The document provides an overview of the Postgraduate Certificate in Academic Practice (PGCAP) program at the University of Salford. The PGCAP is designed to help staff develop their skills and knowledge in learning and teaching in higher education. It consists of 4 core modules: Learning and Teaching in HE, Assessment and Feedback for Learning, Application of Learning Technologies, and Curriculum Design and Program Leadership. Participants will develop a social media-based portfolio to reflect on their learning and receive feedback from tutors and peers. The program aims to provide opportunities for open learning, experimentation, and conversations about improving teaching and learning at the University of Salford.

1. Postgraduate Certificate in
Academic Practice (PGCAP)
1

2. 2
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)
#LTHEJan13: Induction event
(7 Feb 13)
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. Before we start:
Who am I as a learner?
Pick some Lego bricks and show us how
you see yourself as a learner ;)
Add a caption to your model

4. 4
Intended learning outcomes
• Discuss key features of the PGCAP, structure and
requirements
• Explain key features of the Learning and Teaching in
Higher Education (LTHE or core) module and learning
practices
• Identify value of being part of a learning community
please add your personalised learning outcomes

5. AGENDA
Welcome
The PGCAP programme and
the Salford context
Online programme space and
portfolios
Getting to know each other
LTHE module (core)
Learning, Reflecting, Observin
g
meet ‘n’ greet (Neil and Pete)

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
Sustainability
6

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
http://www.hr.salford.ac.uk/employee-development-section/learning-and-teaching-

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
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
PGCAP 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. peers
personal
module
learning
tutor
network
PGCAP
student personal
mentor
tutor
Working together
action
feedback
learning
• face-to-face set
buddy
• online

12. 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 person for
the whole programme

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Online learning spaces
• Course information
• Module content: activities and resources
• LaSU reading lists
• Weekly discussions, helpline
• Web-conferencing
• Social media portfolio
• PGCAP news blog
• Twitter
• External LTHE space at http://learningandteachinghe.wordpress.com/
• LTHE community at
https://plus.google.com/u/0/communities/112186086573392653278

14. Learning and Assessment
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15. 15
social media patchwork Best PGCAP
portfolio awards
portfolio Most creative
• digital, online, mobile portfolio
Most connected
• reflect on your journey portfolio
• use/create media-rich artefacts Most motivational
portfolio
• share with tutor and peers
• commenting
• assessed
• receive feedback throughout
• NEW: creative commons portfolios
• NEW: open badges
The same portfolio for the whole
PGCAP programme
http://asboallstar.wordpress.com/

16. 16
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

17. 17
PGCAP level of attainment descriptors
• a passing (excellent) assignment
• a passing (good) assignment
• a passing assignment
• a failing assignment

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
input
Your voice • Module Evaluation
Questionnaire

19. • Exploring the use of video for
Current research 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

20. 20
Getting to know each other through
collaborative storytelling and
storymaking

21. Making is connecting
10 mins: In your action learning
sets, create a model that represents
effective teamwork for you using Lego.
Assess each other’s model
Who is the winning team?

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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

23. Core module, weekly plan 24
when where and how what Learning theories other info
weeks -1 – 0 (24 online 2 weeks orientation asynchronous
Jan – 6 Feb) tutorials
Week 0 (31 Jan) Newton B4b orientation e-portfolio session TBC with
tutor
week 1 (7 Feb) CW Conference Room introducing Experiential learning
week 2 (14 Feb) CW Conference Room reflecting & Behaviourism
developing
week 3 (21 Feb) CW Conference Room designing Cognitivism
week 4 (28 Feb) MediaCity Room 3.31 using & Discovery learning Please bring spending money £3
experimenting Constructivism
week 5 (7 Mar) CW Conference learning Social constructivism
Connectivism
week 6 (14 Mar) Allerton L411 teaching & Communities of practice
facilitating Problem-Based Learning
week 7 (21 Mar) CW Conference Room assessing and Social learning
feeding back
week 8 (18 Apr) ThinkLab experiencing Humanism guests: students studying at the University of Salford
& motivating
week 9 (25 Apr – online week evaluating TBC Webinar using Blackboard Collaborate
1 May)
week 10 (30 Apr CW Seminar Room, discussing 4 days! Professional discussions and MEQs
– 2 May) Meeting Room

