EDUC9043 - Teaching and Learning in HE

Module Details

Module Code: EDUC9043
Title: Teaching and Learning in HE
Long Title: Teaching and Learning in HE
NFQ Level: Expert
Valid From: Semester 1 - 2017/18 ( September 2017 )
Duration: 1 Semester
Credits: 10
Field of Study: 1420 - Education Studies
Module Delivered in: 3 programme(s)
Module Description: The aim of this module is to explore concepts of effective teaching and learning in higher education. Effective learning is framed by various theories and philosophies which promote and inform deep and active learning through effective teaching practices. Learners are expected to critically reflect on their own teaching and how it relates to these theoretical perspectives. This reflection will be supported by evidence derived from peer reviews of teaching and student feedback.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critically engage with key theoretical concepts and schools of thought on learning in higher education
LO2 Evaluate a core range of learning principles, strategies and key theorist's perspectives and apply to contemporary issues in higher education
LO3 Create pedagogically effective learner-centered resources to engage students in the learning process
LO4 Critically evaluate the impact that their professional practice has on student learning
LO5 Reflect on the relationship between their own professional practice and key theoretical frameworks
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Theoretical Perspectives on Learning
What is Learning in Higher Education, Behaviourism (defining outcomes, operant conditioning, instruction), Cognitive Information Processing, Schema Theory, Memory, Intelligence, Types of Learner, Cognitive Development, Constructivism, Connectionism, The Role of Reflection
Principles of Learning and Issues in Education
Perceptions of Key Theorists, Piaget, Dewey, Bruner, Vygotsky, Mayer. Other contemporary issues in education such as intrinsic/extrinsic motivation, learner autonomy, linking prior knowledge, individual difference, E-Learning and the role of the learning environment
Theoretical Perspectives on Teaching
Deep and surface approaches to learning, principles of effective teaching, teaching strategies for effective learning, learner-centered teaching, teaching for understanding.
Developing Teaching Practice
Active learning methods including concepts tests, one-minute paper, in-class discussions, peer instruction. Micro teaching and peer observation. Peer feedback, self assessment and student evaluations of teaching
Reflective Practice
Reflection, the reflective process, models of reflective practice, reflective writing, Stephen Brookfields' four lenses, critical reflection.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Other % of Total Mark 20
Timing Week 6 Learning Outcomes 1,2,3,5
Assessment Description
Prepare a teaching portfolio that draws on your own professional teaching practice to critically reflect on selected learning outcomes, evidence those learning outcomes and prepare a draft teaching portfolio. This will be used formatively to provide feedback and guidance on the assessment process. This draft will be used to support peer feedback processes and self assessment.
Assessment Type Other % of Total Mark 80
Timing Sem End Learning Outcomes 1,2,3,4,5
Assessment Description
Prepare a teaching portfolio that draws on your own professional teaching practice to critically reflect on and evidence all learning outcomes. This submission will be used to support self-assessment.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full Time workload.
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lectures modelling best practice i.e. active, focusing on understanding, learner centered Every Week 1.50 1.5
Independent & Directed Learning (Non-contact) Non Contact Review resources on Blackboard, design and implement learner-centered resources, engage in peer observation of teaching, collect and analyse student feedback, reflect on practice, prepare portfolio Every Week 12.50 12.5
Total Hours 14.00
Total Weekly Learner Workload 14.00
Total Weekly Contact Hours 1.50
 
Module Resources
Recommended Book Resources
  • Maryellen Weimar. (2013), Learner-Centered Teaching: Five Key Changes to Practice, 2nd. Jossey-Bass, San Francisco, [ISBN: 9781118119280].
  • Marcy P Driscoll. (2013), Psychology of Learning for Instruction, Pearson Education, [ISBN: 9781292040073].
Supplementary Book Resources
  • Peter Seldin, J. Elizabeth Miller, Clement A. Seldin. (2010), The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 4th. Jossey-Bass, p.416, [ISBN: 978-047053809].
  • Ken Bain. (2004), What the best college teachers do, 1st. Harvard University Press, p.207, [ISBN: 0674013255].
Recommended Article/Paper Resources
  • Noel Entwistle, Evangelia Karagiannopoulou, Anna Ólafsdóttir, Paul Walker. (2015), Research into student learning and university teaching: Changing perspectives, Researching Higher Education: International Perspectives on Theory. Policy & Practice (pp. 190-208), London: Routledge..
  • Arthur W. Chickering and Zelda F. Gamson.. (1987), Seven principles for good practice in undergraduate education, AAHE Bulletin, p3-7 Mar 1987,
    http://www.lonestar.edu/multimedia/seven principles.pdf
  • Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. (2014), Active learning increases student performance in science, engineering, and mathematics, PNAS, Vol. 111, No. 23.
Supplementary Article/Paper Resources
  • Ertmer, P. A., & Newby, T. J.. (2013), Behaviorism, cognitivism, constructivism:Comparing critical features from an instructional design perspective, Performance Improvement Quarterly, p.43.
  • Ally, M.. (2008), Foundations of Educational Theory for Online Learning, Theory and Practice of Online Learning,
    http://cde.athabascau.ca/online_book/ch1 .html
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HTLHE_9 Master of Arts in Teaching and Learning in Higher Education 1 Mandatory
CR_HTLRN_9 Postgraduate Certificate in Teaching & Learning in Higher Education 1 Mandatory
CR_HTCHL_9 Postgraduate Diploma in Arts in Teaching & Learning in Higher Education 1 Mandatory