Module 3LT Handbook 2016-2017
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Contents
1. Module 3LT Overview: Learning and Teaching 3
1.1 Aims and Learning Outcomes 3
1.2 Module sessions 4
1.3 Mentoring 5
1.4 Assessment 6
1.4.1 Overview 6
1.4.2 Assessment deadlines 8
Appendix A: PGCAP Module 3LT Assessment sheet 9
Table 1. Guideline Assessment Criteria for each Learning Outcome 15
Appendix B: Learning Outcomes Mapping 17
Appendix C: Reflective Log Proforma 18
1. Module 3LT Overview: Learning and Teaching
M3LT is concerned with L&T enhancement/ innovation. Some centrally run sessions will eventually be provided online (eg within a (M)OOC) or equivalent on-line resource) and face-to-face, but participants will also be able to take other workshops/modules relevant to the topic, agreed with the Programme / Module Leader. Assessment will be via writing up a short enhancement / innovation project to be presented to peers, at a University L&T conference, to the PREP Review Board, or an equivalent.
Project based, participants focus on producing an output which allows them to develop their abilities in these areas. Mentors within academic units will provide participants with advice, supported by the PGCAP team as required.
[ M3RDM is the other M3 module option and where spaces are available you are welcome to attend the sessions. M3RDm provides an introduction to the research design, supervision and management aspects of participants’ work. PhD supervision and management of research assistants will be included, along with developing research proposals and dissemination of the outputs of research activities. Relevant policies, codes of practice, support processes and staff will be introduced.
The provisional list of M3 RDM sessions available are listed below:
Session 1a: The Research Funding Landscape
Session 1b: Lifecycle of a Grant Application
Session 2: Anatomy of a Funding Application
Session 3: Research Project Management, Digital Identity and Open Access
Session 4: Achieving Impact from your Research
Session 5: Supervising Research Students ]
For further details of the PGCAP Programme please see your Programme Handbook.
1.1 Aims and Learning Outcomes
Aims
The aims of this module are:
· to explore and evaluate issues related to enhancing learning and teaching practice and module design
Learning outcomes
These are grouped in the format used within the programme specification.
Having successfully completed the module, you should be able to:
Knowledge and Understanding
1. Apply knowledge of generic and subject specific educational theory and/or evidence in the design of a learning enhancement activity, within your subject area.
Subject Specific Intellectual and Research Skills
2. Evaluate and reflect on your own professional practice and development through evidence derived from self, peers and the literature.
Subject Specific Practical Skills (optional)
3. Develop, informed by the analysis of evaluation data, strategies for enhancing the student experience.
4. Critically analyse and reflect upon the appropriateness of learning outcomes for an enhancement activity and the alignment of learning and teaching activities with these learning outcomes.
5. Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.
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 document.
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
10. Apply your reflective skills outside of your discipline context
11. Enhance your teaching activities through the integration of your research findings and process
12. Display initiative and personal responsibility
Professional values
In addition the PGCAP Professional Values which underpin module 3RDM learning outcomes are:
- A respect for individual learners and for their development and empowerment.
- A commitment to work with and learn from colleagues.
- The practising of equal opportunities.
- A commitment to continued reflection and evaluation, and consequent improvement of your own practice.
1.2 Module sessions
There are no formal module sessions. Participants are expected to attend workshops which will support the development of their skills necessary for completion of their project work. Attendance at a minimum of three workshops is required. These must be evidenced by submission of a Reflective Log, see Appendix C for an example of the proforma.
The M3RDM sessions below may be of interest.
Session 3: Research Project Management, Digital Identity and Open Access
This session includes a workshop on all aspects of research project management. An experienced research project manager will use a case study as a basis for exploring the complexities and considerations of project management. Building a digital identity and planning use of Open Access resources are important to establish early on in the project.
Session 4: Achieving Impact from Your Research
Planning for and demonstrating Impact are fast becoming prerequisites for securing research funding. This half day session looks at the University’s plans to deliver greater impact from our research and enterprise activities and the contribution individual researchers can make. Topics covered will include current thinking on the Impact Agenda, the importance of Pathways to Impact statements, and an overview of REF 2014.
1.3 Mentoring
In M3 LT the role of the mentor is to provide support for the development of your educator activities, following institutional and Academic Unit/Department (AU) guidelines. It is anticipated that you will have already been allocated a senior colleague who fulfils this or a similar role for their AU. The senior colleague may be a different person to your mentor for PGCAP modules 1 & 2. To act as a mentor for M3 LT they need interest, activity and experience in educational enhancement, innovation and/or research. We expect PGCAP participants to explicitly discuss their M3 LT projects and meeting the assessment requirements with their PGCAP mentor / senior colleague(s) as appropriate, to determine who will act as mentor. As with modules 1 & 2, this individual will not normally be your line manager. PGCAP tutors will also be available for you to seek advice on the development and progress of your project.
The main part of the assessment for M3 RDM is carried out by discipline specialists within a participants AU. We normally expect the M3 RDM mentor to provide feedback to participants on the development of outputs for their assessment, to support participants to organise their assessment activities and where appropriate, to provide feedback on the development of outputs for assessment.
1.4 Assessment
1.4.1 Overview
Part 1, Enhancement / Innovation report / Publication / Other
For this assignment you are required to:
1. Identify an enhancement / innovation or research topic for your project
2. Write a project draft, with research questions if appropriate
3. Write a report of around 5000 words
OR
Submit a paper about your project to a peer reviewed journal.
The report will be expected to include the educational reasoning, design, development, implementation, data collection, analysis and conclusions. It is anticipated that a paper would cover similar material, key aspects and findings of the project, but designed to meet the requirements of the journal.
