Courses featured in this programme:

• Lecturing 1

  Overview

  Publication date: Nov 2011 
  Core activities: 2 hours 
  Additional activities: 21 hours 

  Lecturing 1 is designed to help new lecturers understand the purpose of lecturing and its role within the teaching process. It focuses on how best to use the lecture format to facilitate student learning and includes practical advice on structuring lectures, asking and answering questions and making best use of technology.

   

  Syllabus

  • Module 1: Introduction to lecturing
  • Module 2: Evidence about lecturing
  • Module 3: Structuring lecture content
  • Module 4: Lecturing using questions and technology

   

  Lecturing 1 contains 12 hours of optional activity content and 9 hours of associated peer-to-peer and tutor-led activities

   

  Author: Professor Graham Gibbs
  Retired Director of the Oxford Learning Institute, University of Oxford

  Reviewer: Professor John Cowan
  Emeritus Professor of Learning Development of the Open University. Honorary DEduc at Edinburgh Napier University

• Lecturing 2

  Overview

  Publication date: Nov 2011 
  Core activities: 3 hours 
  Additional activities: 26 hours 

  Lecturing 2 looks at a range of ways to deliver lectures more effectively and ensure that students are fully supported and engaged. It gives practical advice on topics including holding student attention, active learning and discussion, and dealing with incidents during lectures.

   

  Syllabus

  • Module 1: Presentation skills
  • Module 2: Increasing student engagement during lectures
  • Module 3: Supporting student note taking
  • Module 4: Supporting students with special needs in lectures
  • Module 5: Handling problems during lectures
  • Module 6: Evaluating and improving lectures

   

  Lecturing 2 contains 17 hours of optional activity content and 9 hours of associated peer-to-peer and tutor led activities. 

   

  Author: Professor Graham Gibbs
  Retired Director of the Oxford Learning Institute, University of Oxford

  Reviewer: Professor John Cowan
  Emeritus Professor of Learning Development of the Open University. Honorary DEduc at Edinburgh Napier University

   

• Resources to enhance student learning

  Overview

  Publication date: Nov 2011 
  Core activities: 3 hours 
  Additional activities: 26.5 hours 

  Resources to enhance student learning takes a step-by-step approach to the process of finding, choosing, creating and using resources – and then evaluating their effectiveness. It covers the full range of resource types – from textbooks to podcasts.

   

  Syllabus

  • Module 1: Planning student learning resources
  • Module 2: Locating and selecting learning resources
  • Module 3: Designing effective learning resources
  • Module 4: Using and improving learning resources

   

  Resources to enhance student learning contains 17 hours of optional activity content and 9.5 hours of associated peer-to-peer and tutor-led activities.

   

  Author: Professor Sally Kuhlenschmidt
  Professor of Psychology and Director of the Faculty Center for Excellence in Teaching at Western Kentucky University

  Reviewer: Professor Jo McKenzie
  Director, Institute for Interactive Media and Learning, University of Technology, Sydney

   

• Making the most of discussion

  Overview

  Publication date: Nov 2011 
  Core activities: 4 hours 
  Additional activities: 30 hours 

  Making the most of discussion offers tips and strategies which will help staff to prepare, lead, evaluate and improve discussion experiences, whatever the size and nature of the course being delivered. It includes areas such as building a good rapport with students, whether/how to grade discussion, using technology, keeping discussions going and fielding questions.

   

  Syllabus

  • Module 1: Preparing yourself and your students for discussion
  • Module 2: Creating a comfortable environment
  • Module 3: Starting a discussion
  • Module 4: Guiding a discussion
  • Module 5: Managing online discussions
  • Module 6: Evaluating and improving discussion

   

  Making the most of discussion contains 17 hours of optional activity content and 13 hours of associated peer-to-peer and tutor-led activities.

   

  Author: Dr Barbara Gross Davies 
  Vice President for the Western Association of Schools and Colleges

  Reviewer: Dr David Jacques 
  Former Head of the Educational Methods Unit, Oxford Brooked University

   

• Supervising projects and dissertations

  Overview

  Publication date: Nov 2011 
  Core activities: 2.5 hours 
  Additional activities: 26.5 hours 

   

  Supervising projects and dissertations focuses on how supervisors can structure and organise the time available to maximise the likelihood that their students will produce a project report, dissertation or research thesis that meets the standards required. It covers areas such as identifying projects, keeping students motivated, record-keeping and supporting students through the final push.

