Module Information
Module Identifier
EDM6200
Module Title
Action Research and Reflective Practice in HE
Academic Year
2014/2015
Co-ordinator
Semester
Semester 2 (Taught over 2 semesters)
Course Delivery
| Delivery Type | Delivery length / details |
|---|---|
| Lecture | 18 hours of lectures, workshops and seminars during the induction. |
| Practical | Participation in 10 hours of action learning sets Attendance at assessed presentations 6 hours |
| Other | Participation in 3 days of Continuing Professional Development (CPD) Courses with a substantive teaching and learning focus (these may be either in AU or externally by prior agreement = 18 hours). Observation of good practice in teaching 6 hours. |
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Reflective diary. Reflective diary kept throughout the year, including reflections on the induction , CPD attendance, attendance at action learning sets plus a `good practice day, master teacher day? (2,000 words). | 35% |
| Semester Assessment | Action-research projects Two action-research projects based in the participants own departmental context (5,000 words). | 55% |
| Semester Assessment | Presentation A peer-assessed presentation of one of the teaching cycle projects. | 10% |
| Supplementary Assessment | Reflective Diary Reflective diary kept throughout the year, including reflections on the induction, CPD attendance, attendance at action learning sets plus a `good practice day? (2,000 words). This needs to show that comments from feedback have been addressed | 35% |
| Supplementary Assessment | Action-research projects Two new action-research projects based in the participants own departmental context (5,000 words) | 55% |
| Supplementary Assessment | Presentation A new peer-assessed presentation of one of the teaching cycle projects. | 10% |
Brief description
This work-based module focuses on research methods for teaching and learning in higher education. It looks at `theories of change? and other approaches to evaluating the impact of teaching methods and activities on student learning. It develops practitioners? awareness and competence in the use action-research, evidence-informed practice and reflective practice in improving student learning. It further develops understandings of theories of learning and teaching introduced in EDM6130.
Through two independent action research projects developed alongside `action learning sets? with colleagues and reflection on continuing professional development, participants will develop a solid evidence base on which they can inform decisions about teaching and independently evaluate and develop further innovations to improve the learning experience and develop teaching excellence.
Through two independent action research projects developed alongside `action learning sets? with colleagues and reflection on continuing professional development, participants will develop a solid evidence base on which they can inform decisions about teaching and independently evaluate and develop further innovations to improve the learning experience and develop teaching excellence.
Content
This work-based module focuses on research methods for teaching and learning in higher education. It looks at `theories of change? and other approaches to evaluating the impact of teaching methods and activities on student learning. It develops practitioners? awareness and competence in the use action-research, evidence-informed practice and reflective practice in improving student learning. It further develops understandings of theories of learning and teaching introduced in EDM6130.
Through two independent action research projects developed alongside `action learning sets? with colleagues and reflection on continuing professional development, participants will develop a solid evidence base on which they can inform decisions about teaching and independently evaluate and develop further innovations to improve the learning experience and develop teaching excellence.
Through two independent action research projects developed alongside `action learning sets? with colleagues and reflection on continuing professional development, participants will develop a solid evidence base on which they can inform decisions about teaching and independently evaluate and develop further innovations to improve the learning experience and develop teaching excellence.
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | Participants are encouraged to use and interpret statistical information relating to quantitative data collected as part of a small scale, action research project carried out in the work environment. |
| Communication | Through peer-assessed presentation of teaching cycle project and through written reflections on own communication style in lectures and other teaching scenarios. |
| Improving own Learning and Performance | The development of a professional and reflective approach to teaching practice and measures to evaluate effectiveness are practiced and developed. |
| Information Technology | Through participation in technology enhanced learning development workshops and through possible adoption of educational technology as part of a teaching innovation. |
| Personal Development and Career planning | Participants are made aware of the need for Continuing professional development as part of effective academic practice and are made aware of opportunities for progression to further training. |
| Problem solving | The ability to identify problems in teaching practice and identify measures to improve teaching practice. |
| Research skills | The ability to use action research methodologies to carry out two projects which aim to develop good practice and innovation in teaching and learning. |
| Subject Specific Skills | Participants will gain grounding in the politics and philosophy of academic practice and its practical application in their own, varied academic contexts. |
| Team work | Action learning sets are assessed through the reflective journal |
Notes
This module is at CQFW Level 7