Postgraduate Diploma in Academic Practice Module Outlines for 2015/16 CEL263 Learning Technologies This module aims to provide a theoretical and practical exposure to a range of technologies used in teaching and learning in higher education, and how these technologies can be used to enhance the learning experience. The module uses a combination of scheduled workshops and independent study. Topics to be explored include: new and innovative technologies; social media; web 2.0; virtual learning environments and infrastructures; video and audio; podcasting; open and distance learning; personal response systems; video-­‐
conferencing; classroom technologies. The module is organised as a series of stand-­‐alone workshops, including guest lecturers, online resources, demonstrations, practical sessions, discussion, research and reflection. In particular, students of this module will be encouraged to apply their learning to teaching and learning in their own subject area. There are three strands to the assessment of the module: Workshop Reports: Based on the activities in each workshop, students will be asked to respond to a directed question/task using the journal tool in Blackboard. Key Competencies: Students will be required to demonstrate a number of key competencies, based on the more practical workshops. Badges will be awarded as competencies are demonstrated. Final Project and Presentation/Demonstration: students are required to plan and, if possible, complete a project involving the use of learning technologies in their own subject areas. The project will be presented and/or demonstrated at the project symposium. CEL266 Teaching & Learning in Context (Independent Study) This module is an independent study module in which you get a chance to explore an element of teaching and learning within your own discipline or teaching context in some depth. Assessment is in the form of a report, which will more than likely contain a literature review, some context and your actual study. Some of you may decide to conduct interviews or surveys; others may already have data that you wish to analyse from a teaching and learning perspective; or you may wish to conduct a form of desk-­‐based research. CEL280 Civic Engagement The course is based on scheduled class sessions, often with guest presenters and always with discussion! The overall aim of this module is to enhance participants’ awareness and generate deeper understanding of civic engagement, higher education and community engagement. This module will explore the role that institutions of higher education have played within civil society from local, national and international contexts. The three core functions of higher education namely: teaching and learning; research; and service/outreach, will be assessed through the lens of civic engagement. Moving from this, concepts such as the scholarship of engagement, academic citizenship, volunteering, service or community based learning, engaged or community based research, democratisation of knowledge and outreach will be explored, investigated and debated. This module is experiential in nature, drawing upon peoples expertise and experiences, participant engagement in active methodologies, prior readings and tasks will be undertaken to allowed for group discussion and knowledge sharing. The assignment required supports the understanding of civic engagement within higher education and will enable participants to prepare for or pilot an activity and underpinning as part of their professional context CEL6103 Research Supervision & Development This module is conducted through a combination of scheduled workshops and online activities, and focuses on two dimensions of academic practice: • Developing your practice in research supervision • Developing your academic career. Research supervision Research supervisory competence is becoming increasingly important as universities respond to both internal and external pressures. As professionals we seek to improve our practice, including that of research supervision. In the context of increasing numbers of research students previous ‘custom and practice’ may not be enough. So, we may seek new skills, new frameworks, or consolidate existing practice. Also, our students often require us to link study for a research degree to the world of work. Universities have to be responsive to a range of external influences such as the Bologna Process, competition for students, internationalization, increasing public scrutiny, and the employability genda. Consequently, there has been an increase in institutional research governance. An example of this would be the structured PhD. Academic career The same kinds of external influence are impacting on how we see the management of our careers. Although much of our academic work is organized around teaching (and the administration of teaching), career progression can often be seen as reliant on research activity. The relationship between teaching and research is of central importance to us. Although there is increasing institutional governance of research and teaching activity, ‘managing’ a career can often feel as if it is left up to us individually. The module is assessed through the completion of online materials and culminates in a professional portfolio. CEL6104 Teaching Online This module is conducted completely online and contains 5 blocks: • Introduction to Teaching Online • Mastering Online Pedagogy • Designing and Developing Your Online Course • Being a Successful Online Teacher • Using Technology Tools for Teaching Online. To meet the assessment requirements for the module (which is rated at 10 ECTS at Level 9 on the NFQ) you are required to: • work through each of the online lessons • pass the quick quiz for each lesson • complete the Assignment document for each • submit a proposal for a new online or blended course This last item relates to the final part of the module and a lot of the work you will have done in each of the Blocks will feed into this, so it is a 'capstone' activity that aims to weave together and consolidate the main ideas, but do so in a way that should have real value for you or, indeed, your school. In doing this you will learn a lot about resources, costs, timeframes, etc, and be informed by those who have previously designed successful programmes.