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Postgraduate Certificate in
Academic Practice (PGCAP)
     Cohort 2: Induction event
            The PGCAP Team
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
•   Eat ‘n’ meet
•   Learning, Reflecting, Observing
•   Portfolio building
•   PGCAP online learning space
Welcome

              Tracey Hulme
Director of the Academic Development Unit (ADU)



• About the Unit
• The PGCAP Programme
• Our Vision
Introductions
• Who we are
• Task: 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 rival
explanations to our established views. Above all,
I think we need to become more interesting.
Bring into our frame novels, films, theoretical
alternatives, challenges from the margins. In
many ways, we have the most to learn from
those from whom we think we have the least to
learn.”
Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 6)
Programme overview

 Engaging and Enhancing
 Student Learning (EESL)
                                   Research
                                               Curriculum
Application of   Strategies for   Management
                                               Design and
  Learning        Assessment          and
                                               Programme
Technologies     and Feedback      Academic
                                               Leadership
    (ALT)            (SAF)          Practice
                                                 (CDPL)
                                    (RMAP)
Working together
                                             peers



                     technology                                 PGCAP tutors




                                             PGCAP
                                           participant
                                                                       Personal
                 resources
                                                                        tutor




• face-to-face
                                  mentor                 LTAs

• online
• action learning sets
Online learning space
•   Course information
•   Module content: activities and resources
•   LaSU reading lists
•   Discussions: module, agora, helpline
•   LinkedIn group
Core module: Engaging and
Enhancing Student Learning
Intended Learning Outcomes:
You will have had the opportunity to

•   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 subject
•   discuss key features of quality assurance, enhancement and
    evaluation within the HE context and implications for professional
    practice
•   develop reflective skills and engage in educational research
Core module, weekly plan
when                     where and how                   what                       other info
weeks -2 – 1 (27 Dec –   online 2 weeks                  familiarising              asynchronous
12 Jan)
week 0 (13 Jan)          CW conference room              introducing

week 1 (20 Jan)          CW conference room              reflecting & developing

week 2 (27 Jan)          CW conference room              designing                  LTAs from the ADU and Denis McGrath, Learning Technologist
                         (theatre: Chapman 4 has                                    Health and Social Care
                         been booked)
week 3 (3 Feb)           CW conference room              using and experimenting    3 items from home (from kitchen, bathroom, bedroom)

week 4 (7 - 11 Feb)      CW conference room &            learning                   tutorial
                         Seminar room                                               asynchronous
                         online week
week 5 (17 Feb)          lecture theatre, Mary Seacole   delivering                 guest speakers: Moira McLoughlin, Angela Darvill, University of
                         MS271                                                      Salford
                                                                                    remote guest speaker: Prof. Stephen Gomez (TBC), University of
                                                                                    Plymouth
week 6 (24 Feb)          CW conference room              assessing and feeding
                                                         back
week 7 (3 March)         ThinkLab                        experiencing &             guest speaker: Donna Berwick, Skills and Recognition Team
                                                         motivating                 Manager, Student Life, University of Salford
week 8 (7 March – 11     online week                     evaluating                 asynchronous,
March)                                                                              synchronous: webinar on the 10th of March, 8.30pm, guest
                                                                                    speaker: Prof. Huw Morris, University of Salford
week 9 (17 March)        CW conference room              discussing and preparing

week 10 (24 March)       CW conference room              sharing                    guest : Prof. Huw Morris, University of Salford
Assessment, portfolio-based
1. Learning and teaching statement
2. Critical reflective commentary on teaching observations
   and feedback conversations
3. Assessment/feedback rationale presentation (in action
   learning sets)
4. Critical reflection of a learning event

5. Final, overarching reflective review

Draft facility available until end of week 10!
… spaghetti towers
In your groups, build a structure using
20 spaghetti strings, tape and string
provided. The marshmallow has to be
on the top.

