30 credits at level HE7
This module will enable those involved in supporting and managing learning in their professional environment to provide evidence of their role in developing and evaluating programmes of learning. Additionally the module promotes the development of expert knowledge and skills through in-depth enquiry.
This will be achieved by reflection on practice, identifying emerging themes, areas for enquiry and project development, and negotiating a learning agreement. Research-informed teaching will be developed through working within learning communities and sharing and disseminating knowledge.
As in Module One this module will draw on and focus upon work-based experiences, professional enquiry, knowledge and scholarship designed to further enhance professional practice.
The theories, principles and application of curriculum development
Utilising innovative, flexible and student-centred learning approaches
The nature of Action Research and its application to professional practice
Professional ethics; ethical principles in professional practice; ethical principles in research including small-scale practice-based research; research ethics codes, including those of the professional bodies and the University of Bolton; the ethical responsibilities of those involved in supporting teaching and learning.
The theories, principles and application of evaluation, audit and quality assurance of programmes of learning
The integration of theory and practice and using research to support teaching practice
Defining, applying and fostering higher level knowledge and skills
Notional learning hours for the module will be 300 arranged as follows:
42 hours of class contact in the form of:
258 hours in the form of:
Reading and research
Work based learning
Preparation for assignments
Mentor review and observation of teaching
Learning will be supported be online technology including the VLE. Formative assessment will include the development of a proposal. Summative assessment will be through an action research project and poster presentation and a profile of evidence work-based learning
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate how the development of higher level professional knowledge will be utilised to support teaching and learning||
Develop a learning agreement and a profile of work-based learning which demonstrates the application of professional knowledge in teaching and learning situations
|2.||Advance their own knowledge and practice in context through access to and involvement in research and practice development and quality enhancement||Undertake action research and critically analyse the underpinning theoretical perspectives to support practice development in context|
|3.||Design and plan a range of approaches to teaching, learning and assessment through designing and planning learning activities that are innovative and promote reflective, critical and inclusive approaches||Demonstrate through innovative approaches how learners are facilitated to meet their agreed learning outcomes of a programme of learning|
|4.||Determine and use criteria for evaluating the effectiveness of teaching, learning and assessment for learners.||Design, test and critically review the criteria for the evaluation of teaching, learning and assessment|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||1) Action Research Project & Report of 3,000 words aimed at exploring curriculum development and design in context and poster presentation to peers.||2) Profile of evidence of work based learning.|
Before taking this module you must have successfully completed the following:
No restrictions apply.
9. Indicative Reading
Note: In addition to the suggested reading below, you are advised to explore relevant literature within your own discipline including for example accessing the relevant Higher Education Academy (HEA) Subject Networks.
Barnett, R, Coate, K, (2004), Engaging the Curriculum in Higher Education SRHE-OUP
Baume, C, Martin, P, Yorke, M, (2002) Managing Educational Development Projects effective management for maximum impact. London: Kogan Page
Bolton, G (2010) Reflective Practice: Writing & Professional Development. Third Edition. London: Sage
Brockbank, A.and McGill, I. (1997) Facilitating Reflective Learning in Higher Education Buckingham: SRHE OUP.
Campbell, A (2004) Practitioner research and professional development in education. London: Paul Chapman
Cowan, J (2006) Becoming and Innovative University Teacher - Reflection in action. 2nd Edition. Buckingham: SRHE and OU Press
Denscombe, M (2003) The good research guide. 3rd ed. Maidenhead: Open University
Evans, L (2002) Reflective Practice in Educational Research. London: Continuum
Fawbert. F (2008) Teaching in Post-Compulsory Education: Skills, Standards and Lifelong Learning. London: Continuum
Jenkins, A, Breen, R and Lindsay, R (2003) Reshaping teaching in higher education: linking teaching with research. London: Kogan Page
Jenkins, A and Healey, M (2005) Institutional strategies to link research and teaching. York: The Higher Education Academy
Kelly, A.V., (2009), The Curriculum: Theory and Practice. London: Sage
Kember, D., (2000) Action Learning and Action Research London: Kogan Page
Knight, P. and Yorke, M. (2003) Learning, Curriculum and Employability in Higher Education. London: Routledge Falmer.
Macfarlane, B. (2003) Teaching with integrity: the ethics of higher education practice. London: Routledge Falmer
McNiff, J., Lomax, P., and Whitehead, J., (1996) Teaching as Learning: an action research approach. London: Routledge.
Moon, J., (2002) The Module and Programme Development Handbook London: Kogan Page
Neary, M. (2002) Curriculum Studies in Post compulsory Education. Cheltenham: Nelson Thornes
Nicholls, G. (2002) Developing Teaching and Learning in Higher Education London: Routledge Falmer
Rowland, S. (2000) The Enquiring University Teacher Buckingham: SHRE and OUP.
Schiro, M.S (2008) Curriculum theory: Conflicting Visions and Enduring Concerns. London: Sage
Higher Education Academy Subject Centres:
Higher Education Academy Resources:
Institute for Learning (IfL) http://www.ifl.ac.uk/
The General Teaching Council for England http://www.gtce.org.uk/
Active learning in higher education - EBSCOhost EJS
Action Research Sage Publications
BMC Medical Education BioMed Central
Educational studies - Taylor & Francis Online Journals
Journal of further and higher education - Taylor & Francis Online Journals
Journal of vocational education & training - Taylor & Francis Online Journals
Journal of education policy - Taylor & Francis Online Journals
Mentoring & tutoring for partnership in learning - Taylor & Francis Online Journals
Research in post-compulsory education - Taylor & Francis Online Journals
|Host Subject Group:||Education|
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