Module Profile (refer to guidance notes to aid completion)

Transcription

1 Module Profile (refer to guidance notes to aid completion) Module title PCAPM2 - Developing Learning Design: Supporting Learning Module code (assigned by Banner) EDUC 6321 CRN: (Assigned by Banner) Replacement module (if applicable) (specify module which should be discontinued) Module code EDUC 6321 Module title: Developing Learning Design: Supporting Learning Module co-ordinator Staff number Name Paul Riddy Module coordinator profile url: www Other staff associated with module (for Blackboard purposes etc) Staff number Name(s) and role Martina Johnson, tutor and assessor External Examiner: Dr. Chris Butcher Author: Paul Riddy Faculty FSHS Academic unit Professional Development Unit / awards managed by Education School Academic session first offered Jan / Feb 2014 Credit Points ECTS: 10 CATS: 20 Level (4, 5, 6, 7 or 8 in the FHEQ) 7 Will the module be offered to students from different levels? Please indicate which are applicable No For staff UG N/A PC N/A PR N/A (e.g. Level 3 UG module offered to postgraduate students, Level 6 PC module offered to PGR students etc) When will the module be taught (highlight as appropriate) Semester 1 Semester 2 Term Split module give dates Contact hours see also appendix 1 Teaching Hours: includes lectures, seminars tutorials, project supervisions, demonstration sessions, practical classes and workshops, supervised time in studios / workshops / Teaching 17 Placement Independent study 183 Total 200 University of Southampton 1 Module Profile

2 laboratories, fieldwork, external visits, work based learning. Independent Study Hours: includes preparation for scheduled sessions, follow-up work, wider reading or practice, completion of assessment task, revision etc. Placements Hours: includes both year abroad, and study defined as learning away from the institution that is neither a year abroad nor work based learning and any learning, other than year abroad and work-based learning, that takes place through an organised work opportunity, Teaching placements in medical and health science courses should be treated as placements. Where will the module be taught Highfield (usually) Will any other institution be providing teaching on this module? NO YES Name of institution Pre-requisite and/or co-requisite modules Prerequisite Corequisite None PCAP Module 1 Programmes in which the module is core Programme code(s) 4711 Part (year) Oct, Feb or Easter Programmes in which the module is compulsory Programme code(s) Part (year) Programmes in which the module is optional Programme code(s) Part (year) Subject specific elective YES NO Free elective (delete as appropriate) Capped number of places restriction NO YES Maximum number 20 Date of approval by Faculty Programme Committee: NO For SAA use only HESA cost centre Action Module created by CTT Module code/crn notified to Student Office Module code/crn notified to academic programme team Request to Webamends@soton.ac.uk to upload key text to Academic Unit website Notification to CTT of weblink for module information (for online optional choice) Module profile uploaded to LTERAP Date For Planning use only University of Southampton 2 Module Profile

3 Subject (JACS) code (max 3) Subject code proportions (max 3) to total 100% Module overview PCAP M1 is a pre-requisite for M2 which aims to further develop and supplement the skills and knowledge already acquired. M2 is a step up from M1 and the focus shifts towards wider educator practice, module level design and evaluation. Together the PCAP M1 and M2 learning outcomes map against all dimensions of the UKPSF required for recognition as a Fellow (Descriptor 2) of the HEA. In parallel, this module supports the expansion of fundamental educator skills to meet the requirements of lecturers or similar roles. Aims and learning outcomes Aims The aim of the module is to explore and evaluate issues related to assessing and supporting students within the context of session and module design and delivery. Learning Outcomes. These are grouped in the format used within the programme specification. Having successfully completed the module, participants should be able to: Knowledge and Understanding 1. Apply knowledge of how students learn in reflecting upon various teaching and learning situations within your subject area Subject Specific Intellectual and Research Skills Subject Specific Practical Skills 2. Critically analyse and reflect upon the design of both an assessment to support learning and an assessment to record achievement 3. Critically analyse and reflect upon the alignment of an assessment with the learning outcome/s it is testing 4. Critically reflect upon the learning design of a module, including an analysis of the alignment of learning and teaching activities and assessment/s with the learning outcomes of a module 5. Critically analyse and reflect upon their ability to provide effective academic and/or pastoral support to students in an inclusive manner Transferable and Generic Skills As our participants are experienced staff who will have already demonstrated a wide range of skills, the list below is included more for completeness of this profile documents. 6. Compose and communicate ideas effectively, both orally and in writing 7. Organise and integrate your own learning with existing commitments, and produce work to deadlines 8. Apply self-directed learning skills which are essential for a learning with limited contact time 9. Apply education design and delivery skills in different contexts University of Southampton 3 Module Profile

