Registry

Module Specifications

Archived Version 2020 - 2021

Module Title	Postgraduate Tutoring Principles and Practice
Module Code	GS602
School	OVPLI
Online Module Resources
NFQ level	9	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	12 x 2 hour sessions
Professional Practice	20	Tutor/demonstrator preparation time and practice
Independent Study	56	Private study, reflective practice, Moodle, assessment preparation
Group work	25	Collaborative Group work, peer observation and feedback
Total Workload: 125

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

Indicative Content and Learning Activities

Tutor/demonstrator roles
Exploring 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 practice
Discussion 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 differences
Brief 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 planning
A practical introduction to learning outcomes. Practical approaches to course and class planning in the context of learning outcomes and learner needs.

Methodologies
Exploring different methods of teaching and learning and how to choose methods relevant to specific contexts and based on student learning needs.

Questioning skills and facilitation
How 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 working
Basic group work theory. Examining how effective group work can enhance student learning. Practical approaches to managing students in groups.

Assessment and providing student feedback
Exploring assessment approaches and best practice at university. Discussion on the benefits and importance of student feedback.

Evaluation
Basic approaches to course evaluation. Discussion on the purpose and benefits of evaluation and how evaluation can lead to course improvement and professional development.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

Forster, F., Hounsell, D. and Thompson, S.: 1995, Tutoring and demonstrating. A Handbook., Centre for Teaching, Learning and Assessment. University of Edinburgh, Edinburgh, 0952395614
Kate Day, Ruth Grant, Dai Hounsell: 0, Reviewing your teaching, Centre for Teaching, Edinburgh, 0952395622
Biggs, J.: 1999, Teaching for quality learning at university, Society for Research into Higher Education and Open University Press, Buckingham,
Gibbs, G.: 1994, Improving Student Leanring: theory and practice., Oxford Centre for Staff Development, Oxford,
Heron, J.: 1999, The Complete Facilitators Handbook, Kogan Page, London,
Race, P. (ed): 1999, Tips for Lecturers, Kogan Page, London,
Race, P. and Brown, S.: 1998, The Lecturer's Toolkit, Kogan Page, London,
Ramsden, P.: 0, Learning to teach in higher education., Routledge, London,
Snowman, J. and Biehler, R.: 2000, Psychology Applied to Teaching, 9, Houghton Miffin, Boston,
Moon, J.: 1999, Learning Journals: a handbook for academics, students and professional development., Kogan Page, London,
Schon, D.: 1983, The reflective practitioner, Basic Boks, London,
Marton, F., Hounsell, D. and Entwistle, N.: 1997, The Experience of Learning: Implications for Teaching and Studying in Higher Education, Scottish Academic Press, Edinburgh,
Prosser, M. & Trigwell, K.: 1999, Understanding learning and teaching: the experience in higher education, SRHE and Open University Press,
Light, G. and Cox, R.: 2001, Learning and Teaching in Higher Education: The Reflective Professional., Sage, London,
Suskie, L.: 2004, Assessing Student Learning: a common sense guide., Jossey Bass, San Francisco,
O'Neill, G., Huntley-Moore, S. and Race, P.: 2007, Case Studies of Good Practice in Assessment of Student Leanring in Higher Education, AISHE, Dublin,
Butcher, C., Davies, C. and Highton, M.: 2006, Designing Learning from Module Outline to Effective Teaching, Routledge press, Oxon, UK,

Other Resources

33921, 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, 33922, Website, University of Melbourne, 0, Tutor Training Guides, http://tlu.ecom.unimelb.edu.au/teaching_staff/tutors/resources.html, 33923, Website, Australian National University, 0, Resources for Tutors and Demonstrators, http://tutors.anu.edu.au/, 33924, 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

ALPD	PhD
ALPM	MA
ALPT	PhD-track
AMPD	PhD
AMPM	MSc
ARAPM	Master of Arts
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	Master of Science
CHPT	PhD-track
CSPD	PhD
CSPM	Master of Arts
CSPT	PhD-track
EEPD	PhD
EEPM	MEng
EEPT	PhD-track
ELPD	PhD
ELPT	PhD-track
HGPD	PhD
HGPM	MA
HGPT	PhD-track
LGLM	LLM
LGPD	PhD
LGPM	MA
LGPT	PhD-track
MEPD	PhD
MEPM	MEng
MEPT	PhD-track
MPAL	MPhil (SALIS)
MPBS	MPhil (Business)
NSPD	PhD
NSPM	MSc
NSPT	PhD-track
PDPB	DBA
PHPD	PhD
PHPM	MSc
PHPT	PhD-track
PYPD	PhD
PYPM	MSc
PYPT	PhD-track
SSPD	PhD
SSPM	MSc
SSPT	PhD-track
TPPD	PhD
TPPM	Master of Arts
TPPT	PhD-track

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