Course Resources Archive

The module aims:

• To develop participants’ understanding of the principles and processes involved in teaching and learning applicable to higher education.
• To provide opportunities for participants to explore relevant research into aspects of academic practice in higher education.
• To develop participants’ awareness of and ability to select and use teaching and learning methods that are appropriate and effective for their particular working context.
• To enhance participants’ understanding of the theory and practice of being a reflective practitioner.

This module allows participants to explore the body of research that underpins high quality teaching in higher education and empowers them to draw upon this to inform their professional practice.  The module focuses upon some key factors in the development of rich learning environments, e.g. strategies for teaching, learning, assessment and evaluation.  Participants are encouraged to consider how they wish their professional practice to develop in these areas and how each of these elements can be constructively aligned with the others.  The module also explores areas such as equality of opportunity and collegiality and looks at how such concepts can be moved from ideology to practice.  The module provides an opportunity for participants to engage with the theory and practice being a reflective practitioner.

On successful completion of the module the participant should be able to:

• Demonstrate a critical understanding of the scholarship of teaching and learning in higher education;
• Engage critically with a range of current research into teaching, learning’ assessment and evaluation demonstrating an understanding of how this must impact upon their practice;
• Demonstrate an understanding of the principles that underpin a learning environment that values diversity and ensures equality of opportunity for all learners;
• Demonstrate a critical understanding of the role of multi-professional teams in supporting learners in higher education, both academically and pastorally, including an awareness of strategies that will enhance such teams.

This module generates 200 hours of learning activity, comprised of a maximum of 30 hours contact time, independent study, professional practice and Learning Set activity.

The Library Catalogue contains full details of the current reading list for this module. Further details may also be found in the Module Guide.