4 10. Apply reflective skills outside of their discipline context 11. Enhance their teaching activities through the integration of their research findings and process 12. Display initiative and personal responsibility Graduate Attributes Graduate Attributes are the personal qualities, skills and understandings that University of Southampton students have the opportunity to develop. They include but extend beyond subject-specific knowledge of an academic discipline and its technical proficiencies. The Graduate Attributes are achieved through the successful attainment of the learning outcomes of the programmes, and successful engagement with the University s co-curriculum e.g. the Graduate Passport. A checklist for embedding the graduate attributes is available at: See also Transferable and Generic Skills above. Not explicitly addressed are: Global Citizenship: M1, session 1, which is a pre-requisite, sets the wider context for higher education and includes specific input on the implications for student diversity within the classroom and student support activities. This is further explored in the presentation of this module, and made more personal through the discussion of individual cases with a session on student support. Ethical leadership: is embodied within the programme professional values which all participants are expected to demonstrate Summary of syllabus content The Module 2 workshops are listed below: Assessment: Review of principles and purposes of assessment, marking and feedback, implications for student learning. Formative and Summative assessment. Conducting assessment: constructing and reviewing assessment tasks, communicating outcomes and enhancing feedback to students. Exploring ways of making assessment more useful and effective. Learning Environments & Student Support: How to create an effective learning environment/climate. What does inclusive mean. Academic and pastoral support roles. Contexts- fees; retentions, widening participation, internationalization Where to send students for help. Practical approaches to student support. What you can and cannot do. Key principles in student support. Module Design: Approaches to module and programme design, outcomes based planning/alignment, internal and external guidance and frameworks for course design. Credits and levels. Quality assurance. Analysis of participant s examples including alignment, nature, quantity and quality of sessions and assessments, impact of design on student approach to learning. University of Southampton 4 Module Profile

5 M2 engages participants in discussion and exploration of assessment, student support and module design. Again the module is designed to support participants work in their practice as educators, developing and refining the knowledge and skills acquired within M1. Building on the work of M1, we are expecting that reflection will have become a normal part of participant s engagement, a background skill which will support all aspects of their development as an academic. Staff from an Academic Unit and Professional Services (Enabling Services) contribute into two of the sessions, and we seek to involve other staff who can contribute their experiences of practice The three assignments give participants the opportunity to demonstrate the programme professional values and focus on 1) assessment within their discipline 2) student support and guidance 3) module design. Each embeds reflection on practice with the first incorporating a presentation and peer learning, assignment 2 builds knowledge of student support, assignment 3 the requirements for module reporting and review. Summary of teaching and learning methods Workshop style taught sessions which will combine short interactive presentations with directed activities conducted in small groups; Tutorials with a PCAP tutor which will offer opportunities for participants to discuss aspects of the course with the tutor and peers in a smaller group setting; Meetings ( , phone or face-to-face) with mentors to discuss topics covered in sessions and gain feedback about ideas and tasks; Peer review through activities conducted in the workshops or through use of Blackboard discussion facilities. Summary of assessment and Feedback methods Include details of the proportion and weighting of coursework as well as the number, type and duration of examination(s). You must specify which element will be taken as the final assessment. Assessment Method Include duration of exams, whether the assessment is Number % contribution to final mark Final assessment ( ) formative or summative and whether there are any elements that must be passed for successful completion of the module. Summative assessment: 1 1) Presentation on Assessment in your discipline (2000 words equivalent) 2) Student Support case description (1000 words) 1 3) Module review process reflection (1000 words) 1 A formative process is used throughout. All assessments must be passed to pass the module. Assessment is on a Pass/Fail basis, but feedback is University of Southampton 5 Module Profile

