1. “The illiterate of the 21st century will not be those who cannot
read and write, it will be those who cannot learn, unlearn and
relearn.” Alvin Toffler Future Shock, 1970
Postgraduate Certificate in
Academic Practice (PGCAP)
CoreSep11: Induction event
(27 Sep 11)
The PGCAP Team
Twitter @pgcap

2. Aims
• To introduce each other and lay foundation for
a learning community
• To provide a PGCAP course overview
• To introduce Core Module

3. Intended learning outcomes
• Recognise value of being part of a learning
community
• Discuss key features of PGCAP, structure and
requirements

4. On the agenda
• Welcome
• Getting to know each other
• The programme
• Core module
• Learning, Reflecting, Observing
• PGCAP online learning space
• Eat ‘n’ meet
• Portfolio building

5. Introductions
• Who we are

6. Welcome
Dr. Brian Murphy
Head of Academic Development Unit

7. Welcome
Dr. Chris Smith
Head of Academic Practice
PGCAP Programme Leader

8. Getting to know each other

9. Let’s go for a walk ;o)

10. Rationale
• Raising awareness and responsibility about
student learning
• To engage with underpinning learning theories
• To enable participants to develop general and
subject-specific teaching strategies
• Promote pedagogical research but also
• To do things differently and do different things
(McDonald, R)

11. Remember
“We need to be open to new ideas and to rival
explanations to our established views. Above all,
I think we need to become more interesting.
Bring into our frame novels, films, theoretical
alternatives, challenges from the margins. In
many ways, we have the most to learn from
those from whom we think we have the least to
learn.”
Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 6)

12. Programme overview
Learning and
Teaching in HE (LTHE)
Assessment Flexible, Curriculum
Application and Distant and Design and
of Learning Feedback for Online Programme
Technologies Learning Learning Leadership
(ALT)
(AFL) (FDOL) (CDPL)

13. Working together
peers
technology PGCAP tutors
PGCAP
participant
Personal
resources
tutor
• face-to-face
mentor LTAs
• online
• action learning sets

14. Online learning spaces
• Course information
• Module content: activities and resources
• LaSU reading lists
• Media-rich discussions, helpline
• Web-conferencing
• Portfolio

15. Core module: Learning and
Teaching in HE (LTHE)
Intended Learning Outcomes:
You will have had the opportunity to
• Examine effective teaching, learning and assessment practices in a variety
of educational and disciplinary contexts
• Identify student learning needs in order to formulate relevant and
inclusive learning support and guidance strategies
• Discuss how learning technologies and other resources can be deployed
within different educational contexts, based on an informed pedagogic
rationale
• Critically evaluate theoretical perspectives on, and approaches to, student
learning and motivation within different educational contexts
• Critically discuss the key features of quality assurance, enhancement and
evaluation within a Higher Education context

16. Core module, weekly plan
when where and how what other info
weeks -1 – 0 (13 – 26 online 2 weeks familiarising asynchronous
September)
week 1 (27 September) The Innovation Forum introducing
week 2 (4 Oct) Allerton L219 reflecting & developing
week 3 (11 Oct) Student Life, room: Kent designing
(downstairs)
week 4 (18 Oct) Allerton A 106 and field trip to using and experimenting If CW: 3 items from home (from kitchen, bathroom, bedroom)
MCC EV: £5
week 5 (25 Oct) CW Library learning Guest session with David Roberts, Salford Business School
face-to-face tutorials
week 6 (1 Nov) Allerton L312 delivering guest speakers: Dr. Ivan Garcia-Alvarez (University of Salford), Prof.
Stephen Gomez (University of Plymouth)
week 7 (8 Nov) CW conference room assessing and feeding back
week 8 (15 Nov) ThinkLab (booked) experiencing & motivating guests: students studying at the University of Salford
week 9 (21 Nov – 25 Nov) online week evaluating asynchronous,
synchronous: webinar on the 22nd of November, 12-1pm with Prof.
Jethro Newton, and Kate Irving, University of Chester)
week 10 (29 Nov) Drawing Studio at Allerton playing Guest facilitator: Sam Ingleson, University of Salford
Studios
week 11 (6 Dec) CW conference room sharing and preparing
Week 12 (12, 15 Dec) CW Meeting Room 1 discussing Professional discussion

17. Assessment, portfolio-based
1. Educational Autobiography
2. Reflection
– Critical reflective commentary on teaching,
observations and discussion with mentor
– Final professional discussion with PGCAP tutors
3. Assessment/feedback study (in action learning sets)
Draft facility available until end of week 12!

18. … build a vehicle
In your groups, build a vehicle using
the materials provided which will
participate in a competition.
An independent jury will carry out
the assessment of the creations!
• Make it
• Choose a name for it
• Choose a member of your group to present it.

