PCUTL is an interactive programme, with contact time supported by on-line individual and group based activities. Workshops form the basis of contact time and are led by Institutional and / or national experts in their theme and are intended to act as triggers to participants’ own enquiry and application into practice. The workshops address generic issues with respect to the theme and involve a range of presentations, opportunities for small-group work and ‘micro-teaching’ exercises. Translation from the generic to the discipline-specific context is supported by a discipline-specific mentor.
Module 1 workshop titles and outlines1. The context of UK Higher Education
- Locating participants in the discipline, School, department, University and UKHE context;
- Introduction to learning using the e-environment (including e-etiquette)
- Introduction to reflective practice including PRLT
- QAA Subject Benchmark Indicators/ Professional Curricula
- HEFCW level descriptors
- For our Future
- Cardiff’s Education strategy; Personal tutoring/ learning support policies… and others as they emerge/ develop
- HEA Subject Centre/ related resources regarding pedagogy within subject
- Introduction to technology enhanced learning
- Models of reflection and teaching evaluation to include peer review
- Creating and using blogs, e-portfolios
- PRLT as observation of teaching
- Reflective writing
2. Conceptions of learning and teaching + planning for learning
- Conceptions of teaching, learning approaches
- Planning and running sessions that support and evaluate student learning by giving active roles to students, fostering critical and independent thinking according to the standards of their subject.
- Conceptions of learning and teaching;
- Pedagogic models: generic and subject-specific as relevant;
- Introduction to the pedagogic literature and how to critique it;
- Planning teaching for learning;
- Planning sessions framed about the Intended Learning Outcomes for the module;
- Evaluating students’ learning during contact time.
- Writing lesson plans;
- Reflection on personal teaching and learning approaches;
- Presenting to a small group using an educational medium appropriate to the message possible focussed on in-class evaluation of learning.
3. Supporting learning in different settings
- Explore the relationship between research, scholarship, related professional activities and teaching and learning as relevant to their own teaching practice;
- Teaching within modules/ programmes of study;
- Teaching for learning in different settings.
- Supporting learning in different contexts e.g. large group, small group, demonstrations, practicals, 1:1 supervision/ personal tutoring type.
- Possibly a balloon debate or similar to start critiquing relevance of learning to own context.
Module 2 workshop titles and outlines4. Creating inclusive Curricula and learning resources
- Introduce participants to the principles of accessible curriculum design and delivery with specific focus on teaching/ creation of learning opportunities and resources (assessment and design in Module 3).
- Plan and run teaching sessions that explicity consider individual differences between learners.
- Introduction to the module, setting up the PRLTs;
- The range of demands that different learning activities and assessment tasks make on students;
- Potential barriers to full participation by disabled students;
- Designing a teaching session which minimises the need for additional individual adjustments by drawing on the principles of universal design for learning;
- Judging when individual adjustments are or are not appropriate.
- Presenting to a small group using an educational medium appropriate to the message.
5. Evaluating your teaching and students
- Draw on multi-source data to evaluate the impact of their teaching and/or support of learning on the diversity of students’ learning, and plan modifications accordingly;
- Identify further professional development needs in relation to teaching and/or supporting student learning.
- Introduction to theories and models of evaluation;
- Strategies for collecting and exploring data;
- Hearing the student voice and working with students as partners;
- Closing the evaluation loop;
- Planning for change.
- PRLT of non-observation focus as a way of researching teaching / students’ learning;
- Providing feedback through written peer comment.
6. Supporting learning within and beyond the classroom
- Describe pedagogic models that are relevant to teaching and supporting learning in their subject discipline, and relate them to their own practice;
- Critique the use of technology to enhance learning during contact time and non-contact time learning;
- Plan and run teaching sessions that explicitly consider contact and non-contact learning support and account for individual differences between learners.
- Pedagogic models e.g. constructivism, experiential learning, problem solving, threshold concepts;
- Translating theory into practice: supporting contact time and non-contact time learning;
- Blended Learning Theory;
- Showcasing innovations (design and blended learning) with Cardiff University and explore their impact on the student learning experience.Practice:
- Writing lesson plans framed about a pedagogic model, that specifically support contact and noncontact time learning, and use TEE where appropriate i.e. deepening lesson plans from Module 1;
- Creating Learning Central Discussion forums;
- Using Discussion forum (or in-class paper version) to give peer feedback on lesson plans;
- Accessing and exploring related learning objects.
Module 3 workshop titles and outlines7. Designing for Learning
- Design and plan effective modules or clusters of sessions or programmes of study that facilitate quality learning and the achievement of appropriate learning outcomes by a range of learners.
- Introduction to Module 3
- An overview of the design and planning of activities and schemes of study;
- An exploration of some theoretical models to underpin module and scheme design;
- An exploration of the national and local frameworks for Module design within HE;
- An understanding of current approaches to improving skills and employability;
- Revisiting Subject Benchmark Indicators;
- Consideration of the integration of skills development within the curriculum.
- Mock-up learning outcomes for the same topic taught at different levels;
- Consider impact of difference on learning opportunities created.
8. Contemporary issues in UK HE - designing in changing policy contexts
- Designing modules and programmes to support University / UK HE agenda.
- Contemporary issues in UK HE;
- Explicit focus on Cardiff University’s Strategic Plan;
e.g. sustainability, global citizenship, internationalisation, employability and enterprise, widening access.
- working collaboratively with peers in an activity of shared enquiry;
- presentation skills.
9. Assessing and giving feedback for learning
- Contemporary issues in assessing students in UK HE
- Design and implement appropriate and effective assessment schemes using a range of methods and give feedback and feed-forward to students on a range of their work.
- Introduction to theories of assessment for and of learning;
- Constructive alignment and assessment;
- Reliability and explicitness of assessment criteria;
- Maximising student potential through assessment and feedback;
- Diversity of strategies: CAA, statement banks;
- Assessing groups;
- Self- and peer- assessment;
- Give out CU assessment and feedback policies.
- Mock development of assessment criteria for group project.
10. Inclusive and technology-supported assessment
- Design and plan effective modules or clusters of sessions or programmes of study that facilitate quality learning and the achievement of appropriate learning outcomes by a range of learners;
- Design and implement appropriate and effective assessment schemes using a range of methods and give feedback / feed-forward to students on a range of their work;
- Identify further professional development needs in relation to designing and assessment for learning.
- Assessment and feedback within Cardiff University
- Inclusive assessment at Cardiff University
- E supported assessment and feedback / forward at CU
- Creating and using Wikis on Learning Central
- Designing inclusive, constructively aligned assessment and feedback opportunities for own modules / cluster of sessions
11. Pedagogic research in action
- Draw on multi-source data to evaluate the impact of their module design and assessment on the breadth / diversity of students’ learning and development, and plan modifications accordingly;
- Identify further professional development needs in relation to designing and assessment for learning;
- Work with colleagues to enquire critically into an aspect of planning or assessment / feedback relevant to their context.
- Revisit reflective practice, models, sources of data;
- Drawing on the educational research compare the usefulness of different forms of evaluation in exploring teaching impact e.g. action research;
- Designing and developing education-related enquiry questions;
- Planning small scale educational enquiry project.
- working collaboratively with peers in an activity of shared enquiry;
- presentation skills.