Last modified: 23 Jul 2024 11:01
This online course is designed to enable participants to link educational practice, evidence, and theory to design, deliver and evaluate courses for undergraduates and taught postgraduates. It encourages participants to take a critical, scholarly stance on different approaches to learning, teaching and assessment. Sessions are designed to facilitate participants’ engagement with pedagogical literature, to challenge current approaches to teaching, and to encourage planning for their further professional development in contemporary learning and teaching.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | First Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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This online course is designed by the Centre for Academic Development as a professional development option for educators who are keen to enhance their existing knowledge base and skills in teaching, learning, and assessment. It provides an opportunity for participants to reflect critically on their educational practice through engaging with the pedagogic literature. By drawing on educational theory, individuals’ teaching experiences and participants’ peer observations of practice, the course examines the following topics: planning and designing courses, learning environments, approaches to teaching, academic integrity, assessment design and feedback, and evaluating teaching practice. A fundamental component of this course is to support individuals to examine critically the theories and practical issues associated with designing, delivering, and evaluating teaching and assessment in contemporary learning environments.
The course assessments require participants to reflect on their own disciplinary context, as well as their enhanced understanding gained from the literature, and their learning from the synchronous and asynchronous sessions. The formative peer observation of teaching is a critical and compulsory element of this course, as it provides participants with the opportunity to have their teaching appraised by a course colleague. Other formative assessments are designed to help participants to prepare for the course summative assessment, providing constructive feedback and feedforward goals. The summative assessment task involves participants engaging in a critical evaluation of their practice, in relation to emerging innovative, published pedagogies. A range of feedback mechanisms are implemented throughout the course (peer, written and oral) to help individuals progress and develop.
The course is fully aligned with theUK Professional Standards Framework for Teaching & Supporting Learning in H.E. The course is divided into six online sessions, supported by three formative assessments and one summative assessment. Course materials, including pre-session learning activities and online delivery utilise the University’s virtual learning environment, MyAberdeen.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 19 | Feedback Weeks | 24 | |
| Feedback |
Critical evaluation of teaching practice and emerging pedagogies. This assessment requires participants to examine critically the listed Open University pedagogies in their own teaching context. Feedback and feedforward will be provided in a written format. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Reflect critically on the paedagogical literature to design, deliver and evaluate appropriate teaching. |
| Procedural | Evaluate | Evaluate and model the impact of alternative assessment strategies in their own discipline. |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 18 | Feedback Weeks | 18 | |
| Feedback |
Participants will work together and observe each other’s teaching. Peer observation is a formative process, where the observer offers constructive feedback to the colleague they are observing. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Reflection | Evaluate | Evaluate peer evaluation of teaching feedback to reflect upon their professional development. |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 13 | Feedback Weeks | 15 | |
| Feedback |
This 500-word assessment is designed to provide participants with supported planning and preparation for the summative 1 assessment and to also provide peer feedback on initial assignment ideas. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Reflect critically on the paedagogical literature to design, deliver and evaluate appropriate teaching. |
| Procedural | Evaluate | Evaluate and model the impact of alternative assessment strategies in their own discipline. |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 9 | Feedback Weeks | 9 | |
| Feedback |
The poster will provide a novel way for participants to share their teaching experiences and introduce themselves to the class. Poster feedback will occur via peer review. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Reflection | Evaluate | Describe and evaluate their own approaches to teaching in both online and in-person environments. |
| Assessment Type | Summative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 50 | Feedback Weeks | 51 | |
| Feedback |
Feedback and feedforward will be provided in a written format. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Reflect critically on the paedagogical literature to design, deliver and evaluate appropriate teaching. |
| Reflection | Evaluate | Evaluate peer evaluation of teaching feedback to reflect upon their professional development. |
| Reflection | Evaluate | Describe and evaluate their own approaches to teaching in both online and in-person environments. |
| Procedural | Evaluate | Evaluate and model the impact of alternative assessment strategies in their own discipline. |
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