SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMX023810
Module Leader Marty Wright
School School for Work Based Education
Subject SCWBE
  • A (September start)
  • A (September start)-B (January start)
  • B (January start)
  • B (January start)-C (May start)
  • C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)

Summary of Content

The aim of this module is to enable those teaching aspects of a work based higher education programme to reflect, review and analyse their teaching and learning and strategies within the classroom and beyond. Participants will deconstruct their current practice, appraise appropriate methodologies and explore theoretical concepts with a view to developing future educational interventions. At its core this module facilitates learning for teaching, session planning and other skills that are known to contribute to , WBL it enables the participant to design and create their teaching practice using an educationally holistic approach.


Syllabus -Work based education and learning -Developing sustainable learning environments and resources -Equality and diversity in education -Learning and motivation -Leadership in education -Evidence based practice -Educational strategies to support learners -Principles of planning teaching and learning

Learning Outcomes

On completion of this module, the student should be able to: Critically review and then enhance teaching methods and learning materials of a module or a coherent set of learning activities to ensure 'constructive alignment' between intended learning outcomes and teaching methods/activities.Develop and produce teaching plans, teaching materials and methods that would enable teacher substitution, offer choice in the mode of learning, and promote active engagement and critical thinking on the part of learners.

Teaching / Learning Strategy

Face to face delivery Face to face delivery will encompass a range of teaching and learning strategies including lectures and seminars and group work to promote creative, self-directed learning. Online delivery Online delivery will encompass a range of teaching and learning strategies including lectures, activities and group work with the use of interactive materials to deliver and support directed and independent learning using the virtual learning environment, GCU Learn.

Indicative Reading

*Adams, M., Brown, S. (2006) Towards inclusive learning in higher education, Routledge Falmer: London. *Biggs, J., Tang, C. (2011) Teaching for Quality Learning at University 3 nd Ed Open University Press: Maidenhead (New (4 th ed.) *Barr, H., Koppel, I., Reeves, S., Hammick, M., Freeth, D. (2005) Effective interprofessional education. Argument, assumption and evidence, Blackwell Publishing: London. Boud, D (2014) Enhancing learning through self assessment. Kogan Page : London *Boud, D., Cressey, P., Docherty, P. (Eds) (2006) Productive reflection at work: learning for changing organizations Routledge Falmer: London. Doel, M; Shardlow, S.M (2009)(eds) Educating Professsionals: Practice Learning in Health and Social Care, Farnham: Ashgate. Freeth, D., Hammick, M., Reeves, S., Koppel, I., Barr, H (2005) Effective interprofessional education: development, delivery and evaluation. Blackwell; Oxford. Exley, K., Dennick, R (2009) Giving a lecture: from presenting to teaching (2 nd Ed) Routledge New York [online] Available from <> Fry H, Ketteridge S, Marshall S. (Eds) (2008) A Handbook for Teaching and Learning in Higher Education: enhancing academic practice (3 rd Ed) [online]. Available from <> - Johns, C. (2009) Becoming a reflective practitioner. (3rd Ed) Blackwell Publishing: London. Light, G., Cox, R. (2009) Learning and teaching in higher education. The reflective professional (2 nd Ed) Sage Publication: London Littlejohn, A. (2007) Preparing for blended e-learning Available from <> *Murray, R. (Ed) (2008) The Scholarship of Teaching and Learning in Higher Education Open University Press: Maidenhead Tennant, M., McMullen, C., Kaczynski, D. (2010) Teaching, Learning and Research in Higher Education: a critical approach Oxon Routledge [online] Available from <> URLs <>; <>; < <> <>

Transferrable Skills

-Work in a self directed manner, taking responsibility for own learning and personal development and where appropriate practice competence -Developing study and IT skills to underpin effective learning -Developing knowledge and understanding in the context of a subject, which can be transferred within different contexts -Demonstrating critical thinking and problem solving skills in a range of situations -Developing communication skills, written, oral, listening and presentational; demonstrating the ability to work as an effective member of a team -Developing self-marketing/presentation skills and, -Underpinning professional practice through the integration of theory with practice.

Module Structure

Activity Total Hours
Assessment (PT) 30.00
Lectures (PT) 3.00
Independent Learning (PT) 105.00
Seminars (PT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 50% Portfolio assignment- The assessments are work based and negotiated between the student and tutors from GCU