An independent jury will carry out the
assessment of the tower!
•   Make a tower
•   Choose a name for your tower
•   Choose a member of your team to showcase 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
•   6 core knowledge
•   5 professional values
•   for Fellowship of HEA & PGCert need
    to engage with all of these.
• http://www.heacademy.ac.uk/assets/York/documents/ou
  rwork/rewardandrecog/ProfessionalStandardsFramework
  .pdf
• http://tinyurl.com/ukpsf
PGCAP level of attainment descriptors
•   a passing (excellent) assignment
•   a passing (good) assignment
•   a passing assignment
•   a failing assignment
portfolio
•   digital and online
•   record your journey
•   reflect
•   collect media-rich artefacts
•   shared with tutor and peers
•   commenting
•   assessed
•   receive feedback throughout

To be used within the core module and
beyond
split session (1h)


My PebblePad
  portfolio    My Wordpress
               portfolio with
Seminar room
    with

               Chrissi
 Neil
Component 1:
          A Learning and Teaching Statement (10%)
You are required to outline your understanding of your own approach
to learning, your own learning journey and experiences (including in
formal and non-formal contexts) and how this understanding has
impacted upon your teaching and support of learners. This statement
would conclude with a needs analysis and an action plan: to describe
existing skills and areas for further development through the module
(e.g. from an analysis aligned to the module’s learning outcomes).

You might ask yourself the following questions to get you thinking about your
statement:

•   What personal learning experiences have influenced my thoughts about teaching?
•   How do I learn?
•   How do my students learn?
•   What does university teaching and learning mean to me?
•   What do I want my students to learn?
•   What strategies and techniques do I employ in helping students to learn?
•   What are my strengths as a teacher?
•   What areas do I need to develop further?
•   What do I want to know more about?
•   What are my options?
•   What will I do and by when?
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
  (Elluminate)                        Chrissi

• Tutorials in week 4
• Signposts when further
  assistance required
Lunch break
• Eat ‘n’ meet your personal tutor
  (Chrissi & Neil) and one of our Learning
  Technology Advisors
• Opportunity to discuss optional
  modules
“I can’t believe it; for the first
time in my career I actually
couldn’t stop thinking about
teaching the whole night –
what have you done to us?”
(Andresen, 1995, p. 50)
Action learning sets
•   Small-groups
•   Multi-disciplinary exchange
•   Peer support
•   Collaboration
•   Assessed component 3:
    Assessment/feedback theme – rational
    presentation in week 10

Throughout the core module
Component 3:
    An Assessment and/or Feedback Rationale and
                Presentation (25%)
•   This component will involve investigating methods used for assessment and/or
    feedback in a multidisciplinary context but also from your
    school/subject/professional area perspective, and the underlying rationale for
    those approaches.
•   This is a group task and will require collaboration of all members of a specific
    action learning set. The rationale will focus in upon one particular method to
    consider and agreed within the action learning set. You will need to explain how
    this aligns with: for example, the aims and learning outcomes; your disciplinary
    context; the nature of the student group; and any practice/professional
    requirements. The rationale will also need to consider issues around equality,
    diversity, inclusivity and accessibility. The rationale developed within the action
    learning set will be shared with and evaluated by peers in the form of a
    presentation during week 10 and both, the rationale and the presentation
    should be added to your portfolio.
•   The rationale should be underpinned by reference to relevant contemporary
    articles or texts and also would usefully involve collecting and evaluating a small
    sample of student feedback. Participants are required to identify implications
    for their ongoing practice.
•   Presentations created by action learning sets will be shared within Blackboard.
•   This component is self- and peer-assessed.
Ground Rules
• In your action learning sets:
  – Decide on how you are going to
    work together.
Mentor – Mentee: partnership
• Provide you with practical information and
  guidance on the School, the Faculty, the
  institution and the academic role
• Discuss with you the teaching and learning
  policies, strategies and practices, both formal
  and informal of the School and the institution
• Participate with you in the observation of
  teaching process
• Provide syllabuses, teaching materials and
  other resources to support your work
• Link to people, services and resources to assist
  you with the teaching role and the more
  general HE responsibilities
• Provide discipline-specific input to your
  teaching practice.
Peer observations:
              developmental!
5 in total
Observations
• Pre-observation form/data (in portfolio)
  – Need to share with observer
• Observation
• Feedback conversation with observer
• Reflective Account on the observation itself and
  the feedback conversation (include links to
  literature)
• What is assessed?
  – The reflective account based on the 3 assessment
    criteria
Activity: Reflect!
   What happened?

   Why did it happen?

   How did you feel?

   If it happens again, what
    would you do differently?
Reflecting on feedback conversations
•   What did you learn through the feedback conversation
    with the observer?
•   Did you agree/disagree with the observers’ comments and
    feedback and why/why not?
•   How did the feedback provided and the conversation itself
    made you feel?

