This 15 ECTS credit module at NFQ Level 9 focuses on learning and teaching. It aims to help learners select effective learning and assessment strategies and apply them to their own teaching contexts. The module will cover topics such as lesson planning, microteaching, eLearning, reflective practice, and learning theories. Learners will develop a teaching portfolio with examples like a videotaped teaching session, peer observation feedback, and a reflective essay. Assessment is through continuous evaluation of this portfolio. Video equipment will be required for microteaching sessions, which involve teaching practice with peer and tutor feedback.

1. LEARNING AND TEACHING
MODULE
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 AND
LEARNING OUTCOMES ASSESSMENT STRATEGIES TEACHING
On successful completion of this module the A clear assessment strategy can complement
15 ECTS Credits
learner 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 practice
2. 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 a
4. 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 in
5. 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. INDICATIVE SYLLABUS ASSESSMENT
Making your Teaching more Effective Elearning in Higher Education Coursework Assessment Breakdown
and 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 Breakdown
questioning techniques for a variety of teaching Description Outcome addressed % of total Assessment week
situations; effective feedback. Microteaching
Teaching in practice with video technology, with Portfolio Seminar Paper (indicative) 1,5,6 9
Learning Experience peer and tutor feedback.
Writing Lesson Plans for face to face and Portfolio Seminar Paper (indicative) 1,5,6 30 11
distance delivery; Lecture Design and Delivery; Portfolio Screen cast of digital learning 1,2,4 20 Ongoing
Presentation Skills; Managing Tutorials and object with summary
Practicals; Supporting Group Work; Supporting
Students with Learning Difficulties, Managing Portfolio Peer Observation (indicative) 1,2,3,4,5,6 20 20
Student Behaviour. Portfolio Wrap up reflective essay 1,2,3,4,5,6 30 30
Reflective Practice
Introduction to the theory underpinning
MODULE RESOURCES
reflective practice; benefits of becoming a
reflective practitioner; how to write reflectively; Book Resources
strategies 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 Practical
Assessing 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 Open
Developing 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 Resources
Introduction 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 Education
more interactive by the application of theories effpraceassess.pdf] Teaching in Higher Education
and styles of learning to appropriate teaching
O’Neill, G., S. Moore and McMullin, B., (Eds) (2005) Emerging Issues in the
activities.
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.