PGCertLTHE 2011
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This document outlines an induction session for a Postgraduate Certificate in Learning and Teaching in Higher Education program. It includes an icebreaker activity where participants introduce themselves and discuss expectations and fears. An overview of the program is then provided, covering its aims, underpinning values, and qualifications. Assessment tasks are briefly summarized in groups. Participants are asked to identify a work-based support colleague to assist with the teaching observation process and provide feedback. They are given details on the first assessment task regarding a good learning experience and deadlines. The session aims to help participants understand the program requirements and build a support network.
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1. The learning outcomes are not specific enough and do not clearly articulate what students are expected to learn. They do not provide enough detail about the expected level, depth, or scope of learning.
2. The verbs used in the learning outcomes do not align well with the higher cognitive levels described in Bloom's taxonomy or SOLO taxonomy. For example, some outcomes focus on lower levels like recalling or stating rather than applying, analyzing or evaluating concepts.
3. The learning outcomes do not provide transparency to students on how their learning and understanding will be assessed. They do not clearly link the intended learning to appropriate assessment methods or criteria.
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MGMT 1001 Managing Organisations and People Session
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
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book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
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Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
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2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
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2) A learner analysis involves understanding how students learn and their individual learning styles, intelligence, experiences, and more.
3) A content analysis examines the subject matter, prerequisite skills, common misconceptions, and gap between student background and required content knowledge.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Chapter 5
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Chapter 6
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PGCertLTHE 2011
- 1. Postgraduate Certificate in Learning and Teaching in Higher Education Academic Enhancement Unit
- 2. Today Extended induction Hope fears expectations Impact of the PGCertLTHE Enrolment Lunch If I knew then what I know now.... Assessment tasks What makes a good HE teacher?
- 3. Why did you enrol on the PGCert? Faculty/School requirement To be a good HE teacher Career development Some/all of the above
- 4. What do you consider your core work activity? Research Teaching Enterprise No core more hybrid
- 5. How do you feel about your job? I mostly love my job I mostly like my job I mostly dislike my job I mostly hate my job
- 6. How long have you been at your current institution? Less than a year One to five years Too long
- 7. How do you feel about the PGCert programme? Really looking forward to being a ‘student’ again. Am worried that it will take up too much time. Cross that I have to do the course. Glad to escape from my school/faculty once a week.
- 8. What part of the course are you looking forward to most? Working in peer learning groups. Writing the assignments. Observing other people teach. Being observed teaching. Listening to the lectures.
- 9. What part of the course are you looking forward to least? Working in peer learning groups. Writing the assignments. Observing other people teach. Being observed teaching. Listening to the lectures.
- 10. First activity: working in groups Quick introductions round the table Discuss (and record) expectations/fears Consider ground rules Choose someone to report back to the group 15 minutes
- 11. Course Overview Aims Underpinning Values Qualification and Pathways Support – handout WBS p.11 Guide and handbook - working documents p.6
- 12. Assessment Task (split between groups) In groups read through the designated assessment tasks and prepare a very BRIEF summary of it for the other groups. Make a note of any questions you may have too. 20 minutes 10 minutes feedback
- 13. ECLLTM001 (02) Assessment Good learning experience Teaching observations Assessment method rationale Critical issue CPD Plan 02 only NMC record
- 14. First task – Good Learning Experience Page 35 of module guide Complete 1. and 2. ready for 21st September session. Bring notes to 22nd September session. (Final version by 28th September PLG)
- 15. Work Based Support Colleague (WBS) By next week (21st September Identify a WBS colleague "critical" friend support the teaching observation process Not a mentor nor involved in assessment Any questions