Module EDUC41030: Reflection on Learning and Teaching: Portfolio

Department: Education

EDUC41030: Reflection on Learning and Teaching: Portfolio

Prerequisites

• In order to attempt this module, course participants will need to have (in order to satisfy ILTHE and SEDA requirements), for at least the duration of the module, a significant teaching role, including: teaching and the support of learning; contribution to the design and planning of learning activities; assessment and/or giving feedback to learners and developing effective learning environments and learner support systems.

Corequisites

• None

Excluded Combination of Modules

• None.

Aims

• This module is the final synthesising element of the PG Cert. As such it aims to provide a structured process whereby course participants will reflect on and document their own practice and values in teaching and the support of learning in HE, in the context of their own work-based experience, their research into aspects of their students' learning, and engagement with the generic and discipline/subject specific learning and teaching research literature. This process will lead them to an espousal and justification of their own mental model of learning and teaching in HE.

Content

Learning Outcomes

• Students will be able to:
• demonstrate their ability to design learning and teaching sequences in which there is a constructive alignment between intended learning outcomes, student learning experiences and methods of assessment. This will include being able to formulate aims and learning outcomes, to design appropriate learning environments and student support systems, to emply appropriate methods of formative and summative assessment and employ appropriate methods for evaluating the teaching and learning experience.
• reflect on and document their own professional teaching practice in terms of the requirements of the ILTHE and SEDA.
• reflect on the role of e-learning within their subject or discipline.
• describe and provide a theoretical justification for their own mental model of learning and teaching in HE, within the context of their subject or discipline.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module will commence with a workshop session introducing participants to the role, purpose and expected content of the portfolio, together with models of reflaction.
• A limited number of plenary workshops will be staged periodically through the module, but the portfolio building process will primarily be led by the course participants with the support of their departmental mentors, their peers, and the Programme team. As with all modules on the Programme, the use of DUO will be an integral part of the participants' engagement with the module, in this instance they will be encouraged to use on-line discussion groups to share and discuss their emerging models of learning and teaching.
• Formative assessment will be made up of at least two teaching observations (normally to be conducted by departmental peers).
• Alongside this, experience gained through course participants' day to day professional teaching practice, and the reflection on this, will form the major part of the learning on the module.
• The final assessed portfolio will be made up of a 5000 word summatively assessed reflective overview linking theory and practice in terms of the intended learning outcomes and assessment criteria, together with appendices including a record of the teaching observations, other appropriate supporting evidence drawn from materials and activities that course members are undertaking in the normal course of their work, and mapping documents showing how the portfolio provides evidence for satisfaction of the ILTHE abd SEDA requirements.
• The portfolio will subject to self, peer and mentor formative evaluation in advance of formal submission, and evidence of this will be required.
• The portfolio is a particularly appropriate mode of assessing the module learning outcomes as they enable participants to:
• present evidence of a wide range of skills and attributes, in a wide range of teaching and learning contexts, and in a flexible manner.
• reflect a process of development more fully than most other forms of assessment.
• reflect attitudes and values as well as skills and knowledge.
• take into account experimental learning as well as coventional study gains.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

As part of the postfolio building process course participants will undergo at least two formative teaching observations, conducted by peers (usually their mentor) in their department. Observers may either use the process in place in their department, or one developed by the PG Cert. programme team.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University