MEDD 4144 Supporting Student Learning [SEDA 1]

MEDD 4144 Supporting Student Learning [SEDA 1]

Rationale: 

This module is primarily intended for those new to the support of learning in Higher Education, who have less than three years full time equivalent experience.  However it would be beneficial for experienced staff that have a role supporting student learning in Higher Education.  The module is the first in the Post Graduate Certificate in Learning and Teaching in Higher Education and offers an introduction to theory and value based teaching in a HE setting.  The module is also designed to meet the needs of those staff - such as Part time or hourly paid lecturers, Librarians, IT service staff and postgraduate research assistants – who have an important role in the support of student learning but for whom teaching or the facilitation of learning may be just a small sub-set of the work a full-time teacher would do.  The module offers such staff the chance to develop their teaching without demanding the quantity and range of experience and evidence necessary for the full PG Cert.  This module is accredited by the HE Academy against level 1 of the UKPSF and as a route to associate fellowship status. 

Intended learning outcomes:

By the end of this module, module members will be able to:

1. Design appropriate teaching sessions or student learning opportunities and critically evaluate their effectiveness
2. Evaluate a range of teaching and learning methods and apply them appropriately
3. Apply assessment techniques to promote learning and provide feedback to students
4. Monitor and evaluate your own teaching and support of learning
5. Inform your learning and teaching role with relevant policy, strategy and quality considerations
6. Undertake Personal development planning to audit, reflect upon, plan and record your personal and professional 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. Demonstrates continued reflection on your own practice
g. Demonstrates development of your own practice, others, educational processes and systems.

Content: 

Members will examine issues around the following topics:

• Student-centred learning, independent learning and learner autonomy;
• learning styles, approaches to learning and inclusive learning;
• assessment processes;
• quality and effectiveness in session design;
• feedback and evaluation;
• learning in groups;
• students’ skills, motivation and capability;
• effective resources for learning;
• adult learners and reflective learners.

Mode of delivery:

 The module teaching will run over a semester with the summative assessment due the following 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 PebblePad or Blackboard 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 academic department,
• Peer Support from other members on the module,
• Head of Institute / UW line manager 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 module is structured to provide activities which address the learning outcomes.  It will take students through the process of auditing their practice against the outcomes and values, planning to address these and the completion of a patchwork text to meet them.  This process is supported by the module tutor, peers, their institutional mentor and Head of Institute / UW 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 many stages of formative assessment before the summatively assessed work is submitted.  The initial profile statement encourages an initial self-assessment which is then discussed with a tutor.  The contracting process will allow further negotiation of the focus of the main summative assessment with a tutor.  Then a series of small formative assessment tasks will be undertaken which will knit together to provide the basis for a final summative submission.

1. Introductory Audit: Profile Form and Statement

2. Session Plan and rationale

3. Mini review of two research articles and a third relevant teaching resource

4. Review of a staff development activity or event

5. Teaching observation record – Two peer observations should be conducted for this module.

6. Second session plan and including student feedback and commentary

7. Second teaching observation & records of assessment facilitated

Summative Assessment

Is on the basis of a 3-4,000 word equivalent patchwork text developed over the duration of the module and monitored by the tutor to demonstrate the learning outcomes have been met and the values addressed. 
Patchwork text to be made up of the following mini-assignments and a final overall critical reflection (c.2000 words) , theorising practice, relating it to appropriate literature and tying the individual patches to the module outcomes:
1. An introductory audit against the outcomes and values (300 words)
2. A session plan and rationale (300 words)
3. Mini reviews of two research articles and a third relevant teaching resource (300 words)
4. A review of a staff development activity or event (300 words)
5. Two teaching observations, one by the module tutor.
6. A second session plan and including student feedback on the session and a short commentary on that feedback (300 words)
7. Records of assessment facilitated (e.g. An assessment brief and two completed anonymised item report forms)
8. Final Critically Reflective Commentary [c.2000 words]

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.