This module is part of a professional development programme for postgraduate research students with some teaching responsibilities and are fairly new to a role in teaching and/or support learning; new or experienced staff at XJTLU with specific roles in supporting HE learning such as lab technicians, librarians, professional staff, IT technologists, career advisors. All of the aims take into consideration the Xi’an Jiaotong-Liverpool University (XJTLU) context. The module’s aims are: • To introduce participants to current theories of learning and teaching. • To promote a range of strategies that lead to the enhancement of teaching and support learning in higher education, within a transnational context, including evaluation, reflective practice, and engagement with colleagues. • To facilitate the development of, and engagement with, inclusive practice respecting both individual learners and groups of learners. • To provide an underpinning base of knowledge in relation to teaching and supporting learning in higher education. • To introduce participants to the application of technology contributing to the effective practice in higher education. • To generate awareness of, and engagement with, the Professional Standards Framework. The aims of this module are aligned with the Professional Standards Framework, which are mapped to Programme-level learning outcomes and module assessments; the descriptors for Associate Fellowship from AdvanceHE are embedded in the assessment regime of the module. Alignment of module learning outcomes and PSF dimensions is also indicated in the table below.
A Use and justify teaching and supporting learning practice that respect individual learners and diverse groups of learners. (PSF V1) B Use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for inclusive effective practice. (PSF V3) C Critique of examples from their own teaching/support for learners practice to demonstrate how their knowledge and understanding of how learners learn, generally and within specific subject contexts, have been applied in practice. (PSF K1) D Use and justify how approaches to teaching and/or supporting learning, appropriate for subjects and level of study, have enabled you to teach and/or support learning inclusively and effectively. (PSF K2) E Critically evaluate the inclusivity and effectiveness of your practice in teaching and/or supporting learning. (PSF K3) F Reflect on how you have designed and planned effective and inclusive learning activities and/or programmes to support learners effectively in your context. (PSF A1) G Reflect on how you have used the learning from your continuing professional development in improving and/or enhancing your teaching and/or learner support practice which has resulted in effective and inclusive learning for learners. (PSF A5)
• Teaching is through the delivery of a range of compulsory interactive workshops underpinned by student-centred, research-led pedagogy in hyflex mode; • Workshops will focus on applying the concepts and theories learned into teaching and/or learner support practice in higher education through discussion, group exercises, peer to peer, and reflective learning; • Students will attend and engage in the interactive workshops either onsite or online; • Students will undertake self-paced asynchronous learning activities with resources both general and context-specific pedagogic and learner support literature on Learning Mall for each topic; • Students will be offered feedback and support from a mentor, who is normally module leader, and/or a colleague with a Fellowship of the Advance HE.