Registry
Module Specifications
Archived Version 2010 - 2011
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Description The purpose of this module is to introduce postgraduate students acting as tutors and demonstrators to pedagogic theory and practical approaches to teaching and learning. The course takes a learner-centered approach and reflective practice is key to the learning process. Students are expected to engage in peer and group work during the module as well participating in collaborative exercises and online activities outside of timetabled seminars. Learning on this module includes transferable skills such as reflective practice, facilitation and questioning skills. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Discuss the role of the tutor/demonstrator in their own context and discipline 2. Recognise and resolve issues arising through their own role as tutor/demonstrator 3. Select teaching and learning methods and resources relevant to their particular tutor/demonstrator context and the needs of their students 4. Write reflectively on their own practice and in relation to teaching and learning theory 5. Discuss key aspects and responsibilities of assessing students at university 6. Evaluate their own practice with a view to enhancing teaching and learning | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Tutor/demonstrator rolesExploring the role of the tutor/demonstrator in the university and across disciplines. Participants examine roles in their individual contexts. Discussion on 'What is teaching and learning?'Reflective practiceDiscussion on the benefits of reflective practice in teaching and in tutoring/demonstrating roles. Practical introduction to reflective practice techniques and reflective writing.Learning theory and learning differencesBrief introduction to learning theory and focus on contemporary approaches. Examining individual differences in learning and learning styles and their relevance to tutoring and demonstrating roles.Course and class planningA practical introduction to learning outcomes. Practical approaches to course and class planning in the context of learning outcomes and learner needs.MethodologiesExploring different methods of teaching and learning and how to choose methods relevant to specific contexts and based on student learning needs.Questioning skills and facilitationHow to use questions effectively for teaching and learning. Examining facilitation as a teaching approach and how effective questioning and facilitative skills relate to tutoring and demonstrating.Effective group workingBasic group work theory. Examining how effective group work can enhance student learning. Practical approaches to managing students in groups.Assessment and providing student feedbackExploring assessment approaches and best practice at university. Discussion on the benefits and importance of student feedback.EvaluationBasic approaches to course evaluation. Discussion on the purpose and benefits of evaluation and how evaluation can lead to course improvement and professional development. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 14, Website, Centre for Teaching, Learning and Assessment. University of Edinburgh, 0, Online Tutoring and Demonstrating Handbook, http://www.tla.ed.ac.uk/services/tutdems/handbook.htm, 15, Website, University of Melbourne, 0, Tutor Training Guides, http://tlu.ecom.unimelb.edu.au/teaching_staff/tutors/resources.html, 16, Website, Australian National University, 0, Resources for Tutors and Demonstrators, http://tutors.anu.edu.au/, 17, Website, University of Edinburgh, 0, Code of Practice on Tutoring & Demonstrating, http://www.acaffairs.ed.ac.uk/Regulations/CoP/TutoringDemonstrating.htm, | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes |
AFPD | PhD |
ALPD | PhD |
ALPM | MA |
ALPT | PhD-track |
AMPD | PhD |
AMPM | MSc |
AMPT | PhD-track |
ARPD | PhD |
ARPM | MSc |
ARPT | PhD-track |
BSPD | PhD |
BSPT | PhD-track |
BTPD | PhD |
BTPM | MSc |
BTPT | PhD-track |
CAPD | PhD |
CAPM | MSc |
CAPT | PhD-track |
CHPD | PhD |
CHPM | MSc |
CHPT | PhD-track |
CSPD | PhD |
CSPM | MA |
CSPT | PhD-track |
EEPD | PhD |
EEPM | MEng |
EEPT | PhD-track |
ESPD | PhD |
ESPM | MA |
ESPT | PhD-track |
LGLM | LLM |
LGPD | PhD |
LGPM | MA |
LGPT | PhD-track |
MEPD | PhD |
MEPM | MEng |
MEPT | PhD-track |
NSPD | PhD |
NSPM | MSc |
NSPT | PhD-track |
PHPD | PhD |
PHPM | MSc |
PHPT | PhD-track |
SFPD | PhD |
SFPM | MSc |
SSPD | PhD |
SSPM | MSc |
SSPT | PhD-track |
- See the module specification for GS602 in 2003 - 2004
- See the module specification for GS602 in 2004 - 2005
- See the module specification for GS602 in 2005 - 2006
- See the module specification for GS602 in 2006 - 2007
- See the module specification for GS602 in 2007 - 2008
- See the module specification for GS602 in 2008 - 2009
- See the module specification for GS602 in 2009 - 2010
- See the module specification for GS602 in 2010 - 2011
- See the module specification for GS602 in 2011 - 2012
- See the module specification for GS602 in 2012 - 2013
- See the module specification for GS602 in 2013 - 2014
- See the module specification for GS602 in 2014 - 2015
- See the module specification for GS602 in 2015 - 2016
- See the module specification for GS602 in 2016 - 2017
- See the module specification for GS602 in 2017 - 2018
- See the module specification for GS602 in 2018 - 2019
- See the module specification for GS602 in 2019 - 2020
- See the module specification for GS602 in 2020 - 2021
- See the module specification for GS602 in 2021 - 2022
- See the module specification for GS602 in 2022 - 2023
- See the module specification for GS602 in 2023 - 2024
- See the module specification for the current year