   

  Syllabus

  • Module 1: Preparing for supervision
  • Module 2: Getting students started
  • Module 3: Keeping students going
  • Module 4: The final stages of supervision

   

  Supervising projects and dissertations contains 17.5 hours of optional activity content and 9 hours of associated peer-to-peer and tutor-led activities.

   

  Author: Professor Vicky Lewis 
  Emeritus Professor at the Open University

  Reviewer: Professor David Boud
  Professor of Adult Education, University of Technology, Sydney

• Marking and giving feedback

  Overview

  Publication date: Nov 2011 
  Core activities: 3 hours 
  Additional activities: 31.5 hours 

   

  Marking and giving feedback is designed to give practical advice on marking students’ work consistently, reliably and efficiently, and giving them effective feedback. It covers areas such as creating rubrics in line with learning outcomes, dealing with problems including plagiarism, delivering feedback (including use of new technologies) and peer-to-peer feedback.

   

  Syllabus

  • Module 1: Introduction to marking
  • Module 2: Dealing with plagiarism
  • Module 3: Giving students feedback

   

  Marking and giving feedback contains 21.5 hours of optional activity content and 10 hours of associated peer-to-peer and tutor-led activities.

   

  Author: Professor Marilla Svinicki
  Professor of Educational Psychology at the University of Texas at Austin

  Reviewer: Professor Sergio Piccini
  Visiting Professor and former Director of the Centre for University Teaching, University of Ottawa

• Understanding the principles of course design

  Overview

  Publication date: Nov 2011 
  Core activities: 1.5 hours 
  Additional activities: 30.5 hours

   

  Understanding the principles of course design gives guidance on creating a course which will maximise the chance that students will have a positive learning experience. It looks at the importance of context, the connection between course design and student learning, course alignment, course structure, and how to evaluate and improve your course.

   

  Syllabus

  • Module 1: Contextualising the course
  • Module 2: Designing a course that promotes learning
  • Module 3: Ensuring your course is aligned
  • Module 4: Building your course
  • Module 5: Evaluating your course

   

  Understanding the principles of course design contains 12.5 hours of optional activity content and 18 hours of associated peer-to-peer and tutor-led activities.

   

  Author: Professor Chris Rust
  Associate Dean (Academic Policy) and Professor of Higher Education at Oxford Brookes University

  Reviewer: Dr Karron Lewis  
  Associate Director of Instructional Development, University of Texas at Austin

• Developing your teaching

  Overview

  Publication date: Nov 2011 
  Core activities: 4.5 hours 
  Additional activities: 32.5 hours

  Developing your teaching focuses on professional growth in teaching, based on the premise that teachers can stay vital by continuously reflecting on their practice and, through this process, developing new teaching skills and approaches. It explores areas including teaching identity, student learning, feedback, teaching portfolios and the value of carrying out research into teaching and learning. 

   

  Syllabus

  • Module 1: Developing your teaching identity
  • Module 2: Getting and using feedback
  • Module 3: Strategies for development
  • Module 4: Continuous teaching development

   

  Developing your teaching contains 16.5 hours of optional activity content and 16 hours of associated peer-to-peer and tutor-led activities.

   

  Author: Professor Nancy Van Note Chism
  Professor of Higher Education at the Indiana University School of Education

  Author: Professor Michael Theall 
  Professor of Education at Youngstown State University

  Reviewer: Professor Christopher Knapper 
  Emeritus Professor and Director of the Centre for Teaching and Learning, Queen’s University, Canada

• Teaching with patients

  Overview

  Publication date: Nov 2011 
  Core activities: 2.5 hours 
  Additional activities: 32 hours 

  Teaching with patients investigates how clinical teachers can involve patients in the teaching process in order to enhance learning and inspire students. It looks at the value of patients in the learning process, how to prepare students and patients for the encounter, how best to facilitate learning, team teaching, record-keeping, assessment and evaluation/feedback.

   

  Syllabus

  • Module 1: Before teaching with patients (preparation, settings, active learning, developing clinical reasoning)
  • Module 2: Whilst teaching with patients (sequencing, encouraging student independence, peer-facilitation, interprofessional teaching, assessment)
  • Module 3: After teaching with patients (debriefing/feedback, quality improvement)
  • Module 4: Developing further your teaching with patients (avoiding problems, special patient situations)

   

  Teaching with patients contains 14.5 hours of optional activity content and 17.5 hours of associated peer-to-peer and tutor-led activities.

   

  Author: Professor Ed Peile 
  Professor Emeritus in Medical Education at the University of Warwick

  Reviewer: Professor LuAnn Wilkerson
  Professor of Education and Senior Associate Dean for Medical Education, David Geffin School of Medicine, UCLA