•   Did any of the comments come as a surprise to you?
    Explain.
•   Was the feedback conversation useful? Explain in what
    way. If it wasn’t, explain why and think how it could have
    been improved so that you would benefit more from it.
•   What does the literature say, your colleagues, students
    etc.?
•   What are you going to do as a result of this session, your
    personal reflections and the feedback conversation? What
    would you like to achieve and by when?
Reflective practice
“It is now widely accepted that successful
professionals need to reflect upon their
actions as most tasks they perform involve
novel elements to which there are no
defined solutions.”
Kember et. al (1999, p. 18)



• Integrating reflection within
  professional practice
• Taking action to improve performance
Deepening reflection
   describing


     feeling


    analysing
                                   own
                                perspective
    reasoning


 stepping back
                      colleagues,
                                          link to
being self-critical    students,
                                          theory
                          etc.
exploring options


linking to action
                       Moon, J (2004)
Thinking about learning
1. Think about
something you are
                           2. Think of something
good at.                   about yourself you feel
                           good about.
Write in this box how
you became good at it.     Write here the
                           evidence it is based on.


3. Think of something      4. Think of something
you are not good at,       that you did learn
perhaps as a result of a   successfully, but at the
bad learning               time you didn’t really
experience.                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
Feedback & Assessment
     Component               Assessment             Feedback
     1: learning             individual             self and peer
     statement
     2: reflective accounts individual              tutor and peers
     of observations and
     feedback
     conversations
     3: assessment &         group task             self (group)
     feedback rationale
     presentation
     4: Specific learning    individual             Tutor
     event
     5: Overall reflective   individual             tutor
     review

Submit on a weekly basis and receive formative feedback. Facility available until end of week 10
Providing feedback (to peers)
•   link to assessment criteria
•   point out success
•   stimulate improvement
•   link to action
•   challenge and stretch
•   timely
•   non judgmental
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
•   LDU Open Programme and Events
•   HEA seminars, Special interest Group meetings
•   Webinars
“Can we propose to travel together
and 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)
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 do
I have completed     I have a mentor.     Arrange
and handed in the                         observations with
application form for                      peer/mentor &
this programme.                           PGCAP tutor.

I have accessed the    I have a Twitter   To familiarise with
online learning        account.           portfolio system.
space in
Blackboard.


I have completed all                      To work on my
the pre-induction                         Learning
tasks.                                    Statement.
Postgraduate Certificate in Academic Practice
(PGCAP), University of Salford (UK)

Mode: Engaging and Enhancing Student Learning
(EESL)
Site: www.ldu.salford.ac.uk
Twitter: @pgcap

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PGCAP cohort 2 induction, 13 January 2011

