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Tasmanian Institute of Learning and Teaching (TILT)
Faculty of EducationCollege of Arts, Law & Education
ELT501FOUNDATIONS OF UNIVERSITY LEARNING
AND TEACHING
Semester 1, 2018Unit Outline
Dr Andrea Adam
Important note on HEA recognition: The University’s accreditation with the Higher Education Academy to award recognition through our taught programs (ELT501 and the Graduate Certificate in University Learning and Teaching) is undergoing periodic review. Therefore, we cannot confirm until the commencement of teaching in 2018 that this recognition process will occur as drafted in this document.
CRICOS Provider Code: 00586B
© The University of Tasmania 2015
CONTACT DETAILS
Unit coordinatorUnit coordinator: Dr Andrea Adam, FHEA
Campus: Sandy Bay
Email: [email protected] *(preferred communication mode)
Phone: 03 6226 7116
Room location: TILT Offices, TUU Building (access off French Street)
Consultation hours: If you would like a meeting, please email me to arrange a time and meeting mode (Skype, webconference, phone, or on- campus).
I work part-time.
Unit administrationGraduate Certificate Administration: Mrs Tamzen Jeanneret
Campus: Sandy Bay
Email: [email protected]
Phone: 03 6226 7251
Contact times: Business hours, Monday to Friday
© The University of Tasmania 2017
CONTENTSWHAT IS THE UNIT ABOUT? 2
UNIT DESCRIPTION* 2INTENDED LEARNING OUTCOMES* 2GRADUATE QUALITY STATEMENT 2ALIGNMENT WITH THE UK PROFESSIONAL STANDARDS FRAMEWORK (UKPSF) 3ALTERATIONS TO THE UNIT AS A RESULT OF STUDENT FEEDBACK* 6PRIOR KNOWLEDGE &/OR SKILLS 6
HOW WILL I BE ASSESSED?* 7ASSESSMENT SCHEDULE* 7ASSESSMENT DETAILS* 7HOW YOUR FINAL RESULT IS DETERMINED* 14SUBMISSION OF ASSIGNMENTS* 15ACADEMIC REFERENCING* 17ACADEMIC MISCONDUCT* 18
WHAT LEARNING OPPORTUNITIES ARE THERE? 19MYLO 19RESOURCES 19ACTIVITIES 20COMMUNICATION 22FURTHER INFORMATION AND ASSISTANCE 22CONTINUING PROFESSIONAL LEARNING 23UNIT SCHEDULE 24
APPENDIX A ASSESSMENT RUBRICS 25
Page 1 ELT501 Foundations of University Learning and Teaching
WHAT IS THE UNIT ABOUT?Unit description* ELT501, Foundations of University Learning and Teaching, is designed to provide information and a collegial environment to support you in developing a rich and integrated understanding of university learning and teaching issues, with reference to the UTAS context.
You will explore the theories, principles and practice of university learning and teaching. There is an emphasis on discussing and applying constructive alignment, strategies to promote deep learning and integrating technology into the learning and teaching environment.
This is the foundation unit in the Graduate Certificate of University Learning and Teaching, and consequently introduces a range of topics that will be developed further in other units. It also acts as a primer for new UTAS staff. ELT501 is aligned with the UK Professional Standards Framework (UKPSF). Eligible ELT501 students completing the approved study sequence in the unit may gain recognition as an Associate Fellow of the UK Higher Education Academy (AFHEA) on successful completion of the unit. The UK HEA Fellowship scheme enables recognition of quality and excellence in the practice of teaching and supporting learning.
Intended Learning Outcomes*Foundations of University Learning and Teaching fulfils two roles. It is the foundation unit in the Graduate Certificate of University Learning and Teaching. It also acts as a primer for new UTAS staff.
The unit is designed to provide information and a collegial environment to support you in developing a rich and integrated understanding of university learning and teaching issues, as described in the following intended learning outcomes. The key dimensions of the UKPSF covered and assessed within ELT501 are included after each ILO. (Additional dimensions less core to the unit are included in brackets.)
