Programme overview

Learning Design

The programme design expresses the five core values of the National Forum Professional Development Framework: Inclusivity, Authenticity, Collaboration, Scholarship and Learner-centredness. CPD on the programme is structured by a course portfolio design influenced by the scholarship of William Cerbin and Daniel Bernstein. The course portfolio is a coherent narrative or investigation of a specific course that the student documents, and reflects upon, as the course is being taught by the student. A finished portfolio typically includes both supporting documents that are created along the way, as well as an analysis of those documents once the course has been completed. The CPD dimension on the diploma programme aims to provide the staff of universities and other third level institutions with the opportunity to develop a research approach to their teaching and student learning and to provide them with the pedagogical tools that will enable them to document and harness student learning for curriculum design.

On completion of the programme participants will be able to:

• Investigate their teaching as an integral, ongoing part of their research;
• Appraise what is distinctive and integrative about their disciplines in promoting student learning;
• Generate new approaches to teaching, learning and assessment to maximise student learning;
• Evaluate module design to harness diversity and integrative learning;
• Value the contribution of students in developing research, teaching and learning.

This 30 credit programme is comprised of two 15 credit modules:

TL6005: Disciplinary Approaches to Teaching and Learning in Higher Education

Participants will be introduced to ways of observing and critiquing their teaching and will make and decode a video/audio of their practice. Participants will then share and critique this work in a peer review process. Teachers will also be introduced to the concept of a `signature pedagogy? in their discipline and will review their practice in the light of this. Ultimately, the module focuses on facilitating disciplinary understanding and on the ways we can support and hinder student learning.

TL6006: Diversity in Student Learning

The module will draw on Multiple Intelligences theory and its relevance to diversity. It will also provide an overview of the literature on learning styles. The module will focus on the implications for practice of such diversity and how it impacts on curriculum planning and student engagement. It will draw on the work of Gardner, Perkins, Bain, Brookfield and others. Strategies from the Arts in Education will be introduced to help teachers develop diverse and integrative approaches to student learning.

Testimonials

“Thank you for this module and for the PGDTLHE course.  It has been a very worthwhile undertaking - I believe I know my students, my teaching and myself more by reflecting on and researching my teaching.  There is a strong and dedicated team behind this course and it is clear alot of hard work goes into coordinating and running the course.  I will be recommending the course to others and I am enthusiastic about progressing forward to the masters course.”