  • 1. Postgraduate Certificate in Academic Practice (PGCAP) Cohort 2: Induction event The PGCAP Team
  • 2. Aims • To introduce each other and lay foundation for a learning community • To provide a PGCAP course overview • To introduce Core Module
  • 3. Intended learning outcomes • Recognise value of being part of a learning community • Discuss key features of PGCAP, structure and requirements
  • 4. On the agenda • Welcome • Getting to know each other • The programme • Core module • Eat ‘n’ meet • Learning, Reflecting, Observing • Portfolio building • PGCAP online learning space
  • 5. Welcome Tracey Hulme Director of the Academic Development Unit (ADU) • About the Unit • The PGCAP Programme • Our Vision
  • 6. Introductions • Who we are • Task: Getting to know each other ->
  • 7. Let’s go for a walk ;o)
  • 8. 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)
  • 9. Remember “We need to be open to new ideas and to rival explanations to our established views. Above all, I think we need to become more interesting. Bring into our frame novels, films, theoretical alternatives, challenges from the margins. In many ways, we have the most to learn from those from whom we think we have the least to learn.” Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 6)
  • 10. Programme overview Engaging and Enhancing Student Learning (EESL) Research Curriculum Application of Strategies for Management Design and Learning Assessment and Programme Technologies and Feedback Academic Leadership (ALT) (SAF) Practice (CDPL) (RMAP)
  • 11. Working together peers technology PGCAP tutors PGCAP participant Personal resources tutor • face-to-face mentor LTAs • online • action learning sets
  • 12. Online learning space • Course information • Module content: activities and resources • LaSU reading lists • Discussions: module, agora, helpline • LinkedIn group
  • 13. Core module: Engaging and Enhancing Student Learning Intended Learning Outcomes: You will have had the opportunity to • 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 subject • discuss key features of quality assurance, enhancement and evaluation within the HE context and implications for professional practice • develop reflective skills and engage in educational research
  • 14. Core module, weekly plan when where and how what other info weeks -2 – 1 (27 Dec – online 2 weeks familiarising asynchronous 12 Jan) week 0 (13 Jan) CW conference room introducing week 1 (20 Jan) CW conference room reflecting & developing week 2 (27 Jan) CW conference room designing LTAs from the ADU and Denis McGrath, Learning Technologist (theatre: Chapman 4 has Health and Social Care been booked) week 3 (3 Feb) CW conference room using and experimenting 3 items from home (from kitchen, bathroom, bedroom) week 4 (7 - 11 Feb) CW conference room & learning tutorial Seminar room asynchronous online week week 5 (17 Feb) lecture theatre, Mary Seacole delivering guest speakers: Moira McLoughlin, Angela Darvill, University of MS271 Salford remote guest speaker: Prof. Stephen Gomez (TBC), University of Plymouth week 6 (24 Feb) CW conference room assessing and feeding back week 7 (3 March) ThinkLab experiencing & guest speaker: Donna Berwick, Skills and Recognition Team motivating Manager, Student Life, University of Salford week 8 (7 March – 11 online week evaluating asynchronous, March) synchronous: webinar on the 10th of March, 8.30pm, guest speaker: Prof. Huw Morris, University of Salford week 9 (17 March) CW conference room discussing and preparing week 10 (24 March) CW conference room sharing guest : Prof. Huw Morris, University of Salford
  • 15. Assessment, portfolio-based 1. Learning and teaching statement 2. Critical reflective commentary on teaching observations and feedback conversations 3. Assessment/feedback rationale presentation (in action learning sets) 4. Critical reflection of a learning event 5. Final, overarching reflective review Draft facility available until end of week 10!
  • 16. … spaghetti towers In your groups, build a structure using 20 spaghetti strings, tape and string provided. The marshmallow has to be on the top. An independent jury will carry out the assessment of the tower! • Make a tower • Choose a name for your tower • Choose a member of your team to showcase it.
  • 17. 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
  • 18. UK PSF • 6 areas of activity • 6 core knowledge • 5 professional values • for Fellowship of HEA & PGCert need to engage with all of these. • http://www.heacademy.ac.uk/assets/York/documents/ou rwork/rewardandrecog/ProfessionalStandardsFramework .pdf • http://tinyurl.com/ukpsf
  • 19. PGCAP level of attainment descriptors • a passing (excellent) assignment • a passing (good) assignment • a passing assignment • a failing assignment
  • 20. portfolio • digital and online • record your journey • reflect • collect media-rich artefacts • shared with tutor and peers • commenting • assessed • receive feedback throughout To be used within the core module and beyond
  • 21. split session (1h) My PebblePad portfolio My Wordpress portfolio with Seminar room with Chrissi Neil
  • 22. Component 1: A Learning and Teaching Statement (10%) You are required to outline your understanding of your own approach to learning, your own learning journey and experiences (including in formal and non-formal contexts) and how this understanding has impacted upon your teaching and support of learners. This statement would conclude with a needs analysis and an action plan: to describe existing skills and areas for further development through the module (e.g. from an analysis aligned to the module’s learning outcomes). You might ask yourself the following questions to get you thinking about your statement: • What personal learning experiences have influenced my thoughts about teaching? • How do I learn? • How do my students learn? • What does university teaching and learning mean to me? • What do I want my students to learn? • What strategies and techniques do I employ in helping students to learn? • What are my strengths as a teacher? • What areas do I need to develop further? • What do I want to know more about? • What are my options? • What will I do and by when?
  • 23. 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?
  • 24. Personal tutor • Your first contact • Provides advice, support and Hi, I am guidance Neil Hello, I • Face-to-face and remote tutorials am (Elluminate) Chrissi • Tutorials in week 4 • Signposts when further assistance required
