ART OF LEARNING AND TEACHING (AFHEA) - 2027/8

Module Overview

This module uniquely combines theoretical knowledge with practical application, ensuring that students not only understand the principles of effective teaching but also can apply these principles in their specific professional contexts, allowing them to determine the type of educator they wish to become. During the module students will deepen their knowledge and understanding of the complexities of learning and teaching, assessment, and evaluation to enhance their expertise in these areas of professional practice. On successful completion, students will be eligible for AFHEA recognition with AdvanceHE.

Module provider

School of Health Sciences

Module Leader

BEDFORD Zoe (Health Sci.)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 7

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

Module Availability

Year long

Prerequisites / Co-requisites

Students must be a registered health or social care professional (NMC/HCPC/GMC/GPhC/SWE). It is necessary for the student to be working in a teaching environment that allows them to meet the learning outcomes. Students must be provided with a qualified mentor (Must hold a PGCert in Education) by their employer. Students must have completed or be undertaking: HCRM046 / HCR3027 Educating Health Professionals HCRM049 Leading Educational Design

Module content

Indicative content:
o Skills and qualities of an effective teacher, this will include self-reflection, identification of own attributes, strengths, weakness, and areas for development.
o Review of a range of educational philosophies, incorporating behaviourism, humanism, cognitivism, and constructivism.
o The skills needed for successful lesson planning and delivery.
o Exploration of educational strategies, including digital learning, simulation and learning in the alternative environments.
o We will explore best practice in assessment and feedback, including marking workshops.
o The importance of constructive alignment, rigour and quality assurance within education and assessment strategies.
o Ways of learning; identifying and supporting the holistic and diverse needs of the individual student.

Assessment pattern

Alternative Assessment

N/A - Assessment strategy accredited by AdvanceHE

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their knowledge skills and understanding of teaching. To do this, they must complete a reflective teaching portfolio.

Thus, the summative assessment for this module consists of:

Reflective Teaching Portfolio will incorporate the following:

PASS/FAIL competencies address learning outcomes 1, 2, 3, 4, 5, 6

o Evidence of formal contact teaching hours equal to 100 hrs.

o Evidence to support 4 x assessed teaching sessions.

o Supporting statement.

o Conclusion

Graded Aspects addresses learning outcomes 1, 2, 3, 4, 5, 6
o Professional Narrative (1000 words)

o 4 x Reflective accounts

Module aims

• Demonstrate application of, and critically engage with, educational theories to inform and enhance teaching practice, using scholarship, research, and evidence-informed approaches as a basis for effective and inclusive practice.
• ¿ Recognise how learners learn and evidence a response to the diversity of learners by adapting approaches to teaching and supporting learning, ensuring equity of opportunity and inclusive learning environments.
• ¿ Design and plan purposeful, engaging, and inclusive learning activities and/or sessions that support student development and reflect awareness of subject contexts and modes of learning.
• ¿ Critically evaluate, select, and demonstrate application of a range of approaches to assessing and giving feedback for learning, ensuring practices are inclusive, developmental, and responsive to diverse learner needs.
• ¿ Use digital and other appropriate technologies to support learning and engagement, while enhancing individual practice through reflection, peer collaboration, and continuing professional development.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to enable students to:
o Explore a range of educational theories to underpin your practices as an educator.
o Reflect and apply theory to your own teaching practice.
The learning and teaching methods include:
o Lectures on educational philosophy, assessment, feedback literacy and ways of learning.
o Workshops on writing learning aims and outcomes, gamification, digital learning and best practice in marking and feedback.
o Small group work and discussion on educational philosophy and pedagogical practices support the student to apply theory to their own developing practice, and informs the teaching, learning and assessment approaches they select.
o Facilitated and observed teaching sessions both within the university and the student¿s own working environment underpin the development of the student¿s practice.
o Tutorials to aid development.
o 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: HCRM055

Other information

The school of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: Employability: Students are registered healthcare professionals and will be developing skills and knowledge that can be applied to their educational role and will enhance their future career aspirations and employability. The format of the module encourages the student to practice and develop a portfolio of evidence that can be taken into clinical practice. The mapping against the HEA professional allows the student to evidence quality of their own practice. Digital capabilities: Within the module content there is strong emphasis on the need for modern educator to be digitally capable. Workshops focussed on gamification, digital learning and simulation-based education enable the student to develop their confidence and competence in embedding technologically enhanced learning within their practice. Global and cultural capabilities: The module content incorporates perspectives and practices from a range of perspectives, thus enabling students to diversify their knowledge and reflect on different experiences in a healthcare setting. Understanding and exploring ways of learning, and integrating this knowledge ensures the students develop as educators who recognise the importance of inclusivity and diversity in education delivery. Sustainability: Students on this module will be employed within financially responsible organisations, within healthcare, education, social care or the charity sector. As such, consideration of sustainability and the environmental impact of education provision is critical and how this awareness impacts their practice, is explored and fostered through challenging reflective discussions. Resourcefulness and Resilience: The module is designed to ensure that students are able to reflect and develop their pedagogic practices demonstrating a broad understanding of effective approaches to teaching and learning contributing to high quality student learning.

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 2027/8 academic year.