PROFESSIONAL LEARNING IN ACADEMIC PRACTICE

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMN925014
Module Leader Fiona Kennedy
School Academic Development & Student Learning
Subject Academic Development
Trimester
  • A (September start)

Pre-Requisite Knowledge

Working in a teaching role (normally a minimum of 9 hours student contact per week). Undergraduate degree or equivalent.

Summary of Content

This work-based learning module is designed to support staff who are new to teaching or have minimal experience of teaching. Participants will gain knowledge and skills to develop effective learning, and fundamental teaching and skills practices and develop their professional competence. They will gain a theoretical grounding to develop as reflective practitioners and will identify their development needs in relation to learning and teaching. They will design a lesson plan appropriate to their discipline and curriculum responsibility. Through micro-teaching participants will explore, develop and receive feedback on their developing teaching skills. They will cover a range of issues influencing effective teaching including opportunities for digital learning. Accessing current literature and practice students will cover a range of issues influencing effective practice including learning environments and learning activities, as well as quality enhancement and assurance requirements. This module will engage participants in developing an awareness of the impact of national culture on learning and teaching and reflect on the benefits and challenges of the international classroom.

Syllabus

Learning, teaching and assesment skills and approaches Lesson plan design Critical evaluation Digital learning Intercultural awareness

Learning Outcomes

On successful completion of this module the student should be able to:1. Critically explore core learning, teaching and assessment skills and approaches2. Design a lesson plan appropriate to discipline and level of study to maximise student engagement 3. Critically evaluate their own practice in developing learning, teaching and assessment skills and engaging students in their learning

Teaching / Learning Strategy

A range of teaching and learning method/strategies and environments will be used which are appropriate to each mode of delivery (face-to-face/blended learning/online) to build a robust foundation of knowledge and skills and promote self-directed learning in students. Dependent on mode this may include: workshops (interactive, face to face, online), participant-led collaborative activities, VLE supported online activities, self-evaluation activities, reflective practice, work based learning, and evidence informed practice. In addition students will be engaged through: webinar/podcast/online video; guided reading activities; online discussion (synchronous/asynchronous as appropriate for student group); demonstration of good practice in using technology to support learning. They will be supported to appreciate the value of critical and scholarly reflection on their developing practice through collegial discussion and peer feedback. This module will require substantial independent learning to identify appropriate sources of reading and research and apply this within an authentic work setting. The module will be offered to students in two complementary modes of delivery (dependent on location within the university). For students at the Glasgow campus a face-to-face mode of delivery (with blended elements) will be employed; for students at branch campuses the module will be delivered online.

Indicative Reading

Carroll, J. and Ryan, J. (eds) (2005), Teaching international students: improving learning for all, London and New York: Routledge. Mortiboys, A. (2010), How to be an effective teacher in higher education: answers to lecturers' questions, Maidenhead: Open University Press. Race, P. (2015), The lecturer's toolkit: a practical guide to assessment, learning and teaching, 4th ed, Abingdon: Routledge. Race, P. (2014), Making learning happen: a guide for post-compulsory education, 3rd ed, London: Sage. Salmon, G. (2004), E-tivities: the key to active online learning. London and New York: Routledge. Weller, S. (2016), Academic practice: developing as a professional in higher education, London: Sage.

Transferrable Skills

Effective communication skills Critical thinking and problem solving Critical analysis Digital literacy skills Digital teaching Effective information retrieval and research skills

Module Structure

Activity Total Hours
Independent Learning (PT) 90.00
Assessment (PT) 40.00
Tutorials (PT) 5.00
Seminars (PT) 15.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 0.00 40.00 45% Design of a lesson plan
Course Work 02 0.00 60.00 45% Evaluation of own practice