Independent Action Research Project will critically examine a range of perspectives and theoretical frameworks relevant to the students’ workplace and use these to inform the design, implementation and evaluation of a practical action research project aimed at developing their practice.
The module includes understanding the nature and purpose of action research, conducting action research and presenting the outcomes. It also involves evaluating own practice in relation to action research and an insight into the benefits of primary and secondary data associated with qualitative and quantitative collection methods. They will negotiate a project which draws on these concepts to engage with a chosen area of practice of relevance to their discipline context and their own professional development.
Through this module, participants will consider how they can demonstrate through their project the application and understanding of:
Defining purpose and features of action research.
Identifying and justifying an area for research.
Developing a research question.
Planning a research project.
Applying ethical research policies.
Implementing small action research.
Reviewing the literature.
Reviewing and evaluating methods and methodology.
Selecting methods and designing instruments.
Deriving and presenting data.
Drawing conclusions.
Methods of evaluating action research
Project planning and management.
Personal development planning.
Appropriate quality measurement and enhancement mechanisms.
This module is designed to develop artists as teachers and support officers who are reflective practitioners and are able to apply a deep understanding of the curriculum, learner centered approaches and learning to impact on the development and achievement of students in Higher Education.
This module will focus upon:
practical and critical understanding of arts educational theory or learner support theories which support advancement of scholarly practice
reflective practice linked to the development of professional practice
practitioner research skills for effective research informed teaching, learning and/or learner support
The purpose of this module is to provide opportunities to combine practical work experience, academic reflection and professional development.
The placement experience allows students to develop and reflect on professional practice in these areas, in real and often complex situations, and to integrate this with the study of their area specialism. Where relevant, they develop, reinforce and apply professional expertise in an employment context.
This module aims to enhance and develop participants' knowledge and understanding of the needs of learners in a range of educational contexts and settings. Specifically, it will develop participants' competence in carrying out the professional role expected of teaching and learning support staff in a range of educational settings. It aims to support the development of reflective practitioners who are able to critically examine issues on education policy and practice.
The module will give participants an opportunity to make an analytical study of the provision of learner support within the sector, make recommendations for change in learner support mechanisms for their modules and programmes. The module content looks at the relationships between learner support and its role within the broader connections to teaching, learning and assessment. This is set against the wider context of national, institutional and departmental strategies and the need to constructively align learner support activity across the whole provision of the school. Reference will be made to relevant frameworks and prescribed codes of practice.
This module will cover: A review of participants’ present experience, screening learners, accessibility, inclusive practice and resources. Constructive alignment: design of assessment tasks which effectively measure the relationship between support and learning outcomes against quality benchmarks, feedback in the learning support process and techniques for giving and managing feedback effectively. The management of student support provision within an institutional or departmental policy such as participant’s own institution Code of Practice in relation to guidance and support, making reference to the QAA Quality Code, The importance of good learner support provision in promoting ethical behaviour.
This module will give participants an opportunity to make an analytical study of curriculum design and mode(s) of assessment. A critical analysis of these areas will support recommendations for change in assessment design and delivery strategies for their modules and programmes.
This module content looks at the relationships between learning, teaching and assessment, and the design of appropriate assessment tasks. This is set against the wider context of national, institutional and departmental strategies and the need to situate assessment activity in the whole programme.
Participants will consider active learning in terms of curriculum design and development, assessment and feedback, quality assurance and enhancement. In particular, they will critically explore the influence of external factors, including Higher Education Academy, Quality Assurance Agency, in relation to designing modules and writing curriculum and assessment activities which work within their institutions academic and quality frameworks.
This
module will cover: A
review of participants’ present experience and study of assessment; Inclusive
types of assessment practice; assessment periods and relationships; Involving
students in programme design; Constructive alignment: designing assessment
tasks to effectively measure learning outcomes against quality benchmarks;
feedback in the learning process and techniques for giving and managing
feedback effectively; The management of assessment within an institutional or
departmental policy such as participant’s own institution Code of Practice on
Assessment and with reference to the QAA Quality Code and the importance of
good assessment design in promoting ethical behaviour.
This module introduces the participants to significant theories and models of practice in Higher Education. These enable participants in this module to critically evaluate core skills and techniques relevant to the teacher and learner support role, set within a broader context of how their students learn and are supported in their learning in Higher Education. Relevant theories will be applied to the context of the participants' roles, rather than as abstract theories. Participants will consider the teaching and support process from the teacher’s, support officer’s and the learners' perspectives, so that they can engage with the most appropriate techniques and approaches to use with their own students. These will enable participants to develop the knowledge and skills to enhance the effectiveness of their current teaching and assessment practice and to support the practice of others.
Central to the module is the notion of deliberated change, supported by scholarship and critical evaluation. It provides a framework within which participants can engage in research-informed teaching innovation in their disciplinary field. Participants will also have the opportunity to learn from other related subject areas and consider alternative approaches.