19. PGCAP Assessment criteria
• Competence and engagement within an
area(s) of relevance to the module (and,
as appropriate, to the UK Professional
Standards Framework)
• Engagement with, and application of,
relevant research literature and theory
• Reflection on your learning and the
development of your practice

20. UK PSF
• 6 areas of activity - WHAT
• 6 core knowledge - HOW
• 5 professional values - WHY
for Fellowship of HEA - evidence engagement
with all of these
http://www.heacademy.ac.uk/assets/York/documents/ourwork/reward
andrecog/ProfessionalStandardsFramework.pdf
http://tinyurl.com/ukpsf
Under review: new autumn 2011

21. PGCAP level of attainment descriptors
• a passing (excellent) assignment
• a passing (good) assignment
• a passing assignment
• a failing assignment

22. Feedback & Assessment
Component Assessment Feedback
1: educational individual self
autobiography
2a: reflective journal individual tutor and peers
2b: professional individual tutor
discussion
3: assessment and group peers
feedback study
Submit on a weekly basis and receive formative feedback. Facility available until end of week 12

23. Providing feedback (to peers)
• link to assessment criteria
• point out success
• stimulate improvement
• link to action
• challenge and stretch
• timely
• non judgmental

24. Peer observations:
developmental!
4 in total

25. Thinking about learning
1. Think about
something you are
good at.
2. Think of something
about yourself you feel
Write in this box how
good about.
you became good at it.
Write here the
evidence it is based on.
3. Think of something 4. Think of something
you are not good at, that you did learn
perhaps as a result of a successfully, but at the
bad learning time you didn’t really
experience. want to do it.
What went wrong? What kept you going,
Add it to this box. so that you did
succeed in learning it?
a Phil Race activity

26. Pedagogies: from… to…
Collaborative / active
“Jug & Mug” approach
- transmissive

27. e-portfolio
• digital, online, mobile
• record your journey
• reflect
• collect media-rich artefacts
• shared with tutor and peers
• commenting
• assessed
• receive feedback throughout
To be used for the whole PGCAP programme

28. Engaging…
… with literature through
• reading lists and additional library resources (Clifford Whitworth, 1st floor)
• subject specific resources
… with professional groups
• Internally
• Externally (including online communities)
… with further development activities
• ADU Open Programme and Events
• HEA seminars, Special interest Group meetings
• Webinars

29. Lunch
• Eat ‘n’ meet your personal tutor
(Chrissi & Neil)
• Student reps
• Portfolio session afterwards

30. “Can we propose to travel together
and be open to surprises as to how
we will get there?”
Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17 November, (p. 4)

31. meet your tutor
Neil Chrissi

32. Sharing learning journeys
Discuss with the person next
to you:
• A memorable learning
experience you have had in
the past; something that has
influenced your thinking
about teaching & learning.
• Why do you still remember
it?

33. Personal tutor
• Your first contact
• Provides advice, support and Hi, I am
guidance Neil
Hello, I
• Face-to-face and remote tutorials am
(web-conferencing) Chrissi
• Tutorials in week 5
• Signposts when further
assistance required

34. “I can’t believe it; for the first
time in my career I actually
couldn’t stop thinking about
teaching the whole night –
what have you done to us?”
(Andresen, 1995, p. 50)

35. References
• Andresen, L (1995) Accredited Courses in Teaching and Learning, in: Brew, A (ed.) Directions in Staff
Development, Buckingham: The Society for Research into Higher Education & Open University Press, pp.
36-50.
• Cousin, G (2010) Education Development for the 21st Century, SEDA Conference, Chester 2010, 17
November, (p. 6)
• Kember, D et. al (1999) Determining the level of reflective thinking from students’ written journals using a
coding scheme based on the work of Mezirow, International Journal of Lifelong Education, Vol 18, No 1,
pp. 18-30.
• Moon, J (2004) A handbook of reflective and experiential learning, theory and practice, Oxon:
RoutledgeFalmer.

36. Checklist To do
I have completed I have a mentor. Arrange
and handed in the observations.
application form for
this programme.
I have accessed the I have a Twitter To familiarise with
online learning account. the e-portfolio
space in system.
Blackboard.
I have completed all To work on my
the pre-induction Educational
tasks. Autobiography.

37. What participants said
• “The methods focussed on were primarily geared for
knowledge delivery to smaller teaching groups, particularly
ones that required less content delivery. Tried and tested
methods like the power point presentations, widely
accepted as one of the most useful high content delivery
tools at our disposal, were at times ridiculed as “old
fashioned”…..so much so that at group presentations,
student shied away from it, opting to use T shirts with
messages written on them instead. These creative methods
expounded during the course would no doubt have their
uses in teaching, but probably more so at a pre-university
level rather than for high content knowledge delivery at
Universities.” (cohort 1 participant)

38. What participants said
“The PGCAP has made a real difference to my thinking
and how I approach teaching and learning. It has really
helped me to begin my journey as a reflective practitioner
and really think and reflect on the impact my teaching
has on my students. It has also helped me to think about
why I am teaching.
The PGCAP is really excellent and the tutors are fantastic
role models, as they are both passionate about teaching
and learning. As well as learning specific teaching
techniques that have really enhanced my practice. I have
picked up small things that you both do that really make a
difference to teaching, learning and the whole student
experience.” (cohort 1 participant)

39. First name Surname
Role College/School/Service
Email Teaching experience
Tel
Mobile
Twitter
Mentor Good time for tutorials
Optional module (pick one) Anything else you would like to share with
your tutor?
Assessment and Feedback Strategies (Sep11)
Application of Learning Technologies (Sep 11)
Curriculum Design and Programme Leadership (Jan 12)
Flexible, Distance and Online Learning (Jan 12)
Please note, all information provided are confidential.

40. Postgraduate Certificate in Academic Practice
(PGCAP), University of Salford (UK)
Mode: Learning and Teaching in HE (LTHE)
Module tutors:
Chrissi Nerantzi, Academic Developer
Neil Currant, Academic Developer
Site: www.adu.salford.ac.uk
Twitter: @pgcap