PGCert Handbook - Staff and Departmental Development Unit

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006Wednesday afternoon sessions will normally be held twice (from 1.00 - 3.15 and from 3.45 - 6.00) and participants may choosewhich session to attend. This module can be completed either by attending the sessions or by web-based open learning materialssupported by completion of tutor-led, online tasks. The open learning pathway will be introduced during a session on28 September and all work and postings must be completed by Thursday 22 December 2005.(NB You cannot mix modes – you must select either the Wednesday afternoon sessions or the open learning route.)SDDU5120: Essentials of Learning and AssessmentWednesday, 28 September 2005 (1.00- 2.00)SDDU5125 - open learning: briefingWednesday, 5 October 2005 (1.00 – 3.15 or 3.45 – 6.00)Understanding student learning [2-1]How do students learn? How do students approach learning? What affects the ways in which students learn? Answeringthese questions will allow you to review whether your teaching style matches the varying learning styles and preferences ofyour students.Wednesday, 12 October 2005 (1.00 – 3.15 or 3.45 – 6.00)Assessment – types and methods [2-2]Why assess? Assess what and when? How can we assess in a valid and reliable way? These questions will lead us tocompare a range of techniques and link them to purposes.Wednesday, 19 October 2005 (1.00 – 3.15 or 3.45 – 6.00)Assessment – marking and giving feedback [2-3]What criteria do you apply when awarding a pass/first class/fail grade for an assignment? How do the students know thestandards and expectations? How can we give feedback in an effective and efficient manner? A number of options will bereviewed.Wednesday, 26 October 2005Widening Participation and the changing student population – open learningThis session requires you to work through, in your own time, an on-line diversity training package commissioned by the University’sEquality Unit and which provides information and guidance about diversity legislation and equal opportunities in the workplacethat will form the basis of our discussions about the diversity of our students.Wednesday 2 November 2005 (1.00 – 3.15 or 3.45 – 6.00)Widening Participation and the changing student population – discussion [2-4]This session provides a follow up to the on-line learning by exploring how we can best support the learning of a diversestudent body and ensure that we provide equal opportunities for all students to succeed. The session will examine how wecan make teaching and assessment processes as inclusive as we can.Wednesday 9 November 2005 (1.00 – 3.15 or 3.45 – 6.00)Assessment: recording and reviewing [2-5]This session will consider ways of involving students in the assessment process through implementing self and peerassessment. In addition, traditional assessment methods only measure and report a limited range of student achievementsand competencies and the session will examine how we might evaluate and record the outcomes of a wider range of studentlearning experiences.Wednesday, 16 November 2005 (1.00 – 3.15 or 3.45 – 6.00)Integrating technology into teaching [2-6]An introduction to the range of technology tools available to support learning and teaching and strategies for their use.This session will explore strategies for good practice in finding, evaluating and using web based materials.Wednesday, 23 November 2005 (1.00 – 3.15 or 3.45 – 6.00)Introduction to e-learning [2-7]This session will offer you the opportunity to get hands-on with some e-learning materials and evaluate theappropriateness of the pedagogical strategies behind them.Wednesday, 30 November 2005Directed task & focused reading week #2A task / readings related to student learning, equal opportunities, assessment and e-learning.Mentors’ meetings: a series of dates will be arranged in November & December**********************************Teaching ends: Friday, 9 December 2005**********************************Staff and Departmental Development Unit Page 6 University of Leeds