Registry

Module Specifications

Archived Version 2023 - 2024

Module Title
Module Code
School
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-centred approach and reflective practice and experiential learning 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 workshops.

Learning Outcomes

1. Discuss the role of the tutor/demonstrator in their own context and discipline including teaching and learning issues arising through this role
2. Create a constructively aligned class plan that draws on teaching and learning methods, tools, and resources relevant to the context and the needs of students
3. Apply a range of practical grading and feedback strategies for student assessment
4. Reflect on current practice drawing on course experiences and learning theory

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	12	6 x 2 hour ‘live’ sessions (Sychronous Engagement)
Online activity	8	Engagement with Loop activities (Asynchronous Engagement)
Independent Study	80	Private study, reflective practice, assessment/portfolio preparation (Asynchronous Engagement)
Group work	25	Collaborative group work activities e.g peer review exercise (Mix of Asynchronous and Synchronous engagement)
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 will examine their roles and discuss teaching, learning and assessment challenges that arise in their contexts. This will include discussion on the role of beliefs and values in 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. There will be an emphasis on the use of Loop Reflect as an integrated portfolio platform for reflection and assessment.

Learning theory
Brief introduction to learning theory and focus on contemporary approaches. Selected readings will be shared and discussed. Participants will explore diversity in learning and assessment and relevance to tutoring and demonstrating roles.

Course and class planning
A practical introduction to learning outcomes will be provided. Participants will apply practical approaches to course and class planning in support of learning outcomes and learner needs. There will be a focus on the principles of constructive alignment and an introduction to learning design techniques/models.

Effective group work and peer learning
Participants will learn about and explore strategies and tools for use in peer learning and peer review. Relevant reading(s) will be shared.

Assessment and providing student feedback
Participants will explore and apply a range of practical grading and feedback approaches. This will include discussion on the benefits and importance of student feedback. There will be an emphasis on practical grading and feedback considerations and best practices at university.

Developing a teaching toolbox
A variety of current teaching and learning strategies and approaches will be explored and experienced by participants to help build up a toolbox of methods that can be applied to specific contexts and learning needs. This will include strategies and technologies for effective questioning and audience engagement in classes, use of online discussion forums/collaborative activities, exploration of various content creation tools, and strategies for enabling student choice.

Responding to common teaching scenarios/issues
Participants will explore a range of frequently occurring problems and discuss practical solutions that could help to address or minimise such issues in the classroom.

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

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

Race, P.: 2019, In at the Deep End, Edinburgh: Heriot-Watt University, Available at: https://www2.hw.ac.uk/mediaservices/pageflip/LTA/In_at_the_Deep_End_Document/,
Ashwin, P: 2017, Reflective Teaching in Higher Education, Bloomsbury, London, 978-1-4411-24
Race, P. and Brown, S.: 1998, The lecturers toolkit, Routledge, London,
Fry, H., Ketteridge, S. and Marshall, S.: 2009, A handbook for teaching and learning in higher education: enhancing academic practice, 3, Routledge, London,
Laurillard, D: 2012, Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology, Routledge, New York and London,
Ramsden, P.: 0, Learning to teach in higher education, Routledge, London,
Suskie, L.: 2004, Assessing student learning: a common sense guide, Jossey Bass, San Francisco,
Carless, D.: 2015, Excellence in University Assessment: learning from award-winning practice, Routledge, London,

Other Resources

0, Report, Bree, R., 2018, Embracing alternative formats, assessment strategies and digital technologies to revitalise practical sessions in Science & Health, TEAM Project Publication. Dundalk., https://www.teamshp.ie/wp-content/uploads/2011/09/Bree-2018-TEAM-Literature-rev-report_Web.pdf, 0, Guidance, Farrell, A.M., Glynn, M., Buckley, K., Stone, S., Lowney, R. & Smyth, S., 0, Moving Large Face-to-Face Classes Online: Summary Guidance for Higher Education (HE) Teachers, http://bit.ly/dculargeclasses, 0, Handbook, O’Farrell, C., 2007, Teaching Portfolio Practice in Ireland: A handbook, Dublin, HEA, http://eprints.teachingandlearning.ie/3430/1/O%27Farrell%202007%20Teaching_Portfolio_Practice_in_Ireland%281%29.pdf, 0, Insight, National Forum for the Enhancement of Teaching & Learning, 2017, Expanding our Understanding of Assessment and Feedback in Irish Higher Education, Dublin, https://hub.teachingandlearning.ie/wp-content/uploads/2021/06/NF-2017-Expanding-our-Understanding-of-Assessment-and-Feedback-in-Irish-Higher-Education.pdf, 0, Workshop, Sewell, C., 2017, Reflective Practice Workshop, https://www.repository.cam.ac.uk/bitstream/handle/1810/265159/MEM_ReflectivePracticeHandout_V4_20170616.pdf., 0, Report, Wride, M., 2017, Guide to Peer Assessment, Dublin, Trinity College Dublin, https://www-tcd-ie.dcu.idm.oclc.org/CAPSL/Assets/pdf/Academic%20Practice%20Resources/Guide%20to%20Student%20Peer%20Assessment%20March%202021.pdf,

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