The module is intended to support professional development through a process of critical reflection, and to meet the particular needs of staff engaged in a range of learning support roles. For this reason it is designed to be flexible and adaptable to practice in different specialist fields. It aims to provide an introduction to different approaches to learning, the assumptions on which they are founded and their implications for practice. The curriculum focuses chiefly on student-centred approaches to learning: how students learn, both generally and within subject/ disciplinary/practice areas; effective approaches to student support and guidance; the role of feedback in supporting learning; and strategies for evaluating the effectiveness of professional practice. The module seeks to make explicit links between principles and the application of these to participants' own practice and development. Participants are encouraged to reflect on personal practices, evaluate them and identify how they can be developed.. A further central component of the module is the role of observation: being observed (and observing more experienced colleagues), receiving and responding to feedback, and articulating the values which underpin one’s own practice are central to the development of the skills of a reflective practitioner and to career development.
15 hours
This module is only available to participants on the Associate Fellowship Scheme (AFS) Learning Support Route. It cannot be taken in conjunction with UELT8190: Introduction to Learning, Teaching and the Academic Environment.
Assignment 1: 1,500 word essay
Assignment 2: 1,500-word (or equivalent) portfolio of evidence in an individually negotiated format, to include a 500-word reflection on own learning and educational philosophy statement.
The portfolio would typically include examples of ways in which student learning is supported, a consideration of the rationale for the approach taken and a reflection on what has been learned from the processes of observing others. It must include an observation of their practice by a mentor and a case study illustrating how the participant has applied their principles in practice. The portfolio will be assessed on the extent to which you critically engage with the UKPSF, provide evidence of a learning and teaching perspective on professional issues in your own practice, and a critical reflection on the learning and teaching process, supported by reference to a current and relevant research base. Participants must be able to demonstrate a sound understanding of the key elements of this module, including an awareness of a range of approaches to supporting learning (including, where appropriate, possible uses of technology) and an ability to evaluate the application of these to their own practice. The portfolio may be submitted as an e-portfolio or in hard copy.
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Brookfield SD and Preskill S (1999) Discussion as a Way of Teaching: tools and techniques for university teachers, Buckingham, SRHE/Open University Press
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Cottrell, S. (2001) Teaching Study Skills and Supporting Learning. Basingstoke, NY: Palgrave Macmillan.
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Gibbs, G and Jaques, D (1989) Labs and Practicals. Oxford: Oxford Centre for Staff DevelopmentWalker M (2005) Higher Education Pedagogies Buckingham, SRHE/Open University Press
Jones, M. and Siraj-Blatchford, Jo (1997). Researching into Student Learning and Support in Colleges and Universities (Practical Research). Routledge
Dawson, P. et al (2014) 'On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010, Review of Educational Research 84: 609-639
Wolfendale, S & Corbett, J (Eds) (1996) Opening Doors: Learning Support in Higher Education, London: Cassell.
• A sound understanding of a range of approaches to supporting learning in Higher Education (contributing to PGCHE Knowledge and Understanding 1; UKPSF (depending on field of practice) A1, A2, A3, and/or A4,K1; K2, K3, V1, V2)
• An understanding of how these approaches are implemented in Higher Education, critically evaluating personal practices in the light of relevant theory (contributing to PGCHE Intellectual Skills 1 and subject-specific skills 2, UKPSF K4 and V2)
• An ability to make informed decisions about appropriate methods, (contributing to PGCHE Knowledge and Understanding 3;UKPSF (depending on field of practice) A1, A2, A3, and/or A4; K2, K3 and/or K4 )
• An understanding of the principles of evaluating learning and understanding and how these relate to their own immediate practice (contributing to PGCHE Subject-specific skills 5 and 6 and UKPSF A2, A3;)
• The development of practical skills as a reflective practitioner in a learning support role, contributing to PGCHE Knowledge and Understanding 1 and 4; Intellectual Skills 1; Subject-specific skills 2; UKPSF (depending on field of practice) A2, A3, A4; K1, K2, K3, K5; V1, V3.
• Improving own learning: the skills of a reflective practitioner who is able to evaluate their own practice as a facilitator of student learning using appropriate demonstration and communication techniques and to plan for continuing professional development (contributing to PGCHE Knowledge and Understanding 4,Subject-specific Skills 3 ,Transferable Skills 1; UKPSF A5, K6, V3)
• Communication: ability to communicate effectively and appropriately in a diverse range of contexts, using IT as appropriate and showing a capacity to sustain the interest of others and to respond perceptively to their contributions. (contributing to PGCHE Transferable Skills 2 and UKPSF K5)
• Problem-solving: expertise in operating successfully within the constraints and opportunities of the institutional setting and (where appropriate) developing strategies for balancing and integrating teaching and practice/ research.(contributing to PGCHE Transferable Skills 3 and UKPSF K6)
NB to attain Associate Fellowship of the HEA, participants should demonstrate successful engagement with at least 2 areas of activity (A), appropriate core knowledge and understanding (at least K1 and K2), and a commitment to appropriate professional values (V). This module, taken in conjunction with UELT8310,enables participants to attain Associate Fellowship.
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