POSTGRADUATE CERTIFICATE IN LEARNING AND TEACHING IN HIGHER EDUCATION - 2021/2

Module code: GCAM015

Module Overview

Through the completion of six connected themes , and a series of contextual challenges established throughout the programme participants will:

¿ develop an understanding of the complex interrelationship between learning and teaching in Higher Education

¿ develop an ability to respond appropriately to individual, identified challenges

¿ adopt a questioning approach that can support the development of their own future practice as they evolve and develop

Module provider

Surrey Institute of Education

Module Leader

GRAVETT Karen (Sy Inst Educ)

Number of Credits: 60

ECTS Credits: 30

Framework: FHEQ Level 7

JACs code:

Module cap (Maximum number of students): N/A

Overall student workload

Workshop Hours: 54

Independent Learning Hours: 506

Lecture Hours: 12

Seminar Hours: 10

Tutorial Hours: 12

Practical/Performance Hours: 6

Module Availability

Crosses academic years

Prerequisites / Co-requisites

None

Module content

The programme runs over 18 months depending on route. The programme is formed of 6 themed sections, themes which cover all aspects of the UKPSF and lead to FHEA status.

Each participant works in a small interdisciplinary group with tutors from SIoE and across the institution through each theme, attending selected sessions as appropriate. The themed sections are constituted of a range of tutorials, presentations, debates, online learning and workshops. Participants can tailor much of the programme, alongside the input of their tutors, to their own interests and disciplines where they will be able to apply a range of pedagogic theories to their practice and demonstrate engagement with the UKPSF and the outcomes of the programme. The six themed sections are:

Theme 1: Professional Development

Demonstrate engagement with professional development and the ability to reflect and relate theories and implications to practice.  Undertaken through the completion of a series of five CPD sessions.

AFHEA participants who transfer on to the PGCert will need to go on to complete the final two professional development CPD sessions to bring the total number to five.

Theme 2:

Different Voices

Recognise key aspects related to learning and teaching and student and teacher perspectives.  Undertaken through a one-month engagement with a SPOC/MOOC developed by SIoE staff, the Eduinterns and the Student Union.

Theme 3: Reflective Practice

Evaluate and reflect on practice through an engagement with teaching observation Undertaken throughout the programme, starting with a microteaching session for all. FHEA participants will then engage in both being observed (twice) and being an observer (once) to stimulate self-evaluation and the provision of critical feedback to others. The final observation is assessed and must be successfully completed.

Theme 4: Context and Policy

Demonstrate understanding of context and policy within the learning and teaching environment and the impact this has on practice Undertaken in the second section of the programme through attendance at a series of sessions and online recordings that outline key policy issues within the discipline, institution or national context.

Theme 5: Learning Design

Examine course structure, design and delivery and explore the complex interrelationship between learning and teaching Undertaken in the second section of the programme following the periodic enhancement process to evaluate and report on the provision of a particular module/programme at the university.

Theme 6: Theory-Practice

Understand educational research approaches to specified disciplinary or institutional challenges related to learning and teaching Undertaken in the second section of the programme participants select a research area from those provided and set about proposing a research approach to gain appropriate and valid data. NB: Any participant who completes Themes 2 & 3 and the minimum of three CPD elements of Theme 1 may be eligible for AFHEA following the submission of the associated sections of the portfolio and undertaken an oral assessment in line with the final assessment but covering the relevant elements of the portfolio submitted to meet the requirements for AFHEA.

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment Teaching observation (FHEA) Pass/Fail
Oral exam or presentation Oral conversation (FHEA) 100

Alternative Assessment

N/A

Assessment Strategy

Thus, the summative assessment for this module consists of:

FHEA one hour Teaching Observation (pass/fail)

FHEA one hour Oral Conversation based on the online portfolio (pass/fail)

The portfolio submission (written or recorded/combination of written/recorded) will form the basis of a dialogue with three colleagues, that will last for approximately 60 minutes. These three colleagues will include the participants' tutor, another member of the SIoE and another colleague with expertise in Learning and Teaching (DLT, SET Framework participant). The assessment will conclude that either the participant has achieved a pass or that they have amendments to make leading to a further submission and oral in line with university regulations.

(After the completion of Themes 2-3 (and three CPD sessions from Theme 1) - 9 months into the 18 months participants need to pass the teaching observation to progress to complete Themes 4-6 and the final 2 professional development CPD sessions).

