PGCAP #lthesep12 week1 induction

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  • 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
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  • 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?
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  • 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
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  • walk around the room, constantly walking and starting to chat with other people who are going in the same direction. clockwise and anti-clockwise walking5 minwe will join this walk
  • 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
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  • Ask everybody to contribute to this. Then reveal
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  • 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
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  • PGCAP #lthesep12 week1 induction

    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) #LTHESep12: Induction event (25 Sep 12) 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
    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 communityplease add your personalised learning outcomes
    4. 4. AGENDA Welcome The PGCAP programme and the Salford contextOnline programme space and e-portfolios Getting to know each other LTHE module (core)Learning, Reflecting, Observin g Eat ‘n’ meet
    5. 5. 5 Welcome Christina KennedyPresident of the University of Salford Students Union for 2012/2013 Dr. Brian Murphy Head of Academic Development (HRD)
    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• 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 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. 10. 10PGCAP Programme overview Learning and Teaching in HE (LTHE) core module Curriculum Application of Assessment Flexible, Distant Design and Learning and Feedback and Online Programme Technologies for Learning Learning Leadership (ALT) (AFL) (FDOL) (CDPL)
    11. 11. peers personal module learning tutor network PGCAP student personal mentor tutorWorking together buddy• face-to-face• online• action learning sets
    12. 12. Cristina Costa 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 for the whole programme
    13. 13. 13 Online learning spaces• Course information• Module content: activities and resources• LaSU reading lists• Weekly discussions, helpline• Web-conferencing• e-portfolio• PGCAP news blog• Twitter
    14. 14. Learning and Assessment 14
    15. 15. 15 social media patchwork Best PGCAP portfolio portfolio award• digital, online, mobile• reflect on your journey• use/create media-rich artefacts• 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/
    16. 16. 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
    17. 17. 17PGCAP level of attainment descriptors• a passing (excellent) assignment• a passing (good) assignment• a passing assignment• a failing assignment
    18. 18. • 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
    19. 19. Current research • Exploring the use of video for 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 • Do open badges motivate learners?
    20. 20. 20Getting to know each other through speed dating
    21. 21. 22Making 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?
    22. 22. 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
    23. 23. Core module, weekly plan 24when where and how what Learning theories other infoweeks -1 – 0 (11 online 2 weeks familiarising asynchronous– 24 Sep) tutorialsWeek 0 (18 Sep) Allerton C805 familiarising e-portfolio session Mondays 10-12pmweek 1 (25 Sep) Pankhurst, Faraday introducing Experiential learning Houseweek 2 (2 Oct) Pankhurst, Faraday reflecting & Behaviourism House developingweek 3 (9 Oct) Pankhurst, Faraday designing Cognitivism observed by peer Houseweek 4 (16 Oct) Manchester City Centre using & Discovery learning Spending money £3 experimenting Constructivism Additional game facilitators: Cristina Costaweek 5 (23 Oct) Pankhurst, Faraday learning Social constructivism House Connectivismweek 6 (30 Oct) Allerton L312 TBC teaching & Communities of practice guest: Moira McLoughlin TBC facilitating Problem-Based Learningweek 7 (6 Nov) Pankhurst, Faraday assessing and Social learning House feeding backweek 8 (13 Nov) ThinkLab experiencing Humanism guests: students studying at the University of Salford & motivatingweek 9 (20- 26 online week evaluating 20 Nov 12-1pm Webinar with President of Salford StudentNov) Union (Blackboard Collaborate) Christina Kennedyweek 10 (27- 30 CW Seminar room discussing 4 days! Professional discussions and MEQsNov) Dr. Tim Maragon, Dr. Janice Whatley, Dr. Leslie Robinson, Angela Hook, Prof. Paul Haywood
    24. 24. 25 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!
    25. 25. 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 the Academic Examiners Development
    26. 26. 27Providing feedback (to peers)• link to assessment criteria• point out success• stimulate improvement• link to action• challenge and stretch• timely• non judgmental
    27. 27. 28 Peer observations: developmental!4 in total
    28. 28. 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
    29. 29. 31 Pedagogies: from… to…“Jug & Mug” approach experiential/active /- transmissive collaborative / networked
    30. 30. 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
    31. 31. 33
    32. 32. 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/
    33. 33. 36Lunch time Eat ‘n’ meet yourtutor, the team and past/current participants
    34. 34. 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.
    35. 35. 38Postgraduate Certificate in Academic Practice (PGCAP),University of Salford (UK)Module: Learning and Teaching in HE (LTHE)Module tutor: Chrissi Nerantzi, Academic DeveloperPersonal tutors: Cristina Costa and Pete WhittonSite: http://www.hr.salford.ac.uk/employee-development-section/pgcap-Twitter: @pgcap

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