24. 25
Assessment, 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, add to title 1/6, 2/6 etc.)
equivalent of 3000 words (6 posts ~500 words each)
2. Professional discussion (week10: end-of-module assessment – 40%)
panel: LTHE tutor and academic
equivalent of 2000 words
Feel free to experiment with more media-rich approaches to capture your learning
and reflections!!!
Ask for feedback on drafts until week 9!

25. 26
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 the External
Academic Examiners
Development

26. 27
Providing feedback (to peers)
• link to assessment criteria
• point out success
• stimulate improvement
• link to action
• challenge and stretch
• timely
• developmental

27. 28
Peer observations:
developmental!
4 in total

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 something
you are not good that you did learn
at, perhaps as a result successfully, but at the
of a bad learning time you didn’t really
experience. want to do it.
What went wrong? What kept you
Add it to this box. going, 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

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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)
• Check out the HEA website!!!
… with further development activities
• College workshops and Academic Development events
• HEA seminars, Special interest Group meetings
• Webinars

31. 33

32. your wishes?
34

33. 36
Intended learning outcomes
• Discuss key features of the PGCAP, structure and
requirements
• Explain key features of the Learning and Teaching in
Higher Education (LTHE or core) module and learning
practices
• Identify value of being part of a learning community
please add your personalised learning outcomes

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. 38
Postgraduate Certificate in Academic Practice (PGCAP),
University of Salford (UK)
Module: Learning and Teaching in HE (LTHE)
Module tutor: Chrissi Nerantzi, Academic Developer
Personal tutor: Pete Whitton
Site: http://www.hr.salford.ac.uk/employee-development-
section/pgcap-
Twitter: @pgcap

36. extras
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37. 43
Name Surname
Role College
Probation yes/no School
Academic/Non-academic/Prof. Services Prof. Service
Full-time/part-time/sessional
GTA/PhD student
FHEA/NMC
Email Teaching qualification
Tel (Primary/Secondary/Further/Higher)
Mobile
Twitter Teaching experience (in years)
Mentor Good time for tutorials
Optional module (your preference) Anything else you would like to share with
your tutor?
Assessment and Feedback Strategies
Application of Learning Technologies
Flexible, Distance and Online Learning
Please note, all information provided are confidential.

38. The wheel of teaching
Where are you now? Date:
44

39. The wheel of teaching
Where are you now? Date:
45

40. 46
“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)

41. 47
“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)

42. 48
What participants said
• “The methods focussed on were primarily geared for
knowledge delivery to smaller teaching groups, particularly
ones that required less content delivery. Tried and tested
methods like the power point presentations, widely
accepted as one of the most useful high content delivery
tools at our disposal, were at times ridiculed as “old
fashioned”…..so much so that at group
presentations, student shied away from it, opting to use T
shirts with messages written on them instead. These
creative methods expounded during the course would no
doubt have their uses in teaching, but probably more so at
a pre-university level rather than for high content
knowledge delivery at Universities.” (cohort 1 participant)

43. 49
What participants said
“The PGCAP has made a real difference to my thinking
and how I approach teaching and learning. It has really
helped me to begin my journey as a reflective practitioner
and really think and reflect on the impact my teaching
has on my students. It has also helped me to think about
why I am teaching.
The PGCAP is really excellent and the tutors are fantastic
role models, as they are both passionate about teaching
and learning. As well as learning specific teaching
techniques that have really enhanced my practice. I have
picked up small things that you both do that really make a
difference to teaching, learning and the whole student
experience.” (cohort 1 participant)

44. 50
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)