TERTL500-20B (NET)

Learning, Teaching and Assessment in Tertiary Education

15 Points

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Centre for Tertiary Teaching and Learning

Staff

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Convenor(s)

Nicole Pepperell

Nicole Pepperell
4942
M.1.04
See Moodle
nicole.pepperell@waikato.ac.nz

Lecturer(s)

Stephen Harlow

Stephen Harlow
8697
M.1.04
See Moodle
stephen.harlow@waikato.ac.nz

Administrator(s)

: lissa.smith@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: anne.ferrier-watson@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper is a 15-point elective paper in the PGCert in Tertiary Teaching and Learning (PGCert TTL). The paper provides a solid foundation for the study of other papers in the PGCert TTL, and is recommended as an entry point for this degree, particularly for those who are new to tertiary teaching. The assessments are designed, however, to provide sufficient depth to benefit tertiary teaching staff at any level of experience.

This paper combines fortnightly face-to-face discussions with self-paced online learning supported by Epigeum's University Teaching: Core Skills programme. Students will be guided to prepare a teaching portfolio that documents and reflects on their teaching and learning experience. The style of portfolio prepared for this paper is designed to serve as a model for portfolios needed for promotion applications, teaching awards, teaching fellowships, and further professional development.


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Paper Structure

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This paper is offered in blended format. Students will alternate between face-to-face discussions, and self-directed online learning supported by Epigeum's University Teaching: Core Skills programme.

Students will participate in six face-to-face discussions during the trimester. These discussions are scheduled on Tuesdays from 12:30-2 p.m. The first face-to-face meeting is 14 July, 2020, in M.1.04 - meeting room 4. Future discussions are roughly fortnightly, with the exact schedule published on the Moodle site for this paper.

On weeks where no face-to-face discussion is scheduled, all students will work independently online. These online weeks are delivered in asynchronous format, which means that there is no specific time students must log in, as long as they log in at some point during each week.

At the end of the trimester, students will convene for a face-to-face conference, where they will deliver a final presentation.


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Learning Outcomes

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Students who successfully complete the course should be able to:

  • critically engage with a range of common theories and best practice principles for learning, teaching and assessment practice;
    Linked to the following assessments:
  • apply key concepts in tertiary learning, teaching, and assessment to their own role in higher education;
    Linked to the following assessments:
  • engage in a structured process of critical self-reflection to evaluate their own tertiary teaching and learning experience;
    Linked to the following assessments:
  • create a professional teaching portfolio that assembles evidence and critically reflects on their own higher education experience; and
    Linked to the following assessments:
  • develop a plan for using structured reflection and teaching portfolios for continuous professional development.
    Linked to the following assessments:
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Assessment

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Detailed information for all assessments is posted to Moodle, including:

  • instructions for completing the assessment,
  • the assessment criteria for each assessment, and
  • instructions for how to submit and where to obtain feedback.

The information below provides a quick reference and overview of all assessment.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Portfolio plan
31 Jul 2020
11:30 PM
10
  • Online: Submit through Moodle
2. Portfolio (comprising at least six portfolio activities)
30 Oct 2020
11:30 PM
72
  • Online: Submit through Moodle
3. Final presentation
20 Oct 2020
12:30 PM
18
  • Presentation: In Class
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Recommended Readings

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Recommended readings are provided at the end of each self-paced online module.
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Online Support

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This paper is offered in a blended format, supported by an extensive Moodle environment that includes online self-paced modules from Epigeum's University Teaching: Core Skills programme. All necessary resources are available via Moodle, and all assessment feedback will be returned online. Students are expected to log into Moodle at least weekly throughout the trimester, even in weeks where class discussion is supported by a face-to-face meeting.
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Workload

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This is a 15-point paper, which equates to approximately 150 hours of study. In addition to face-to-face and online hours, you are expected to commit sufficient time to the paper each week to engage with the materials posted to Moodle, prepare for and participate in discussions, and complete assessment tasks.
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Linkages to Other Papers

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This paper is an elective in Postgraduate Certificate of Tertiary Teaching and Learning (PGCert TTL). Like the other papers in this programme, it is designed to enable you to explore contemporary trends and research into tertiary teaching practice. This specific paper is designed to provide a broad overview of concepts, best practice principles, and theories relevant for tertiary teaching and learning. It therefore provides a useful foundation for most other papers in the PGCert TTL.

The paper has no prerequisites. If you have any concerns about your readiness for this paper, please discuss these with your lecturer.

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