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Postgraduate Certificate in Academic Practice (PGCAP)

Postgraduate Certificate in Academic Practice (PGCAP)

#LTHEJan13: Induction event (7 Feb 13)The PGCAP Team

Chrissi NerantziTwitter @chrissinerantzi

@pgcap

“The illiterate of the 21st century will not be those who cannot read and write, it will be those who cannot learn, unlearn and relearn.” Alvin Toffler Future Shock, 1970

How do you

feel now?

You will need to download a QR scanner app to your smart phone first

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http://www.hr.salford.ac.uk/employee-development-section/pgcap-

Before we start:Who am I as a learner?

Pick some Lego bricks and show us how you see yourself as a learner ;)

Add a caption to your model

• Discuss key features of the PGCAP, structure and requirements

• Explain key features of the Learning and Teaching in Higher Education (LTHE or core) module and learning practices

• Identify value of being part of a learning community

please add your personalised learning outcomes

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Intended learning outcomes

AGENDA

Welcome

The PGCAP programme and the Salford context

Online programme space and portfolios

Getting to know each other

LTHE module (core)

Learning, Reflecting, Observing

meet ‘n’ greet (Neil and Pete)

Learning and Teaching Strategy and Themes for future development

Accessible higher education

Student focused

Pedagogically excellent

Internationally orientated

Research informed

Employability and enterprise led

Sustainability6

Pedagogically excellent• Development of active learning in partnership with the learners to

develop an educative community.• High quality teaching and supervision provided by staff on all modules

and programmes.• High quality and timely feedback provided to all students in all

elements of their assessment.• Opportunity for detailed evaluation and meaningful reflection

on the quality of modules and programmes with time and resources provided for appropriate enhancement activity.

• Development and support for innovative and inclusive approaches to education and assessment which help staff and students to develop and learn more effectively.

• Clarity in what is expected of staff.• Greater proportion of staff with PGCAP and Fellowship of HEA

http://www.hr.salford.ac.uk/employee-development-section/learning-and-teaching-

The PGCAP• an exciting opportunity to learn

and develop with colleagues from different disciplines and professional areas

• to be open, creative, and experiment in a safe environment and within a learning community

• to discuss, debate and challenge anything linked to teaching and learning including theories

• to engage in a conversation about teaching and learning at the University of Salford

• to become a professional teacher in HE

• gain a recognised Teaching Qualification in HE

• a programme accredited by the HEA and NMC

The PGCAP and the UK PSF9

Areas of Activity (WHAT)

• Design and plan• Teach/support• Assess/give feedback• Develop effective

learning environments and approaches to student support/guidance

• Engage in CPD incorporating research, scholarship and evaluation of professional practices

Core Knowledge (HOW)

• Subject• Appropriate methods of

teaching and learning• How students learn• Use and value

appropriate learning technologies

• Methods for evaluating effectiveness of teaching

• Quality assurance and quality enhancement

Professional Values (WHY)

• Respect individual learners and learning communities

• Promote participation and equality of opportunities

• Use evidence-informed approaches and the outcomes from research, scholarship and CPD

• Acknowledge the wider context in which HE operates recognising implications for professional practice

for Fellowship of HEA - evidence engagement with all of these http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf

Also NMC

accreditation

Nurse

Teacher

PGCAP Programme overview

Learning and Teaching in HE (LTHE)core module

Application of Learning

Technologies (ALT)

Assessment and Feedback for Learning

(AFL)

Flexible, Distant and

Online Learning(FDOL)

Curriculum Design and Programme Leadership

(CDPL)

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Working together• face-to-face• online

PGCAPstudent

peers

module tutor

personal tutor

feedback buddy

action learning set

mentor

personal learning network

personal tutor• Your first contact• Provides general

advice, support and guidance

• Pastoral support• Face-to-face and

remote tutorials (web-conferencing)

• Signposts when further assistance required

• the same person for the whole programme

Pete Whitton

Online learning spaces

• Course information• Module content: activities and resources• LaSU reading lists• Weekly discussions, helpline• Web-conferencing• Social media portfolio• PGCAP news blog• Twitter

