out the HEA website!!!… with further development activities• College workshops and Academic Development events• HEA seminars, Special interest Group meetings• Webinars
36Intended learning outcomes• Discuss key features of the PGCAP, structure and requirements• Explain key features of the Learning and Teaching in Higher Education (LTHE or core) module and learning practices• Identify value of being part of a learning communityplease add your personalised learning outcomes
37 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.
38Postgraduate Certificate in Academic Practice (PGCAP),University of Salford (UK)Module: Learning and Teaching in HE (LTHE)Module tutor: Chrissi Nerantzi, Academic DeveloperPersonal tutor: Pete WhittonSite: http://www.hr.salford.ac.uk/employee-development-section/pgcap-Twitter: @pgcap
43Name SurnameRole CollegeProbation yes/no SchoolAcademic/Non-academic/Prof. Services Prof. ServiceFull-time/part-time/sessionalGTA/PhD studentFHEA/NMCEmail Teaching qualificationTel (Primary/Secondary/Further/Higher)MobileTwitter Teaching experience (in years)Mentor Good time for tutorialsOptional module (your preference) Anything else you would like to share with your tutor?Assessment and Feedback StrategiesApplication of Learning TechnologiesFlexible, Distance and Online Learning Please note, all information provided are confidential.
The wheel of teaching Where are you now? Date: 44
The wheel of teaching Where are you now? Date: 45
46“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)
47“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)
48 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)
49 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)
50 Remember“We need to be open to new ideas and to rivalexplanations to our established views. Above all, Ithink we need to become more interesting. Bringinto our frame novels, films, theoreticalalternatives, challenges from the margins.In many 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)