6 provided which conforms to institutional norms for percentage marking ranges and descriptions. Although a pass will normally be at masters level (HEQF level 7) the assessment criteria are designed to provide a pass exit point to a Professional Certificate (HEQF level 6). Feedback Method Explain how students will receive feedback on each assessment 1) Presentation Aural and written feedback on key points 2) Short task Detailed written, within one month of the submission deadline 3) Short task Detailed written, within one month of submission deadline Referral Method Include duration of exams, whether the assessment is Number % contribution to final mark formative or summative and whether there are any elements that must be passed for successful completion of the module. Resubmission is possible at the Supplementary Assessment deadline. If the final deadline has been passed, resubmission is possible at the next Supplementary Assessment deadline 1,2,3 Method of repeat year: indicate whether a module can be repeated externally, or if it is only possible to repeat internally by deleting those not applicable Repeat module externally Repeat module internally Special features of module For features such as field trips, information should be included as to how students with special needs will be enabled to benefit from this or an equivalent experience. The PCAP sessions are workshop based, with the participants often working in groups. The programme is work-based and individual s reflection on experience in their educator roles to underpin their learning is an essential part of their activities. Resources For resources which are required or considered useful for the module: key texts, text books, data books, software, web sites, other sources of related information. Description and/or list, with URL, library reference, etc Participants will be guided towards a range of textbooks, journal articles and e-learning materials that are available through the library or online. Full details of supplied and guided resources will be published annually in handbooks and Blackboard pages. Main text University of Southampton 6 Module Profile

7 Butcher, C. Davies, C. & Highton M. (2006) Designing Learning: From Module Outline to Effective Teaching, Routledge, London. (provided in module 1) Other useful texts Fry, H, Ketteridge, S & Marshall, S (2002), A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice, Routledge, London. 2nd Edition. ONLINE ACCESS Biggs, J. & Tang, C. (2011), Teaching for Quality in Higher Education, SRHE & Open University Press, Buckingham, 4 th ed. Ramsden, P. (2003), Learning to Teach in Higher Education, Routledge, London. 2nd Edition All available from the University of Southampton through WebCat as an e-book Student support Wisker, G, Exley, K, Antoniou, M & Ridley P (2007) Working One-to-One with Students: Supervising, Coaching, Mentoring, and Personal Tutoring, Routledge, London. Earwaker, J., Helping and Supporting Students: rethinking the issues, Buckingham: Society for Research into Higher Education and Open University Press. Useful Journals Research in higher Education Higher Education Research and Development Online Resources BLACKBOARD PCAP module 2 pages These are regularly updated and include links to other resources Higher Education Academy resources Cost Implications Please detail any cost implications associated with the module (including key texts, journals, field trips, visits, teaching) and provide a clear statement for students as to whether the costs for such activities are covered within programme costs or if there are additional costs for the student Academic Units are advised to make provision in their workload planning to enable both participants and mentors to participate fully in the programme. Health and safety List any identifiable risks associated with the module. If applicable a Risk Assessment should be completed. N/A University of Southampton 7 Module Profile

8 Appendix: KIS hours The following template can be used to record the breakdown of KIS hours: Contact hours for Teaching: Hours Independent study Hours Lectures - Preparation for scheduled 3 sessions Seminars (including sessions with outside 9 Follow-up work - speakers) Tutorials 7 Wider reading or practice 86 Practical Classes and Workshops (including - Completion of assessment task 30 Boat Project Supervision - Revision - Fieldwork - Demonstration Sessions - Supervised time in - studios/workshops/laboratories External Visits - Summer Workshops - Work Based Learning 65 Placement Hours Year Placement - 6 Month Placement - TOTAL TOTAL STUDY HOURS (add up to allocated Credits points e.g. 7.5 ECTS/15 CATS = 150 hours) ECTS University of Southampton 8 Module Profile