Online Diploma in Teaching and Learning in Higher Education
Co-ordinator: James Cronin (email: firstname.lastname@example.org)
This 30 credit programme is a part-time, fully online course and runs for two semesters over the academic year. The aim of this programme is 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. The programme is grounded in the research principles of a scholarship of teaching and learning approach.
Teaching staff who successfully complete the Postgraduate Certificate can progress to the Diploma programme. Candidates must past/progress within 5 academic years of the date of first registration on the Postgraduate Certificate.
Benefits of the course
This programme provides teachers in higher education with an ideal opportunity to learn to research their teaching and look for the evidence of student learning. Such qualifications are now used as criteria for career progression and promotion. Most importantly, teachers sustain a reflective practice approach as researchers of teaching and learning. All third level teachers can benefit from the programme.
Staff taking this course do so to enhance and research their teaching. It is an important step in a lecturer’s career trajectory, opening up opportunities for collaboration and development and promotion.
Irish/EU fee: €1,800 for 30 Credits to complete the Postgraduate Diploma (€900 per 15 credit module).
Next intake of students is September 2022.
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:
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.
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.
“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.”