The course is made up of four modules. Modules 1, 2 and 3 are taught sequentially, one module per term, using a blended delivery format (face-to-face day schools supported by learning on the ICE virtual learning environment (VLE)). Module 4 is taught online only and concurrently with Modules 1, 2 and 3 across the academic year with a focus on participants leading innovations in learning design and teaching.
The provisional dates for teaching in 2023-24 are:
Module 1: Michaelmas Term 2023
20.10.23; 03.11.23; 17.11.23; 01.12.23; 15.12.23
Module 2: Lent Term 2023
05.01.24; 26.01.24; 9.02.24; 23.02.24; 9.03.24
Module 3: Easter Term 2024
20.04.24; 04.05.24; 18.05.24; 08.06.24; 29.06.24
Course content
Module 1 Designing learning experiences and pedagogical research (10 credits)
In this module participants situate themselves in the context of higher education, inclusively defined to include public, private, and not-for-profit sector provision, and begin to create a road map for their professional practice as learning designers and teacher innovators for adult students. The unit begins by exploring: the interface of research and teaching; competing definitions and models of the curriculum; and by introducing divergent principles and theories of adult learning. Subsequently, the issues of student ‘needs’ or support, diversity and inclusivity in teaching, and learning styles are critically explored drawing on disciplinary and pedagogical research. These academic constructs are connected to practical strategies associated with teaching adults, including writing aims and learning outcomes, planning diverse and experiential teaching sessions and syllabuses, and promoting innovative practice, to advocate student-centred learning designs capable of enhancing students’ educational outcomes. The module also introduces participants to competing models of reflective practice, including maintaining a personal reflective journal, as the first stage in mapping their continuing professional development (CPD) and developing a personal philosophy of teaching and learning in higher education.
Module 2 Facilitating learning: Teaching strategies and technology enhanced learning (10 credits)
This module focuses on the practical skills necessary for academic professionals to transform their learning designs into student-centred learning encounters, both in person and online, capable of promoting students’ educational outcomes. It begins with an analysis of the variety and efficacy of teaching strategies in the subject discipline, drawing on contemporary pedagogical research, and explores the implications of learning theories for successful teaching. Strategies for inclusive and ethical teaching in higher education are also examined. Subsequently, the facilitation of learning is explored in terms of adjusting classroom practice and the use of technology enhanced learning (TEL) to maximise students’ outcomes. The module also introduces participants to evidence-based teaching, the observation of teaching practice and integrating evaluations of teaching into future learning design.
Module 3 Assessing learning and evaluating teaching (20 credits)
Assessment and evaluation are often conflated in higher education. Module 3 takes as its focus the critical analysis of forms of assessment and evaluation, drawing on pedagogical research, for promoting learning in the participants’ specialist discipline. A preliminary review is provided, of generic principles and methods of assessment and evaluation, related to theories of learning in higher education, which are considered in terms of students’ diverse support requirements. Subsequently, the module focuses on participants’ abilities to design assessment strategies, constructively aligned to their syllabuses, and deploy evaluation strategies capable of integrating the voice of students into their future teaching. Assessment is explored as a tool for promoting learning and evaluation is examined as a crucial component of an academic professional’s continuing professional development (CPD).
Module 4 Leading teaching innovation and pedagogical research in the discipline (20 credits)
Module 4 introduces participants to the principles, procedures and competing models of pedagogical research to equip them with the tools needed to lead innovations in learning design, teaching and assessment/evaluation. It places the focus on the responsibility of academic professionals for promoting students’ learning and educational outcomes. Participants are introduced to methods for workplace research, encouraged to reflect on their own small-scale research (conducted in Module 3) and required to consider the effectiveness of research for promoting students’ learning. In addition, participants consider their own ongoing CPD requirements and their broader leadership responsibilities as academic professionals.
Teaching methods
The course is delivered and facilitated in a blended manner through a mixture of face-to-face day schools and online delivery along with self-directed learning. A variety of teaching methods are used, and these may include, amongst others: interactive lectures; webinars; practical demonstrations and workshops; problem-based learning; and small group work. Teaching sessions integrate academic research and theory, practical application, discussion, and the critical appraisal of ideas. Online resources, provided through the ICE VLE, support the course teaching and facilitate the exploration of appropriate resources and the provision of formative and summative assessment.
Assessment
All units of the course use discipline-relevant summative assessment approaches. These may include but are not limited to: critical analysis of case studies; assessment of evidence-based portfolios; discipline-specific reports; assessment of teaching and/or mentoring sessions; presentations and projects; short-answer questions; essays; data handling, coding and analysis; and research evaluation.
The scheme of examination for the Postgraduate Certificate in Learning Design and Teaching Innovation (Academic Professional Apprenticeship) requires:
- Submission of work of 9,000–15,000 words or the equivalent;
- An End Point Assessment as specified in the Level 7 Academic Professional Apprenticeship Standard and consisting of:
- an Academic Professional Practice Assessment;
- a Professional Conversation;
- a Written Submission.
Students receive continual formative feedback throughout the course using a variety of strategies and techniques including the completion of a personal reflective journal.
