This document provides information about the Postgraduate Certificate in Academic Practice (PGCAP) program. The program consists of a core module on Learning and Teaching in Higher Education as well as additional elective modules. The core module aims to help participants examine teaching practices, identify student learning needs, discuss the use of learning technologies, and critically evaluate theories of student learning and quality assurance in higher education. The document outlines the program structure, intended learning outcomes, online learning spaces, e-portfolios, and assessment criteria. It also provides an agenda for an induction event that will introduce participants to the program and core module.

1. Postgraduate Certificate in
Academic Practice (PGCAP)
1

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21st
“The illiterate of the century will not be those who cannot
read and write, it will be those who cannot learn, unlearn and
relearn.” Alvin Toffler Future Shock, 1970
Postgraduate Certificate in
Academic Practice (PGCAP)
CoreJan12: Induction event
(2 Feb 12)
The PGCAP Team
Chrissi Nerantzi
Twitter @pgcap
You will need to download a QR scanner app to your smart phone first

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Intended 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
community
please add your personalised learning outcomes

4. AGENDA
Welcome
The PGCAP programme and
the Salford context
Online programme space and
e-portfolios
Getting to know each other
Core module
Learning, Reflecting,
Observing
Eat ‘n’ meet

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Welcome
Caroline Dangerfield
President of the University of Salford Students' Union
for 2011/2012
Dr. Brian Murphy
Head of Academic Development Unit

6. Learning and Teaching Strategy and
Themes for future development
Accessible higher education
Student focused
Pedagogically excellent
Internationally orientated
Research informed
Employability and enterprise led
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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. 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
• through a programme accredited
by the HEA and NMC

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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 research, teaching research, scholarship
scholarship and and CPD
• Quality assurance 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

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PGCAP Programme overview
Learning and Teaching in HE
(LTHE)
core module
Assessment Flexible, Curriculum
Application
and Distant and Design and
of Learning
Feedback for Online Programme
Technologies
Learning Learning Leadership
(ALT)
(AFL) (FDOL) (CDPL)

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PGCAP
technology
tutors
PGCAP Personal
resources
participant tutor
Working together mentor Buddy
• face-to-face LTAs
• online
• action learning sets

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Online learning spaces
• Course information
• Module content: activities and resources
• LaSU reading lists
• Weekly discussions, helpline
• Web-conferencing
• e-portfolio

13. Learning and Assessment
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e-portfolio
• digital, online, mobile
• reflect on your journey
• use/create media-rich artefacts
• share with tutor and peers
• commenting
• assessed
• receive feedback throughout
To be used for the whole
PGCAP programme
http://danpgcap.wordpress.com/

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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

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PGCAP level of attainment descriptors
• a passing (excellent) assignment
• a passing (good) assignment
• a passing assignment
• a failing assignment

17. • 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
input
Your voice • Module Evaluation
Questionnaire

18. • Using video for observations of
Current research
teaching
• Developing professional e-
portfolios
• Professional discussions for
summative assessment
• Mixed-reality games for teaching
and learning in HE
• Open learning
• NEW: Digital storytelling for
deeper learning

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Getting to know each other through
speed dating

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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

21. Core module, weekly plan 21
when where and how what Learning theories other info
weeks -1 – 0 online 2 weeks familiarising asynchronous
(19 Jan – 1
Feb)
week 1 (2 Feb) CW Conference Room introducing Experiential learning
week 2 (9 Feb) CW Conference Room reflecting & Behaviourism
developing
week 3 (16 Feb) CW Conference Room designing Cognitivism Also webinar with Carol Yeager (20 Feb, 12pm –
Blackboard Collaborate)
week 4 (23 Feb) MCC and online using & Discovery learning Spending money £3
experimentin Constructivism Additional game facilitator: Neil Currie
g
week 5 (1 Mar) CW Conference Room learning Social constructivism Guest speaker: Dr. Alex Avramenko
Connectivism
week 6 (8 Mar) Allerton L312 delivering & Communities of practice guest speaker: 11.30-12.30 pm Dr. Leslie Robinson
facilitating Problem-Based Learning
week 7 (15 CW conference room assessing and Social learning
Mar) feeding back
week 8 (22 ThinkLab experiencing Humanism guests: students studying at the University of Salford
Mar) & motivating
week 9 (29 Mar online week evaluating Webinar TBC (Blackboard Collaborate)
– 5 Apr)
week 10 (26 CW Meeting Room 1, 2, discussing Professional discussions and MEQs
Apr) Seminar room

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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 words
Draft facility available until end of week 9!

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assessment, feedback, marking
Component Assessment Feedback Process
1: reflective journal individual tutor and peers during the taught
6 entries (1/6, 2/6 part of the module
etc.) up to week 9
2: professional individual PGCAP tutor and 3 weeks after
discussion additional panel submission, subject
member external to to moderation and
the ADU Exam Board

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Providing feedback (to peers)
• link to assessment criteria
• point out success
• stimulate improvement
• link to action
• challenge and stretch
• timely
• non judgmental

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Peer observations:
developmental!
4 in total

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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 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

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Pedagogies: from… to…
“Jug & Mug” approach experiential/active /
- transmissive collaborative /
networked

28. personal tutor
• Your first contact
• Provides advice, support and
guidance
• Face-to-face and remote tutorials
(web-conferencing)
• Signposts when further
assistance required

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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

30. 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 outcome
http://www.flickr.com/photos/mikejonesphoto/2932001534/

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Lunch time
Eat ‘n’ meet your
tutor, the team and
past/current
participants

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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.

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Postgraduate Certificate in Academic Practice (PGCAP),
University of Salford (UK)
Module: Learning and Teaching in HE (LTHE)
Module tutor: Chrissi Nerantzi, Academic Developer
Personal Support Advisor: Max Rawlings, HRD
Development Consultant
Site: www.adu.salford.ac.uk
Twitter: @pgcap