The document provides an overview and introduction to an online module titled "Contexts of Teaching & Learning". It outlines the intended learning outcomes, topics to be covered, formative and summative assessment tasks, participation expectations, and portfolio requirements. Specifically, students will complete formative tasks and discussions, three summative assignments including an evaluation paper, revised educational philosophy, and CPD plan, and a final portfolio. Active participation is expected throughout the module to demonstrate learning and engage in peer discussions.

1. Session 1.1:
Online
PGCERT TLHE:
CONTEXTS OF TEACHING
& LEARNING

2. By the end of this session, I will be able to…
 understand expectations of module in terms of participation
and assessment;
INTENDED LEARNING OUTCOMES

3.  Introduction to Module
 Topics
 Formative Tasks
 Summative Assignments
 Portfolio
 Participation Expectations
CONTENT

4.  Introduction: this session
 Evaluation: this session + online (all)
 Scholarship of teaching: online (all)
 Literature in your area: online (all)
 Professional identity: online or face-to-face
 Professional development: online (all)
 Evidencing professional development: online or face
to face
INTRODUCTION: TOPICS

5. Formative
tasks
Unmonitored
Monitored as
evidence of
participation
Preparation
for
summative
assessments
INTRODUCTION: FORMATIVE TASKS

6. INTRODUCTION: FORMATIVE TASKS
Evaluation Assignment
(500 word sample, due 30 October)
Revised Educational Philosophy
(due 13 November)
CPD Plan
(due 27 November)

7.  Written evidence of learning: 11 December
1. Evaluation Assignment
 Review and critique of evaluation methods and materials
 Directly relevant to your practice
 2500 words (does not include references or appendix)
 Engage with scholarly literature
 Appendix no more than 6 pages
2. Revised Educational Philosophy
 A revision of your original educational philosophy
 Include references to relevant literature
3. CPD Plan
 Use the template provided on Moodle
 Short/Medium/Long-term SMART targets, barriers and
facilitators
INTRODUCTION: SUMMATIVE
ASSIGNMENTS

8.  Grading
 No longer Pass/Fail
 50% minimum pass overall
 60 Evaluation assignment
 20 Revised Educational Philosophy
 20 CPD Plan
INTRODUCTION: SUMMATIVE
ASSIGNMENTS

9.  Portfolios: 8 January
 Shared via Mahara
 Ensure you have all components as required according to
portfolio checklist
 NMC participants, ensure you have any and all additional
requirements using appropriate guidance materials on
Moodle
INTRODUCTION: PORTFOLIO

10.  Evidence of engagement via face-to-face and/or
online activity, including:
 Preparedness – contributions demonstrate awareness of taught
components of module and are not exclusively based on intuition
and/or personal experience
 Consistency – contributions need to be made throughout the module.
It is insufficient to complete the online route in one condensed
session at the end of term. To ensure peer-to-peer learning, you need
to participate either in the face-to-face sessions or abiding by a 2
week completion schedule online – this ensures that there can be
meaningful discussions online.
 Professional Criticality – many activities require you to reflect on
real-life scenarios, including your own professional practice. Critical
thinking aimed at improving practice is required, as is professional
decorum when articulating points for reflection and/or modification.
INTRODUCTION: PARTICIPATION
EXPECTATIONS

11. MORE INFORMATION