This module is discontinued in the selected year. The information shown below is for the academic year that the module was last running in, prior to the year selected.

2016/17 Taught Postgraduate Module Catalogue

SDDU5265M Teaching & Designing Learning in Higher Education

20 credits

Module manager: Rebecca Dearden
Email: r.dearden@adm.leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2016/17

Pre-requisite qualifications

It is expected that participants will have some teaching experience prior to joining the course and that they will have opportunity to undertake 40 hours teaching and related-duties concurrently with registration on the module

This module is mutually exclusive with

SDDU5250M	Becoming an HE Teacher: Teaching and Assessing Learning
SDDU5255M	Teaching & Assessing Learning in Higher Education
SDDU5415M	Teaching in the University
SDDU5416M	Student Education at Leeds

Module replaces

SDDU5260M

This module is not approved as an Elective

Objectives

- The overall aim of the ULTA-1 course is to develop a reflective professional who is a competent HE teacher within their limited role and who has knowledge and expertise in specific aspects of higher education teaching set in the context of a changing student population.
- The ULTA-1 course aims to provide a pathway to becoming an Associate Fellow of the Higher Education Academy.
Aims
The aim of this module is to provide participants with an awareness of the underlying theories, perspectives and practices of:
- effective teaching methods, and the management of student learning, in various contexts
- different approaches to learning and the design of learning activities
- uses of technology and in particular the University’s virtual learning environment
- methods of appraising and reflecting on teaching

Learning outcomes
By the end of the module, it is expected that participants will be better able to:
- identify appropriate and effective learning and teaching methods in your own discipline or professional practice and implement them in your teaching context
- plan, implement and evaluate the teaching and learning opportunities you provide, based on good practice and research into learning and teaching
- identify student learning needs and preferences and demonstrate commitment to equal opportunities by taking account of those needs in the teaching methods and learning opportunities you provide for students
- introduce use of learning technologies, as appropriate, including aspects of the University’s virtual learning environment (VLE) into the learning opportunities you provide for your students
- reflect critically upon your own teaching practices, analyse your professional progress, identify development needs and formulate plans for appropriate continuing professional development
- enhance your knowledge and understanding of higher education through awareness of and ability to evaluate relevant educational literature (both generic and subject-specific)
- provide a rationale and review for the design of a teaching session or learning activity in one of the modules or programmes of study on which you teach
- design and deliver well structured and managed teaching sessions that support student learning through the use of appropriate technologies, audio visual aids and techniques for facilitating interaction
- demonstrate awareness and engagement with the relevant dimensions of the UK-PSF

Skills outcomes
Critically reflect upon teaching practices and implement professional development

Operate professionally and effectively within their School and the University context

Syllabus

- purposes, structures, skills and styles of various teaching approaches
- preparing, delivering and appraising different teaching methods
- uses of learning resources and audio-visual aids in teaching
- skills of explaining and questioning
- encouraging students’ active participation
- reviews of research on large group teaching / small group teaching / demonstrating (as appropriate)
- VLEs in learning and teaching, and their effective use
- how students learn: theories and perspectives and their implications for courses and teaching
- student diversity and its implications for learning, teaching and assessment practices
- supporting student learning and assessment through enhancing feedback, including use of technology
- design processes for developing face-to-face learning activities and those supported by technology
- methods of evaluating and reflecting on own teaching practice
- the skills and attributes of an effective teacher in a university

Teaching methods

Delivery type	Number	Length hours	Student hours
Work Based Learning	40	0.50	60.00
Teaching Observation	4	2.50	10.00
Mentor input	6	1.00	6.00
Practical	1	1.00	1.00
Seminar	11	3.00	33.00
Private study hours			90.00
Total Contact hours			110.00
Total hours (100hr per 10 credits)			200.00

Private study

Preparation for teaching, seminar presentation and reading = 40 hours
Online tasks = 10 hours
Writing case study assignment = 40 hours

Opportunities for Formative Feedback

Meetings with mentors about summative assessment – case study.
- Discussion with mentor and peers in disciplinary areas.
- Discussion with course tutors
- Responding to staged tasks
- Attendance monitoring

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Case Study	Reflective and evaluative case study of practice (4250 words)	100.00
Literature Review	Literature-based on-line task (250 – 500 words)	0.00
Oral Presentation	In-class presentation (5 minutes, 10 minutes Q&A)	0.00
Computer Exercise	Audit-based on-line task (250 words)	0.00
Computer Exercise	Reflective on-line task based on engaging in an HE teaching-related online social activity (250 words)	0.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 01/03/2016

Disclaimer

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• Undergraduate module catalogue
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• Taught Postgraduate programme catalogue

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