Module EDUC40115: Foundations of Learning and Teaching

Department: Education

EDUC40115: Foundations of Learning and Teaching

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None.

Aims

• This module will provide the introduction to the PG Cert HE. In particular it aims:
• to provide an overview of teaching and learning practice and theory in HE, within the particular context of the University of Durham, but also addressing the core knowledge and professional values expected by the Institute for Learning and Teaching in Higher Education and the Staff and Educational Development Association.
• to begin to establish in course members a culture of reflection on and evaluation of their own teaching practice, and of the learning of their students.
• to develop familiarity with some of the tools and concepts of e-learning.

Content

• Initial intensive contact period will include input and workshops addressing the following integrated themes:
• teaching and learning at the University of Durham (including the Teaching and Learning Strategy).
• introduction to models to teaching and learning.
• disciplinary distinctiveness & convergence in teaching & learning practice.
• teaching large and small groups.
• design and planning (including learning outcomes).
• assessment and feedback.
• learner support, including requirements and implications of SENDA legislation.
• e-learning and e-moderating.
• quality assurance framework and quality enhancement.
• reflection as a means of personal and professional development.
• These themes will be developed further through directed and self-directed reading.

Learning Outcomes

• On completion of the module students will have reflected on their participation in online peer discussion about aspects of their own teaching practice.
• they will have evaluated aspects of their current teaching practice within the context of learning and teaching literature (reflecting knowledge and critical understanding of at least two of the ILTHE's first four teaching and learning activities: teaching and the support of learning: contribution to the design and planning of learning activities and/or programmes of study, assessment and giving feedback to learners: developing effective environments and learner support systems)

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

• An initial intensive contact period (2 days) will establish an overall framework for understanding and participating in teaching and learning in HE in general and at Durham in particular. This initial period will be primarily workshop based, and will therefore draw upon the existing experience and perceptions of the course participants. This will include input from relevant sections and services of the University, e.g. the Learning Technology Team.
• Subsequent to this, participants will be allocated to electronic discussion groups within dou where each individual will be required to post one particular issue which they are dealing with in their teaching practice. Peers within these groups will offer comments and suggestions based on their own practice, experience and/or relevant literature.
• In parallel, course participants will be provided with optional opportunities for more practically orientated staff development sessions, including those offered by ITS (e.g. relating to Blackboard and MS powerpoint) and those organised by the CLTRHE (e.g. Voice workshop).
• Each individual will then draw from this discussion and prepare a 10 minute powerpoint presentation for a formative assessment event (held approximately six to eight weeks after the initial intensive contact period).
• Drawing from the peer discussion, formative feedback and from further independent reading course members will submit a 2,500 rport for summative assessment in which they evaluate aspects of their teaching practice, with a requirement that this reflects at least two of the first four of the ILTHE's 'learning and teaching activities', thereby satisfying the learning outcomes of the module.
• Overall, while the course team will provide key input to provide a framework of understanding, the emphasis is on experimental and peer learning on the real issues that course members are facing in their everyday practice.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Individual powerpoint presentations.

■ 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