• External LTHE space at http://learningandteachinghe.wordpress.com/

• LTHE community at https://plus.google.com/u/0/communities/112186086573392653278

http://vle.salford.ac.uk/

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Learning and Assessment

social media patchwork portfolio

• digital, online, mobile• reflect on your journey• use/create media-rich artefacts• share with tutor and peers• commenting • assessed • receive feedback throughout• NEW: creative commons portfolios• NEW: open badges

The same portfolio for the whole PGCAP programme

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http://asboallstar.wordpress.com/

Best PGCAP portfolio awards

Most creative portfolioMost connected

portfolioMost motivational

portfolio

• Competence and engagement within an area(s) of relevance to the module (and, as appropriate, to the UK Professional Standards Framework)

• Engagement with, and application of, relevant research literature and theory

• Reflection on your learning and the development of your practice

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PGCAP assessment criteria

PGCAP level of attainment descriptors

• a passing (excellent) assignment • a passing (good) assignment• a passing assignment• a failing assignment

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Your voice

• ongoing opportunities to provide feedback, comment on any aspect of the module to tutor, programme leader

• staff/student committee

• opportunity to engage in research activities and provide input

• Module Evaluation Questionnaire

Current research • Exploring the use of video for observations of teaching and impact on reflection

• Professional discussions as a summative assessment approach

• Using Lego to aid reflection and learning conversations

• Public feedback practice• Open learning within

academic development, why and how

Getting to know each other through collaborative storytelling and storymaking

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Use the snacks and the paper provided to capture something exciting about both of you using a story format.

Making is connecting

10 mins: In your action learning sets, create a model that represents effective teamwork for you using Lego.

Assess each other’s modelWho is the winning team?

Core module: Learning and Teaching in HE (LTHE)

Intended Learning Outcomes:

At the end of the module, you will have had the opportunity to• Examine effective teaching, learning and assessment practices in a variety of

educational and disciplinary contexts• Identify student learning needs in order to formulate relevant and inclusive

learning support and guidance strategies• Discuss how learning technologies and other resources can be deployed within

different educational contexts, based on an informed pedagogic rationale• Critically evaluate theoretical perspectives on, and approaches to, student

learning and motivation within different educational contexts• Critically discuss the key features of quality assurance, enhancement and

evaluation within a Higher Education context

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Core module, weekly planwhen where and how what Learning theories other info

weeks -1 – 0 (24 Jan – 6 Feb)

online 2 weeks orientation asynchronous

Week 0 (31 Jan) Newton B4b orientation e-portfolio session

week 1 (7 Feb) CW Conference Room introducing Experiential learning

week 2 (14 Feb) CW Conference Room reflecting & developing

Behaviourism

week 3 (21 Feb) CW Conference Room designing Cognitivism

week 4 (28 Feb) MediaCity Room 3.31 using & experimenting

Discovery learningConstructivism

Please bring spending money £3

week 5 (7 Mar) CW Conference learning Social constructivismConnectivism

week 6 (14 Mar) Allerton L411 teaching & facilitating

Communities of practiceProblem-Based Learning

week 7 (21 Mar) CW Conference Room assessing and feeding back

Social learning

week 8 (18 Apr) ThinkLab experiencing & motivating

Humanism guests: students studying at the University of Salford

week 9 (25 Apr – 1 May)

online week evaluating TBC Webinar using Blackboard Collaborate

week 10 (30 Apr – 2 May)

CW Seminar Room, Meeting Room

discussing 4 days! Professional discussions and MEQs

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tutorialsTBC with

tutor

Assessment, portfolio-based1. Reflective journal (in-module assessment – 60%)Ongoing critical reflective commentary on teaching, observationsto be completed on a regular basis (6 posts, add to title 1/6, 2/6 etc.)equivalent of 3000 words (6 posts ~500 words each)

2. Professional discussion (week10: end-of-module assessment – 40%)panel: LTHE tutor and academicequivalent of 2000 words

Feel free to experiment with more media-rich approaches to capture your learning and reflections!!!

Ask for feedback on drafts until week 9!

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assessment, feedback, markingComponent Assessment Feedback Process

1: reflective journal6 entries (1/6, 2/6 etc.)

individual tutor and peers during the taught part of the module up to week 9

2: professional discussion

individual PGCAP tutor and additional panel member external to Academic Development

3 weeks after submission, subject to the External Examiners

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Providing feedback (to peers)

• link to assessment criteria• point out success• stimulate improvement• link to action• challenge and stretch• timely• developmental

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Peer observations: developmental!