Part 2, Presentation of Enhancement / Innovation Report / Publication
Presentation, minimum 15 mins + 5 mins for questions
For this assignment you are required to:
Present the project and findings to your peers at an appropriate group, such as a programme board within your AU, an institutional L&T conference, the PREP Review Board, or an equivalent. During the presentation you should discuss the below as appropriate:
a) Write an abstract (~200 words) of your presentation which you circulate to your peer group and to the PGCAP administrator, to be submitted 2 weeks in advance of the presentation
b) Project Report: key areas as outlined above + ideas for future work
Any format of presentation is welcome, but if you wish to use a non-conventional format please discuss your plans with your PGCAP mentor and the PGCAP programme leader.
Participants will normally be advised of the outcome of their presentation within 7 days of completion of their session.
Part 3, Participant Reflection (500-750 words)
[This is primarily to provide evidence to meet Learning Outcome 2]
Keep a record of L&T development and/or enhancement activities which you have attended/participated and submit learning logs from three of those activities.
Linking to each of the LOs for this module, write a brief resume against each about what you have learnt from this experience, how it has informed your future work and identify any development activities which you will be following up. (This could include a list of workshops to attend and/or other peer development activities).
Assessment Criteria
Assessment is on a pass fail basis at M-level (level 7 FHEQ).
[Indicative assessment criteria (Table 1), the marking sheet and the reflection template are in Appendix A]
All learning outcomes and relevant professional values must be demonstrated to at least a threshold standard to pass. Participants must also fulfil all requirements of the assignment instructions.
The LOs for this assignment are:
1. Apply knowledge of generic and subject specific educational theory and/or evidence in the design of a learning enhancement activity, within your subject area.
2. Evaluate and reflect on your own professional practice and development through evidence derived from self, peers and the literature.
3. Develop, informed by the analysis of evaluation data, strategies for enhancing the student experience.
4. Critically analyse and reflect upon the appropriateness of learning outcomes for an enhancement activity and the alignment of learning and teaching activities with these learning outcomes.
5. Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning.
6. Compose and communicate ideas effectively, both orally and in writing
9. Apply education design and delivery skills in different contexts
The PGCAP Module 3LT Professional Values underpin this assignment.
Formative assessment is available through peer, tutor and/or mentor meetings and discussions. Mentors and peers may provide more detailed comments on full drafts of assignments.
Citation of Literature
In all summative assignments you are expected to use relevant literature to support and explore your arguments. Work that does not include appropriate references and referencing methods will therefore be referred.
You are welcome to use the referencing style that you are most familiar with. The recommended method of referencing is the Harvard referencing style (see http://www.soton.ac.uk/library/infoskills/references/ for useful advice and guidance on using this referencing system).
All written submissions must
· be no smaller than a size 11 legible font (eg Lucida Sans), 1.5 line spacing
· must comply with the word count (+/-10%)
· be submitted electronically using Blackboard to the correct assignments folder
· include an academic integrity declaration
· be anonymised – please remove all student and staff names
If for any reason your supporting documentation cannot be submitted electronically a list of the supporting documentation should be included at the end of the report and a hard copy of the supporting documents must be provided to ILIaD by the deadline date.
Marking
The marking for this module will not be anonymous. The project based nature of the assessment, involving staff from the PGCAP team, who may consult with staff from participants AUs, makes it impossible to maintain anonymity. PGCAP cohorts are small in size, individuals or small numbers of participants come from a limited number of Academic Units, and the members of the PGCAP team are likely to have had discussions with individuals about their work. This approach is aligned with the Anonymous Marking Policy within the Quality Assurance Handbook, available from:
http://www.southampton.ac.uk/assets/imported/transforms/peripheral-block/UsefulDownloads_Download/FDB7C6BB26774F7688FAC7D6C17FF449/Anonymous%20Marking%20Policy.pdf
1.4.2 Assessment deadlines
Please refer to the Key Dates document for the assessment deadline. The assignment (Enhancement / Innovation / Research Output + Presentation + Reflection) completion date will be approximately 2 semesters / 8 months from your start date of Module 3LT.
Appendix A: PGCAP Module 3LT Assessment sheet
(to be completed by assessors)
Name of PGCAP participant:
Part 1: Project Report Assessment (see also Notes below )
Title of Research Report / Publication:
Please indicate Pass or Refer and provide brief comments against each of the LOs below. (This can be expanded on in the general feedback below)
Module 3LT Learning Outcomes:
By the end of the module you should be able to: / * Pass or
Refer / Feedback
1. Apply knowledge of generic and subject specific educational theory and/or evidence in the design of a learning enhancement activity, within your subject area
3. Develop, informed by the analysis of evaluation data, strategies for enhancing the student experience
4. Critically analyse and reflect upon the appropriateness of learning outcomes for an enhancement activity and the alignment of learning and teaching activities with these learning outcomes
5. Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning
6. Compose and communicate ideas effectively, both orally and in writing
9. Apply education design and delivery skills in different contexts
Overall Result
General Feedback
(typically 200-500 words, eg strengths, areas for development, gaps and areas for concern. If required, corrections, associated guidance and timeline for resubmission)
Name and signature of PGCAP Team member Assessor:
Name: Signature: Date:
Moderated by:
Name: Signature: Date:
Academic Unit (if not PGCAP team member)
Part 2: Presentation assessment
Title:
Date:
Abstract Provided: Y/NFeedback
(normally 200-500 words, eg on strengths, gaps and areas of concern / for development…)
[This assignment should part demonstrate LO6:
Compose and communicate ideas effectively, both orally and in writing]
Result: Pass / Refer
Name and signature of PGCAP Team member Assessor:
Name: Signature: Date:
Moderated by:
Name: Signature: Date:
Academic Unit (if not PGCAP team member)
Notes for parts 1 & 2: