Postgraduate Module Descriptor
EFPM902: Creating Effective Learning in Higher Education
This module descriptor refers to the 2020/1 academic year.
This module is designed to support the development of supportive communities of practice amongst academic professionals in Higher Education. It also gives participants the opportunity to examine their learning, teaching and assessment practice, in terms of creating effective learning and inclusive learning environments underpinned by evidence-informed approaches and the outcomes from research, scholarship and continuing professional development.
Most of the teaching on the module is concentrated into three delivery days. Structured learning activities will be varied, to include interactive lectures, discussion groups, expert panels, and collaborative small group tasks. The curriculum content is aligned to the UKPSF for teaching and supporting learning and the Academic Professional Apprenticeship standard. Participants are allocated an assessment tutor from the teaching team, who will provide support as needed, in face-to-face meetings, by email, skype, and/or telephone.
Sessions can vary according to your and other participants’ interests and questions, but all are designed to fit into three broad themes:
1. Education design and delivery, for example:
- Planning teaching sessions (including ILOs, learning and teaching activities, and assessment methods)
- The socially constructed nature of learning and its implications for your teaching methods (active learning, feedback loops, and use of digital technologies)
- Programme and module design and evaluation
- Personal tutoring, student wellbeing, and creating effective and supportive learning environments
- Inclusive teaching practices, informed by equality and diversity and in an internationalised university context.
2. Education development, for example:
- Contemporary issues in Higher Education, including research-inspired, inquiry-led learning, understanding the student experience, university admissions, and widening participation
- How to involve students in the design of curricula and engaging students as agents for change
- Evaluation and feedback methods for teaching quality assurance and enhancement, and for practice development and enhancement.
3. Critically reflective practice, for example:
- Self-reflective teaching practices informed by research, scholarship and professional development
- Mapping your academic and professional practice against, and critically engaging with, the UK Professional Standards Framework (UKPSF).
Additional elements will be designed in collaboration with you, as participants, in order to reflect your own priorities and the needs of your department, as determined in prior and on-going discussions between you, your Academic Leads and other stakeholders.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
|Category||Hours of study time||Description|
|Scheduled Learning & Teaching activities||21||Three delivery days (each of approximately 7 hours), involving whole group sessions, comprised of a combination of activities, such as interactive lectures, presentations, discussion groups, collaborative small group tasks, triad presentations, and panel discussions.|
|Scheduled Learning & Teaching activities||5||Triad concept-mapping activity: working in a group of three to prepare a group presentation|
|Scheduled Learning & Teaching activities||2||Blended learning engagement including online discussion and preparation for session|
|Scheduled Learning & Teaching activities||6||Writing retreat structured, tutor-led and peer-supported writing retreat for critically reflective writing.|
|Scheduled Learning & Teaching activities||1||Individual tutorials with assessment tutor and/or academic mentor.|
|Guided independent study||10||Engagement with peer dialogue/observation and writing up and reflecting on that experience.|
|Guided independent study||70||Reading course materials and education literature for reflective case study, and focusing on the area of teaching practice to be developed.|
|Guided independent study||30||Mapping practice to UKPSF; and reading and preparation for reflective case study.|
|Guided independent study||50||Developing output to be assessed, reflecting on and evaluating the implemented change to teaching practice for narrated PowerPoint.|
|Placement||105||Directed activities in professional contexts CPD and roles related to teaching practice (including developing output to be assessed, reflecting on and evaluating the implemented change to teaching practice).|
This module has online resources available via ELE (the Exeter Learning Environment).
- Advance HE, UK Professional Standards Framework (UKPSF) for teaching and supporting learners in higher education: https://www.advance-he.ac.uk/knowledge-hub/uk-professional-standards-framework-ukpsf.
- Institute for Apprenticeships and Technical Education, Academic Professional Apprenticeship standard: https://www.instituteforapprenticeships.org/apprenticeship-standards/academic-professional/.
- University of Exeter – Inclusive teaching practices: https://as.exeter.ac.uk/tqae/inclusiveteaching/.
Other Learning Resources
- Quality Assurance Agency for Higher Education (QAA), subject benchmark statements: https://www.qaa.ac.uk/quality-code/subject-benchmark-statements.
- University of Exeter – Teaching Quality Assurance (TQA) manual: https://as.exeter.ac.uk/academic-policy-standards/tqa-manual/.