4 in total

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Thinking about learning

1. Think about something you are good at.

Write in this box how you became good at it.

a Phil Race activity

2. Think of something about yourself you feel good about.

Write here the evidence it is based on.

3. Think of something you are not good at, perhaps as a result of a bad learning experience.

What went wrong? Add it to this box.

4. Think of something that you did learn successfully, but at the time you didn’t really want to do it.

What kept you going, so that you did succeed in learning it?

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Pedagogies: from… to…

“Jug & Mug” approach - transmissive

experiential/active / collaborative / networked

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… with literature through • reading lists and additional library resources (Clifford Whitworth, 1st floor)• subject specific resources

… with professional groups• Internally• Externally (including online communities)• Check out the HEA website!!!

… with further development activities• College workshops and Academic Development events• HEA seminars, Special interest Group meetings• Webinars

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engaging!

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PGCAP

and GTA

Summer

picnic

your wishes?

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• Discuss key features of the PGCAP, structure and requirements

• Explain key features of the Learning and Teaching in Higher Education (LTHE or core) module and learning practices

• Identify value of being part of a learning community

please add your personalised learning outcomes

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Intended learning outcomes

References• Andresen, L (1995) Accredited Courses in Teaching and Learning, in: Brew, A (ed.) Directions in Staff

Development, Buckingham: The Society for Research into Higher Education & Open University Press, pp. 36-50.

• Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 6)

• Kember, D et. al (1999) Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow, International Journal of Lifelong Education, Vol 18, No 1, pp. 18-30.

• Moon, J (2004) A handbook of reflective and experiential learning, theory and practice, Oxon: RoutledgeFalmer.

How you do

feel now?

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Postgraduate Certificate in Academic Practice (PGCAP), University of Salford (UK)

Module: Learning and Teaching in HE (LTHE)

Module tutor: Chrissi Nerantzi, Academic DeveloperPersonal tutor: Pete Whitton

Site: http://www.hr.salford.ac.uk/employee-development-section/pgcap-

Twitter: @pgcap

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extras

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Name Surname

RoleProbation yes/noAcademic/Non-academic/Prof. ServicesFull-time/part-time/sessionalGTA/PhD studentFHEA/NMC

CollegeSchoolProf. Service

EmailTelMobileTwitter

Teaching qualification (Primary/Secondary/Further/Higher)

Teaching experience (in years)

Mentor Good time for tutorials

Optional module (your preference)

Assessment and Feedback Strategies

Application of Learning Technologies

Flexible, Distance and Online Learning

Anything else you would like to share with your tutor?

Please note, all information provided are confidential.

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The wheel of teachingWhere are you now? Date:

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The wheel of teachingWhere are you now? Date:

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“Can we propose to travel together and be open to surprises as to how

we will get there?”

Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 4)

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“I can’t believe it; for the first time in my career I actually couldn’t stop thinking about teaching the whole night – what have you done to us?”

(Andresen, 1995, p. 50)

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What participants said

• “The methods focussed on were primarily geared for knowledge delivery to smaller teaching groups, particularly ones that required less content delivery. Tried and tested methods like the power point presentations, widely accepted as one of the most useful high content delivery tools at our disposal, were at times ridiculed as “old fashioned”…..so much so that at group presentations, student shied away from it, opting to use T shirts with messages written on them instead. These creative methods expounded during the course would no doubt have their uses in teaching, but probably more so at a pre-university level rather than for high content knowledge delivery at Universities.” (cohort 1 participant)

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What participants said“The PGCAP has made a real difference to my thinking and how I approach teaching and learning. It has really helped me to begin my journey as a reflective practitioner and really think and reflect on the impact my teaching has on my students. It has also helped me to think about why I am teaching. The PGCAP is really excellent and the tutors are fantastic role models, as they are both passionate about teaching and learning. As well as learning specific teaching techniques that have really enhanced my practice. I have picked up small things that you both do that really make a difference to teaching, learning and the whole student experience.” (cohort 1 participant)

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Remember“We need to be open to new ideas and to rival explanations to our established views. Above all, I think we need to become more interesting. Bring into our frame novels, films, theoretical alternatives, challenges from the margins.

In many ways, we have the most to learn from those from whom we think we have the least to learn.”Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 6)

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