Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0:...mediazoo
One of the demands that today’s society is making of the European Space of
Higher Education (ESHE) is the establishment of a system that favors providing students with a comprehensive education that aims to achieve the optimum development of the skills needed in our current society. Another requirement concerns reforming the methodologies applied in classrooms, focusing the emphasis on learning and evaluation (personal, social and professional) based on competences and giving students a more prominent role in these processes. This social and academic framework is based on an organic model of information in which information is reused, reinterpreted and returned.
We are talking about promoting complex methodological changes which involve the redefinition of the whole concept of learning and evaluation which are key aspects of the education system. Faced with this outlook, the Open University of Catalonia (UOC) has devised a new transverse evaluation instrument based on learning competences: the eTransfolio.
When: Thursday, March 7, 2013
Time: 4:00 p.m. EST / 1:00 p.m. PST
What will be covered
This March 7, 2013 webinar, presented by Dr. Marc Wilson, focused on three specific ideas for improving student learning; one which has been empirically tested, one which is challenging and controversial and one which asks faculty to examine their personal teaching style.
Information Literacy for Masters studentsSheila Webber
This was presented at the Konstanz Workshop on Information Literacy, Konstanz (Germany) 9th November 2007. In it I a) describe a "search/teach" activity undertaken with taught Masters students at the University of Sheffield and b) introduce Second Life (which I am using with undergraduate students).
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0:...mediazoo
One of the demands that today’s society is making of the European Space of
Higher Education (ESHE) is the establishment of a system that favors providing students with a comprehensive education that aims to achieve the optimum development of the skills needed in our current society. Another requirement concerns reforming the methodologies applied in classrooms, focusing the emphasis on learning and evaluation (personal, social and professional) based on competences and giving students a more prominent role in these processes. This social and academic framework is based on an organic model of information in which information is reused, reinterpreted and returned.
We are talking about promoting complex methodological changes which involve the redefinition of the whole concept of learning and evaluation which are key aspects of the education system. Faced with this outlook, the Open University of Catalonia (UOC) has devised a new transverse evaluation instrument based on learning competences: the eTransfolio.
When: Thursday, March 7, 2013
Time: 4:00 p.m. EST / 1:00 p.m. PST
What will be covered
This March 7, 2013 webinar, presented by Dr. Marc Wilson, focused on three specific ideas for improving student learning; one which has been empirically tested, one which is challenging and controversial and one which asks faculty to examine their personal teaching style.
Information Literacy for Masters studentsSheila Webber
This was presented at the Konstanz Workshop on Information Literacy, Konstanz (Germany) 9th November 2007. In it I a) describe a "search/teach" activity undertaken with taught Masters students at the University of Sheffield and b) introduce Second Life (which I am using with undergraduate students).
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
join our community space for research students who teach at the University of Salford and elsewhere https://plus.google.com/communities/105059361789473178322?partnerid=gplp0
Resources space at http://teachingessentialshe.wordpress.com/
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
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.
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
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