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LEARNING AND TEACHING
MODULE

 Attendance            N/A %
 Discipline            Learning & Teaching
 Coordinator           Learning & Teaching
 Host Department       Accounting & Business
                       Computing
 Official Code
 NFQ Level             09
 ECTS Credits          15

                                                                                                                           MODULE IN
                                                                                                    LEARNING AND
LEARNING OUTCOMES                                  ASSESSMENT STRATEGIES                                                 TEACHING
On successful completion of this module the        A clear assessment strategy can complement
                                                                                                      15 ECTS Credits
learner should be able to:                         a statement of intended learning outcomes and                        at NFQ Level 9
                                                   aid its interpretation by learners.
1.	Select from a variety of methods for enabling
   effective learning, innovative teaching and     Assessment in the Certificate in Learning and
   appropriate assessment strategies.              Teaching is through submission of a portfolio
                                                   of evidence based on teaching practice
2.	Apply appropriate methods to their teaching     incorporating examples of teaching activities.
   situation and professional context.
                                                   Examples of teaching activities must include:
3.	Review their teaching and modify
   accordingly.                                    •	 Commentary on excerpts from a teaching
                                                      session which has been videotaped in a
4.	Engage with a community of teachers in             microteaching session;
   higher education in a process of continuous
   professional development.                       •	 Feedback from peer observation and critical
                                                      engagement with current literature in
5.	Develop and demonstrate a professional             education research and practice.
   reflective enquiry base to inform their
   teaching in higher education institutions.

6.	Inform their teaching with a critical           ASSESSMENT FACILITIES
   awareness of the changing socio-cultural
   context of higher education.                    Special facilities required for assessment of
                                                   the Learner.

                                                   The microteaching session will be based on
“The interaction with other lecturers              authentic classroom practice.
 was great.”                                       Video equipment required.
 Lecturer Engineering, AIT
INDICATIVE SYLLABUS                                                                                            ASSESSMENT
Making your Teaching more Effective                   Elearning in Higher Education                            Coursework Assessment Breakdown
and Interactive                                       Virtual Learning Environments: Introduction              Course Work / Continuous Assessment = 100%
Writing learning outcomes for teaching                to Moodle, Online Assessment using Moodle -
sessions; Planning a graphic organiser for a          Multi choice questions, discussion fora.
module, designing active learning experiences;        Screen casting.                                           Course Work / Continuous Assessment Breakdown
questioning techniques for a variety of teaching                                                                Description                                   Outcome addressed        % of total   Assessment week
situations; effective feedback.                       Microteaching
                                                      Teaching in practice with video technology, with          Portfolio Seminar Paper (indicative)          1,5,6                                 9
Learning Experience                                   peer and tutor feedback.
Writing Lesson Plans for face to face and                                                                       Portfolio Seminar Paper (indicative)          1,5,6                    30           11
distance delivery; Lecture Design and Delivery;                                                                 Portfolio Screen cast of digital learning     1,2,4                    20           Ongoing
Presentation Skills; Managing Tutorials and                                                                     object with summary
Practicals; Supporting Group Work; Supporting
Students with Learning Difficulties, Managing                                                                   Portfolio Peer Observation (indicative)       1,2,3,4,5,6              20           20
Student Behaviour.                                                                                              Portfolio Wrap up reflective essay            1,2,3,4,5,6              30           30
Reflective Practice
Introduction to the theory underpinning
                                                      MODULE RESOURCES
reflective practice; benefits of becoming a
reflective practitioner; how to write reflectively;   Book Resources
strategies to enhance a reflective approach.
                                                      Biggs, J. (2003) Teaching for Quality Learning at University: What the Student      Ramsden, P. (2000) Learning to Teaching in Higher Education, London,
Assessment                                            Does, Buckingham, SRHE.                                                             Routledge Falmer.
Introduction to the purpose of Assessment;            Race, P. (2001) The Lecturer’s Toolkit a Practical Guide to Learning, Teaching      Reece, I and Walker, S (2003) Teaching, Training and Learning a Practical
Assessing Group Work; Writing Examination             and Assessment, 2nd Edition, London, Kogan Page.                                    Guide, 5th Ed, Tyne and Wear, Business Education Publishers Limited.
Papers; Designing and Managing Feedback;              Kennedy, D (2007) Writing and Using Learning Outcomes, A Practical Guide,           Tight, M (2003) Researching Higher Education, Berkshire, SHRE and Open
Developing Evaluation Strategies. Online              Ireland, University College Cork.                                                   University Press.
Assessment.
                                                      HETAC, (2009) Assessment and Standards, Dublin, HETAC.                              Toohey, S (2002) Designing courses for Higher Education, Buckingham, SRHE.
Learning Theories in Higher Education                 Higgs, B, and McCarthy, M. (Eds) (2008) Emerging Issues II The Changing Roles
                                                                                                                                          Other Resources
Introduction to learning and teaching theories:       and Identities of Teachers and Learners in Higher Education, Cork, NAIRTL.
in the context of further and higher education;                                                                                           International Journal of Academic Development
                                                      JISC (2007) Effective Practice with eAssessment, London, HEFCE.
introduction to learning styles: making teaching      [Accessed http://www.jisc.ac.uk/media/documents/themes/elearning/                   Assessment and Evaluation in Higher Education
more interactive by the application of theories       effpraceassess.pdf]                                                                 Teaching in Higher Education
and styles of learning to appropriate teaching
                                                      O’Neill, G., S. Moore and McMullin, B., (Eds) (2005) Emerging Issues in the
activities.
                                                      Practice of University Learning and Teaching, Dublin, All Ireland Society for
                                                      Higher Education,.
                                                      Prosser, M and Trigwell, K (1999) Understanding Learning and Teaching: The
                                                      Experience in Higher Education, Buckingham, Open University Press.