Formative assessment and feedback

Portfolio Sections for completion

An online portfolio of evidence will be developed by each participant. The exact format of this will be discussed with participants but can and should reflect both the requirements of the UKPSF to enable that it meets FHEA, can be designed to reflect the disciplinary focus of the participant and promotes effective engagement with aspects of learning and teaching as noted below. However, there is no set format for the portfolio which can either be presented in written format, or through video, or a combination.

During each section of the programme participants will complete a submission to their online portfolio, as detailed below. This will then be submitted by an agreed date. To enable the summative assessments to be scheduled each section of the portfolio must be fully completed. The aim of the assessment is for participants to demonstrate the programme outcomes and in so doing meet the UKPSF at FHEA.

The following six sections must be evidenced: Portfolio sections:

1. Professional development: 1000-1500 words* reflecting on five selected resources (i.e. paper, book chapter, video).

2. Different voices: 1500-2000 words reflecting on the different perspectives surfaced on four areas identified within a 4-week online course.

3. Reflective practice: 1000-1500 words exploring the value of engaging in feedback from others via observation, the utility of self-evaluating and communicating feedback on practice.

4. Context and policy: 1500 words that critique the impact of a selected policy on the learning and teaching environment at Surrey or nationally, highlighting the positive and challenging aspects related to participants¿ practice that are created as a consequence.

5. Learning design: 2000-word Self-Evaluation Document for a programme as part of the periodic enhancement process.

6. Theory-practice: 2500-word research proposal that would provide data that would inform stakeholder/s related to identified challenge how to complete appropriate research.

Assessment Summary

Portfolio to include 1000-word summary including experience, role and so on.




Section
PGCERT/FHEA
 


 
Formative Feedback
Length*


1
Feb/April
1500


2
Feb/April
1500-2000


3
Dec/March
1500


4
Dec/March
1000-1500


5
Dec/March
2000


6
Dec/March
2000-2500


Summary
 
1000


Total
 
10000-12000




*Note word counts are guides only.

Participants will receive ongoing formative feedback on their portfolio from their lead tutors. This may be take place in a variety of formats: written, oral, video but will be constructive and dialogic.

Module aims

  • Develop participant knowledge, skills and understanding of academic practice within Higher Education
  • Justify the selection and implementation of appropriate learning and teaching strategies to different contexts
  • Develop participant understanding of the depth and breadth of literature on academic practice in relation to learning and teaching at generic and discipline level and the ability to critique this evidence
  • Enhance participant understanding and demonstrate the ability to analyse ethical issues and boundaries within learning and teaching.
  • Develop participant ability to analyse and reflect upon the dynamics between theory and practice
  • Analytically reflect upon the interrelationship of theory and practice, and how this is framed within policy developments
  • Apply learning and teaching knowledge when planning their professional and personal development.

Learning outcomes

Attributes Developed
001 Develop knowledge, skills and understanding of academic practice within Higher Education CKT
002 Justify the selection and implementation of appropriate learning and teaching strategies to different contexts CKP
003 Develop participant understanding of the depth and breadth of literature on academic practice in relation to learning and teaching at generic and discipline level and the ability to critique this evidence CKPT
004 Enhance participant understanding and demonstrate the ability to analyse ethical issues and boundaries within learning and teaching CKPT
005 Analytically reflect upon the interrelationship of theory and practice, and how this is framed within policy developments CKT
006 Apply learning and teaching knowledge when planning their professional and personal development KPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Enhance self-directed learning that is focused on the individual development of each participant whilst developing an awareness of the connected and collegiate element of the role. The cohort will be split into two groups (up to 30 participants per group, with two groups per intake) and will be led by two members of SIoE with additional support from those following the SET Framework. Each teaching team will negotiate with their participants the detail of the provision, enabling a flexible and tailored approach based around the agreed outcomes and working towards the portfolio that demonstrates the learning outcomes and covers the relevant elements of the UKPSF. Teaching may therefore vary between groups and approaches will be tailored based on each teaching team, their SET colleagues and the participants. It is likely that the approaches will include large group discussions and short lectures, small group discussions, debates, presentations, group work and individual independent study.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: GCAM015

Other information

None

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Learning and Teaching in Higher Education PGCert Cross Year Core A weighted aggregate mark of 50% is required to pass the module

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2021/2 academic year.