MEDD 4142 Learning, Teaching and Assessment [SEDA 2]

MEDD 4142 Learning, Teaching and Assessment [SEDA 2]

Rationale: 

This module is designed to provide an in depth examination of the theory and practice of value based curriculum design in Higher Education.  It will examine major learning theories and encourage programme members to apply these to programme design, innovative assessment, monitoring and development of their own practice as HE teachers. The module is primarily designed to support HE teachers with less than 3 years full time equivalent experience in their development as HE teachers.  More experienced teachers of HE students may also find the module a rewarding learning and development experience.    The module is designed to meet the needs of academic staff for whom teaching and the support of learning is a major element of their work.  Participants are likely to be engaged in a greater range of learning, teaching and assessment activities than those required to complete ‘Supporting Student Learning’, with the ability and discretion to influence key aspects of educational provision. The module will contribute towards HE Academy fellowship status and level 2 accreditation against the UK Professional Standards for Teaching and Support of Learning in HE.

Intended learning outcomes:

By the end of this module, module members will be able to:
1. Design appropriate teaching programmes in your subject discipline and critically evaluate their effectiveness
2. Evaluate and apply appropriately a wide range of learning and teaching methods, to work with a range of group sizes. 
3. Develop effective learning material, learning environments and learning support systems, using C&IT were appropriate
4. Use an innovative range of assessment techniques to support effective learning and enable students to monitor their own progress.
5. Deploy appropriate methods of evaluating your own teaching and learning practices
6. Undertake personal development planning to audit, reflect upon, plan, and record your development

The following Values will underpin the Learning Outcomes and module members will be able to reflect critically on how their practice in meeting the Learning Outcomes:
a. Demonstrates an understanding of how people learn
b. Values diversity and demonstrates respect for individual learners’ differences and development
c. Promotes inclusively and encourages learners’ participation, empowerment and equality of opportunity
d. Demonstrates scholarship, professionalism and ethical practice
e. Values working in, and developing, learning communities
f. Engages with continuing reflection on their own practice
g. Develops their own practice, others and educational processes

Content: 

Members will examine issues around the following topics:

• curriculum, programme and session design;
• student-centred learning, independent learning and learner autonomy;
• learning contracts;
• learning styles and approaches to learning;
• e-learning and on-line learning environments;
• assessment processes and their design;
• feedback and evaluation;
• students’ skills, motivation and capability;
• effective resources for learning;
• adult learners;
• reflective learners.

Mode of delivery:

 The module will run over a semester.  The module will be supported by:

• A programme of 3 study days
• Monthly lunchtime support sessions
• Provision of module materials and support for asynchronous discussion through a module Blackboard or PebblePad site,
• Development through the programme of an on-line collaborative learning resource with colleagues and staff on MEDD4142/4[e]
• Tutor Support from a member of the ADPU Staff with particular emphasis on the completion of a learning contract,
• Mentor Support from within a member’s own department,
• Peer Support from other members on the module,
• Head of Institute’s assistance as a resource in providing the opportunity to meet the module requirements.

Learning and teaching methods

The study days will combine short inputs with extensive workshop activity.  The emphasis is on experiential, work-based learning so course members are expected to be able to draw on their work teaching in HE in relation to the activities and assessment. The module is structured to take colleagues through the process of auditing their practice against the outcomes and values, planning to address these and then drafting and completing an assignment to meet them.  This process is supported by the module tutor, peers, their institutional mentor and line manager.

Attendance Requirements

Attendance at the study days is a requirement because of the importance of these days in building peer support and sharing ideas across as wide a range of subject disciplines as possible.

Assessment details:

Formative Assessment

The module is designed so as to provide stages of formative assessment before the summatively assessed work is submitted. 

Summative Assessment

Is on the basis of an overall 4000 word equivalent assignment developed by the candidate over the duration of the module (supported by the tutor) theorising practice, establishing its relation to appropriate literature, demonstrating the learning outcomes have been met and the values addressed.  

Final summative assignment

The choice of format should reflect your particular practice and ensure that the learning outcomes of the module are met and the values addressed. 

Non-Submission, Late submission and Reassessment

Colleagues must be aware that non-submission can have damaging consequences for your academic progress and final qualification.  All non-submissions of summative work will result in failing the module, being required to undertake the module again and the overall grade being capped at a 50 pass.

Students who submit items of formative and summative assessment on time will benefit from gaining feedback on their work from module tutors and peers.  This feedback is valuable when completing future assessments and provides invaluable assistance should you be required to undertake re-assessment. 

Colleagues who are having difficulties meeting stated deadlines should contact the programme leader and put in a mitigating circumstances claim.  Such claims should be submitted within 7 days of the summative assessment deadline.   

Evaluation and Development

This module has been adapted and changed as a result of feedback from last year’s cohort.  This has resulted in changes to the learning outcomes, assessment pattern and teaching on the module.  Your views matter to the programme team.  If you have any comments on the module please let us know.  The sooner we have the feedback the quicker we can act upon it!  Informal evaluation will be undertaken during the module and you will be invited to give your formal evaluation of the module once you have completed it both through a university module evaluation form and through contact with the external examiner.  All such evaluations remain confidential.

Disclosure Statement

We are committed to ensuring that disabled people, including those with learning difficulties, are treated fairly.  All reasonable adjustments to provision will be made to ensure that disabled people are not substantially disadvantaged.  Please inform your tutors of any issues you may have in relation to this statement.  Any information you provide will be treated in confidence and only disclosed with your permission.