  • 25. Lunch break • Eat ‘n’ meet your personal tutor (Chrissi & Neil) and one of our Learning Technology Advisors • Opportunity to discuss optional modules
  • 26. “I can’t believe it; for the first time in my career I actually couldn’t stop thinking about teaching the whole night – what have you done to us?” (Andresen, 1995, p. 50)
  • 27. Action learning sets • Small-groups • Multi-disciplinary exchange • Peer support • Collaboration • Assessed component 3: Assessment/feedback theme – rational presentation in week 10 Throughout the core module
  • 28. Component 3: An Assessment and/or Feedback Rationale and Presentation (25%) • This component will involve investigating methods used for assessment and/or feedback in a multidisciplinary context but also from your school/subject/professional area perspective, and the underlying rationale for those approaches. • This is a group task and will require collaboration of all members of a specific action learning set. The rationale will focus in upon one particular method to consider and agreed within the action learning set. You will need to explain how this aligns with: for example, the aims and learning outcomes; your disciplinary context; the nature of the student group; and any practice/professional requirements. The rationale will also need to consider issues around equality, diversity, inclusivity and accessibility. The rationale developed within the action learning set will be shared with and evaluated by peers in the form of a presentation during week 10 and both, the rationale and the presentation should be added to your portfolio. • The rationale should be underpinned by reference to relevant contemporary articles or texts and also would usefully involve collecting and evaluating a small sample of student feedback. Participants are required to identify implications for their ongoing practice. • Presentations created by action learning sets will be shared within Blackboard. • This component is self- and peer-assessed.
  • 29. Ground Rules • In your action learning sets: – Decide on how you are going to work together.
  • 30. Mentor – Mentee: partnership • Provide you with practical information and guidance on the School, the Faculty, the institution and the academic role • Discuss with you the teaching and learning policies, strategies and practices, both formal and informal of the School and the institution • Participate with you in the observation of teaching process • Provide syllabuses, teaching materials and other resources to support your work • Link to people, services and resources to assist you with the teaching role and the more general HE responsibilities • Provide discipline-specific input to your teaching practice.
  • 31. Peer observations: developmental! 5 in total
  • 32. Observations • Pre-observation form/data (in portfolio) – Need to share with observer • Observation • Feedback conversation with observer • Reflective Account on the observation itself and the feedback conversation (include links to literature) • What is assessed? – The reflective account based on the 3 assessment criteria
  • 33. Activity: Reflect!  What happened?  Why did it happen?  How did you feel?  If it happens again, what would you do differently?
  • 34. Reflecting on feedback conversations • What did you learn through the feedback conversation with the observer? • Did you agree/disagree with the observers’ comments and feedback and why/why not? • How did the feedback provided and the conversation itself made you feel? • Did any of the comments come as a surprise to you? Explain. • Was the feedback conversation useful? Explain in what way. If it wasn’t, explain why and think how it could have been improved so that you would benefit more from it. • What does the literature say, your colleagues, students etc.? • What are you going to do as a result of this session, your personal reflections and the feedback conversation? What would you like to achieve and by when?
  • 35. Reflective practice “It is now widely accepted that successful professionals need to reflect upon their actions as most tasks they perform involve novel elements to which there are no defined solutions.” Kember et. al (1999, p. 18) • Integrating reflection within professional practice • Taking action to improve performance
  • 36. Deepening reflection describing feeling analysing own perspective reasoning stepping back colleagues, link to being self-critical students, theory etc. exploring options linking to action Moon, J (2004)
  • 37. Thinking about learning 1. Think about something you are 2. Think of something good at. about yourself you feel good about. Write in this box how you became good at it. Write here the evidence it is based on. 3. Think of something 4. Think of something you are not good at, that you did learn perhaps as a result of a successfully, but at the bad learning time you didn’t really experience. 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
  • 38. Pedagogies: from… to… Collaborative / active “Jug & Mug” approach - transmissive
  • 39. Feedback & Assessment Component Assessment Feedback 1: learning individual self and peer statement 2: reflective accounts individual tutor and peers of observations and feedback conversations 3: assessment & group task self (group) feedback rationale presentation 4: Specific learning individual Tutor event 5: Overall reflective individual tutor review Submit on a weekly basis and receive formative feedback. Facility available until end of week 10
  • 40. Providing feedback (to peers) • link to assessment criteria • point out success • stimulate improvement • link to action • challenge and stretch • timely • non judgmental
  • 41. 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 • LDU Open Programme and Events • HEA seminars, Special interest Group meetings • Webinars
  • 42. “Can we propose to travel together and 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)
  • 43. 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.
  • 44. Checklist To do I have completed I have a mentor. Arrange and handed in the observations with application form for peer/mentor & this programme. PGCAP tutor. I have accessed the I have a Twitter To familiarise with online learning account. portfolio system. space in Blackboard. I have completed all To work on my the pre-induction Learning tasks. Statement.
  • 45. Postgraduate Certificate in Academic Practice (PGCAP), University of Salford (UK) Mode: Engaging and Enhancing Student Learning (EESL) Site: www.ldu.salford.ac.uk Twitter: @pgcap