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Learning & Teaching

  • 1. LEARNING AND TEACHING MODULE Attendance N/A % Discipline Learning & Teaching Coordinator Learning & Teaching Host Department Accounting & Business Computing Official Code NFQ Level 09 ECTS Credits 15 MODULE IN LEARNING AND LEARNING OUTCOMES ASSESSMENT STRATEGIES TEACHING On successful completion of this module the A clear assessment strategy can complement 15 ECTS Credits learner should be able to: a statement of intended learning outcomes and at NFQ Level 9 aid its interpretation by learners. 1. Select from a variety of methods for enabling effective learning, innovative teaching and Assessment in the Certificate in Learning and appropriate assessment strategies. Teaching is through submission of a portfolio of evidence based on teaching practice 2. Apply appropriate methods to their teaching incorporating examples of teaching activities. situation and professional context. Examples of teaching activities must include: 3. Review their teaching and modify accordingly. • Commentary on excerpts from a teaching session which has been videotaped in a 4. Engage with a community of teachers in microteaching session; higher education in a process of continuous professional development. • Feedback from peer observation and critical engagement with current literature in 5. Develop and demonstrate a professional education research and practice. reflective enquiry base to inform their teaching in higher education institutions. 6. Inform their teaching with a critical ASSESSMENT FACILITIES awareness of the changing socio-cultural context of higher education. Special facilities required for assessment of the Learner. The microteaching session will be based on “The interaction with other lecturers authentic classroom practice. was great.” Video equipment required. Lecturer Engineering, AIT
  • 2. INDICATIVE SYLLABUS ASSESSMENT Making your Teaching more Effective Elearning in Higher Education Coursework Assessment Breakdown and Interactive Virtual Learning Environments: Introduction Course Work / Continuous Assessment = 100% Writing learning outcomes for teaching to Moodle, Online Assessment using Moodle - sessions; Planning a graphic organiser for a Multi choice questions, discussion fora. module, designing active learning experiences; Screen casting. Course Work / Continuous Assessment Breakdown questioning techniques for a variety of teaching Description Outcome addressed % of total Assessment week situations; effective feedback. Microteaching Teaching in practice with video technology, with Portfolio Seminar Paper (indicative) 1,5,6 9 Learning Experience peer and tutor feedback. Writing Lesson Plans for face to face and Portfolio Seminar Paper (indicative) 1,5,6 30 11 distance delivery; Lecture Design and Delivery; Portfolio Screen cast of digital learning 1,2,4 20 Ongoing Presentation Skills; Managing Tutorials and object with summary Practicals; Supporting Group Work; Supporting Students with Learning Difficulties, Managing Portfolio Peer Observation (indicative) 1,2,3,4,5,6 20 20 Student Behaviour. Portfolio Wrap up reflective essay 1,2,3,4,5,6 30 30 Reflective Practice Introduction to the theory underpinning MODULE RESOURCES reflective practice; benefits of becoming a reflective practitioner; how to write reflectively; Book Resources strategies to enhance a reflective approach. Biggs, J. (2003) Teaching for Quality Learning at University: What the Student Ramsden, P. (2000) Learning to Teaching in Higher Education, London, Assessment Does, Buckingham, SRHE. Routledge Falmer. Introduction to the purpose of Assessment; Race, P. (2001) The Lecturer’s Toolkit a Practical Guide to Learning, Teaching Reece, I and Walker, S (2003) Teaching, Training and Learning a Practical Assessing Group Work; Writing Examination and Assessment, 2nd Edition, London, Kogan Page. Guide, 5th Ed, Tyne and Wear, Business Education Publishers Limited. Papers; Designing and Managing Feedback; Kennedy, D (2007) Writing and Using Learning Outcomes, A Practical Guide, Tight, M (2003) Researching Higher Education, Berkshire, SHRE and Open Developing Evaluation Strategies. Online Ireland, University College Cork. University Press. Assessment. HETAC, (2009) Assessment and Standards, Dublin, HETAC. Toohey, S (2002) Designing courses for Higher Education, Buckingham, SRHE. Learning Theories in Higher Education Higgs, B, and McCarthy, M. (Eds) (2008) Emerging Issues II The Changing Roles Other Resources Introduction to learning and teaching theories: and Identities of Teachers and Learners in Higher Education, Cork, NAIRTL. in the context of further and higher education; International Journal of Academic Development JISC (2007) Effective Practice with eAssessment, London, HEFCE. introduction to learning styles: making teaching [Accessed http://www.jisc.ac.uk/media/documents/themes/elearning/ Assessment and Evaluation in Higher Education more interactive by the application of theories effpraceassess.pdf] Teaching in Higher Education and styles of learning to appropriate teaching O’Neill, G., S. Moore and McMullin, B., (Eds) (2005) Emerging Issues in the activities. Practice of University Learning and Teaching, Dublin, All Ireland Society for Higher Education,. Prosser, M and Trigwell, K (1999) Understanding Learning and Teaching: The Experience in Higher Education, Buckingham, Open University Press.