EDMAP2-Developing Academic Practice

Module Provider: Institute of Education
Number of credits: 30 [15 ECTS credits]
Terms in which taught: Autumn / Spring / Summer module
Non-modular pre-requisites: Co-requisites:EDMAP1
Modules excluded:
Module version for: 2017/8

Module Convenor: Ms Clare McCullagh

Email: c.e.mccullagh@reading.ac.uk

Summary module description:
This module builds on EDMAP1 (Introduction to Academic Practice) and provides further and more in-depth theoretical and practical insights into teaching and supporting learning in higher education.

It enables students to provide evidence of achievement at Descriptor 2 of the UKPSF through demonstrating a broad understanding of effective approaches to teaching and learning support and providing evidence of engagement in: appropriate areas of activity; possession of core knowledge; and, commitment to shared professional values.

The module takes place across two academic years in intensive blocks, enabling students to take a longer-term, holistic and reflective approach to their professional development.

•To explore innovative approaches to teaching and supporting learning
•To explore issues regarding student engagement and learning
•To develop good practice in designing and planning learning beyond the level of the session
•To develop good practice in evaluating and assessing learning beyond the level of the session
•To develop the skills to effectively support learners through roles such as supervision and personal tutoring
•To extend knowledge of pedagogic theory and how it may inform practice
•To become familiar with national and University quality assurance and enhancement policies
•To encourage a holistic and reflective approach to professional development, acknowledging the diversity of roles in Higher Education
•To provide opportunities to engage with the UK Professional Standards Framework at Descriptor 2

Assessable learning outcomes:

On successful completion of the module students should be able to: • conduct primary research into an area of student learning and/or student engagement • critically reflect on and present their findings about student engagement and learning and the implications for their contexts • critically reflect on and present their learning about the experience of group work and group assessment and the implications for their practice • utilise a range of approaches to learning design, teaching, assessment and student support appropriate to their students and based on a critical engagement with pedagogic research and scholarship • utilise a range of approaches to feedback and support appropriate to their students and based on a critical engagement with pedagogic research and scholarship • demonstrate the general presentation skills required at level 7 (M level) • engage with Descriptor 2 of the UKPSF through the primary research, case study and examples from their practice • take a reflective and evaluative approach to continuing professional development.

Additional outcomes:

Through the module students will develop a number of transferable skills including: • communicating effectively orally • writing for different audiences (students, colleagues, etc.) • designing, carrying out and reporting on a collaborative research project • understanding ways to enhance research-teaching synergies • evaluating methods for teaching and learning through peer learning with colleagues across Schools • taking a holistic approach to continuing professional development, considering all aspects of the role • applying knowledge of technology to support effective practice

Outline content:

• Designing & planning for modules and programmes • Engaging students in their learning • Assessing learning and providing feedback • Developing skills for supporting learners • Developing inclusive practice • Evaluating your practice • Research-teaching synergies • Learning beyond the classroom

Brief description of teaching and learning methods:

Contact time is primarily through three intensive blocks of workshops across one academic year. The sessions are underpinned by pedagogic theory and will include a balance of input, discussion and practical activities. They will be interactive in nature building on students’ prior knowledge. Students will have the opportunity to experience first-hand some of the approaches they are considering for their own students. Issues involved in discipline-specific teaching/support roles are considered through group discussion, the group research task, individual reflective tasks and students’ normal teaching/support activities. Students are supported through the module by individual tutorials with a discipline specific mentor and their APP Tutor. Students undertake at least three peer reviews of teaching, one as reviewer and one as observed reviewee.

Contact hours:
  Autumn Spring Summer
Tutorials 1 1 1
Practicals classes and workshops 0 5 20
Guided independent study 74 94 104
Total hours by term 75.00 100.00 125.00
Total hours for module 300.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 60
Oral assessment and presentation 40

Other information on summative assessment:

There are three elements to the summative assessment of this module. Students complete: 1. A collaborative project investigating an aspect of student engagement and/or learning assessed through a group presentation (shared mark accounting for 20%) and individual reflective task of up to 700 words summarising lessons learned from the process of engaging in the group task, and how this might inform approaches to learning and teaching in future (20%); this element accounts for 40% of the final mark for the module. 2. A case study, of between 1,500 - 2,000 words, outlining their approach to professional practice and decision making as a teacher and/or supporter of learning and beyond session level. The onus is on students to choose a topic which enables them to provide both depth and breadth of evidence across the dimensions of the UKPSF; this element accounts for 60% of the final mark for the module. 3. A portfolio of evidence of engagement with each of the dimensions of the UKPSF which is assessed on a pass/fail basis and must be completed in order to pass the module. This portfolio must be an evidenced-based demonstration of how students have achieved Descriptor 2 of the UKPSF.

Formative assessment methods:

Opportunities for formative feedback are embedded throughout the programme, through group discussion, peer review and evaluation; also through one-to-one discussions with individual mentors and APP Tutors.

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Length of examination:

Requirements for a pass:
An average of 50% in both elements 1 and 2, plus a pass in element 3 are required to successfully complete this module.

Reassessment arrangements:
Resubmission within three calendar months of the notification of failure.

Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 31 March 2017

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