By the end of the session, participants will be familiar with the assessment requirements for Part Two of the PGCertLTHE programme and recognize principles of good course design. The schedule includes discussing the programme structure, Part One feedback, and Part Two assessment. It will cover principles of good course design, Blackboard mobile learning, applying design principles to module aims and outcomes, and preparing for Module 5 which involves a small-scale pedagogic research project. Participants will provide feedback on Part One and discuss redesigning it based on their principles of course design and module aims and outcomes. They will also discuss possible research topics for the pedagogic research module.

1. PGCertLTHE Part Two
Questions about Part One
Structure of Part Two
Assessment tasks
Blackboard mobile learn
Good design
Research thoughts

2. Session outcomes
By the end of this session you will:
Be familiar with the assessment requirements for part two
Recognise principles of good course design
Schedule
0930 – 1000 Programme structure
Feedback part one
Part two assessment requirements
1000 – 1030 Principles of good course design
1030 – 1045 Break
1045 – 1100 Black mobile learn: Alice Bird
1100 – 1130 Applying design principles , aims and outcomes
1130 – 1200 Preparing for module 5: Martyn Stewart

3. Focus on Inspiring Teaching
In the break please can you let me know if you would like to attend?

4. Part one Part two
7001PCLTHE 7002PCLTHE 7003PCLTHE 7004PCLTHE 7005PCLTHE
Learning, Teaching Learning, Teaching Observation of Design for Pedagogic
Award
and Assessing in and Assessing in practice in HE learning in the HE research and
HE HE (NMC) 20 5 credits context evaluation
20 credits credits 20 credits 15 credits
PG Certificate
Learning and
   
teaching in HE
PG Certificate
Learning and
   
teaching in HE
NMC route
Certificate in
Professional
1 1 
Development
LTA in HE
1Either 7001PCLTHE or 7002PCLTHE
Assessment deadlines: 8th February 2012, 22nd August 2012
Please submit hard copy (not via e-mail).
Any questions?

5. Feedback on part one
Different mode of delivery: programme review
Range of tutors: this term contributions from entire programme team
Difficulties navigating Blackboard: ‘two clicks policy’
Too much being ‘talked at’: make sessions more interactive
Sessions too long: will aim to finish at 1200/1215

6. Part one: Individual focus
Part two: Focus on context and research
7004PCLTHE [20cr] 7005PCLTHE [15cr]
Design for learning in Higher Education Pedagogic research & evaluation
Scheme of work Small scale pedagogic research project
Critical evaluation of curriculum design Pedagogic critical literature review
Models; inclusivity; employability; Preparation and ethics; collecting,
student engagement; PDP; technology analysing and interpreting data
PLG: 22nd February; 25th April PLG: 22ndFebruary; 14th March
Module schedule Research question
25th January and 1st February 2012
preparation for Part one submission

7. Think of something that for you represents ‘good’ design.
What the characteristics of good design?
i pad - appearance; sleek, quality, shiny, innovative (not for
sake of innovation); fit for purpose
cups, bookshelves, cars, functionaility, efficient, not overly
complex, intuitive use, reliable, value for money?, perceived to
be expensive, package: looks good and work, well structured,
simplicity, user friendly, time saving, current, durability, free
from isues andHow can we introduce these elements into a
problems, adaptable, environmentaly friendly,
sustainable, solves pain / problem, see the expertise, buy into
lecture?
the expertise, brand,

9. For you what are the principles of good course design (programme or module)
How can we introduce these elements into a
lecture?

10. Finks five principle of good course design
1. Challenges students to higher level learning.
2. Use active forms of learning.
3. Gives frequent and immediate feedback to students on the quality
of their learning.
4. Uses a structured sequence of different learning activities.
5. Has a fair system for assessing and grading students.
Fink (1999)

11. To maximise the quality of student learning outcomes, we, as
academics, need to develop courses in ways that provide students with
teaching and learning materials, tasks and experiences which:
1. are authentic, real-world and relevant;
2. are constructive, sequential and interlinked;
3. require students to use and engage with progressively higher order
cognitive processes;
4. are all aligned with each other and the desired learning outcomes;
and
5. provide challenge, interest and motivation to learn.
(Meyers and Nulty 2009)

12. LJMU Principles of Curriculum Design
1. The curriculum is holistic and coherent
2. The curriculum is accessible and student centred
3. The curriculum fosters a deep approach to learning, encouraging
independence in learning.
4. The curriculum is based on and has links to research and scholarship
5. The curriculum is based on feedback, evaluation and review
Now decide on your five principles of course design

13. Break: let me know about ECL Inspirational teaching
After break -

14. PGCertLTHE Part one
You have
– your feedback (plus experience)
– your principles
– programme aims and outcomes
– module aims and outcomes
In groups consider
1. how part one could be re-designed
2. further information you would need.
20 mins

16. 7005PCLTHE Pedagogic research and evaluation
pp.14-18 module handbook
Please note teaching finishes for some programmes at the end
of March.
If you are intending to collect primary student data
(questionnaires, interviews, focus groups) you need to
complete ethics forms with sign off from your PLG before you
start.
In different groups talk through possible research topics.