Teaching and Learning in Higher Education هذه الدورة تدرس باللغة الإنجليزية

تفاصيل الدورة

The Aim of this programme is to provide the staff of universities and other third level institutions with the opportunity to develop a research approach to their teaching and student learning and to provide them with the pedagogical tools that will enable them to document and harness student learning. The programme is grounded in the research principles of a scholarship of teaching and learning approach. 

The Aims and Objectives of the programme are summarised as follows:

• Knowledge and understanding of teaching and learning theories in the context of higher education
• Understanding and appreciation of the needs of perse learners and skills to respond to these needs
• Understanding of the role of an academic as university teacher
• Knowledge, understanding and skills of course planning, course design and course evaluation
• Knowledge and understanding of various teaching strategies appropriate to different disciplines and subject areas
• Knowledge and understanding of teaching as a form of scholarship within the university
• Knowledge and understanding of the various forms of documentation of the scholarship of teachingKnowledge and understanding of technology- enhanced learning and the development of an online community of practiceKnowledge and understanding of various modes and techniques of student assessment

Course Details

The Postgraduate Certificate in Teaching and Learning in Higher Education is comprised of two modules taken sequentially, typically in one academic year:

• TL6003 Theories of Teaching, Learning and Assessment (15 credits) - Semester 1

You will explore contemporary theories of teaching, learning and assessment and will relate these to your own teaching and to critiquing the curriculum design within your own disciplines. You will complete three assignments which include exploring you own teaching beliefs, looking for the evidence of your students’ learning in a selected course and responding to key readings in the field of the Scholarship of Teaching and Learning. These three assignments will form components of a Teaching Portfolio which will be completed by the end of the Postgraduate Certificate.

• TL6004 Practice Approaches to Teaching, Learning and Assessment (15 credits) - Semester 2

You will focus on how theory and practice inform each other, particularly in the context of differentiated learning and multiple intelligences approaches. You will continue to build your teaching portfolio and include entries on new teaching approaches that you have tried in your own courses.   Participants will also analyse their teaching spaces and will be expected to engage in reflective practice in class and online via discussion boards.

The Programme Learning Outcomes best describe what a student should be able to do at the end of the course:

• Recognise teaching as a valid form of research and scholarship;
• Participate in discussions on teaching, learning and assessment as a community of scholars;
• Design modules based on principles of student-centred learning;
• Critique planning and teaching practice in the light of student learning/feedback;
• Engage with a perse, multi-cultural student population;
• Hold a professional commitment to teaching and student learning. 

Course Practicalities

Participants will work online in the following ways: review lecture podcasts, participate in webinars, engage in online discussion forums, review video footage, follow online links, chat with critical friends, access electronic journals, review articles and create an online community of researchers.

Assessment

Participants will prepare a portfolio of practice and reflection as a continuous assessment process over the course of the year. The portfolio will have six main entries, on topics that are prescribed in the first semester and self -selecting in the second one. Each assignment/entry will be supported using a rubric, which will provide guidance regarding criteria and suggestions to develop the response. The portfolio will be framed by an introduction guiding the reader and a reflective conclusion harnessing learning and pinpointing implications for future practice and research. These assignments are undertaken on a pass /fail basis, in keeping with the spirit of continuing professional development.