On completion of this unit, you will be able to:
1. Design constructively aligned units or programs of study. A1, A3, K1, K2, K4, V1, V2 (A4, A5, K3, V3)
2. Use evidence to support good teaching. A5, K1, K2, V1, V2, V3 (K3)
3. Reflect on the role of university educator. K2, K3, V4 (A5, V1, V2, V3)
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Graduate Quality StatementSuccessful completion of this unit supports your development of course learning outcomes, which describe what a graduate of a course knows, understands and is able to do. Course learning outcomes for the Bachelor of Education with Professional Honours (Higher Education), for which ELT501 is a core unit, are available from the Course homepage. Course learning outcomes are developed with reference to national discipline standards, Australian Qualifications Framework (AQF), any professional accreditation requirements and the University of Tasmania’s Graduate Quality Statement.
The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop critical and creative literacies and numeracies and skills of inquiry. They demonstrate the ability to apply this knowledge in changing circumstances. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability, are entrepreneurial and creative, and are mindful of their own wellbeing and that of the community. Through respect for diversity and by working in collaborative ways, our graduates reflect the values of the University of Tasmania.
Alignment with the UK Professional Standards Framework (UKPSF)Study within ELT501 is aligned with the UK Professional Standards Framework (UKPSF). The UKPSF, developed by the Higher Education Academy (HEA) in the UK, has international recognition and support.
The UKPSF aims to support the initial and continuing professional learning of all staff engaged in teaching and supporting learning, and provide a mechanism for recognition of quality and innovation in teaching and learning practice. The University’s Teaching Performance Expectations (TPEs) and the Graduate Certificate in University Learning and Teaching (Grad Cert ULT) are all aligned to the UKPSF. The University’s commitment to the UKPSF is a signal to students, staff and other stakeholders of the standards of quality and professionalism supported at the institution.
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The HEA provides an fellowship scheme which enables staff to be recognised, depending on their role and experience, as an Associate Fellow, Fellow, Senior Fellow or Principal Fellow of the Academy.
Eligible ELT501 students completing the approved study sequence in the unit will gain recognition as an Associate Fellow of the HEA (AFHEA) on successful completion of the unit. Fellowship of the HEA (FHEA) will be awarded on successful completion of the approved study sequence in the Grad Cert ULT.
Page 4 ELT501 Foundations of University Learning and Teaching
The three interrelated dimensions of practice outlined in the UKPSF are the Areas of Activity, Core Knowledge and Professional Values:
Areas of ActivityA1 Design and plan learning activities and/or programmes of studyA2 Teach and/or support learning A3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student
support and guidanceA5 Engage in continuing professional development in
subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
Core KnowledgeK1 The subject material K2 Appropriate methods for teaching, learning and assessing in the
subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/
disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teachingK6 The implications of quality assurance and quality enhancement for
academic and professional practice with a particular focus on teaching
Professional Values V1 Respect individual learners and diverse learning communities V2 Promote participation in higher education and equality of
opportunity for learners V3 Use evidence-informed approaches and the outcomes from research,
scholarship and continuing professional development V4 Acknowledge the wider context in which higher education operates
recognising the implications for professional practice
How ELT501 supports you to meet Descriptor 1 of the UKPSF (Associate Fellow HEA)ELT501 supports your learning and practice in relation to a number of key dimensions of the UKPSF and assesses your demonstration of meeting Descriptor 1 of the UKPSF (AFHEA). Many aspects of your activity, knowledge and values are addressed in the unit. The unit has been designed to align with the UKPSF across all dimensions, but with a
Page 5 ELT501 Foundations of University Learning and Teaching
particular focus on selected Areas of Activity [A1, A3, A5], Core Knowledge [K1, K2, K4] and Professional Values [V3] to meet the requirement of Descriptor 1. The Professional Values [V1, V2] underpin the University of Tasmania’s policies and values, within which you operate. These dimensions of the UKPSF are the core areas of development in learning activities and are explicitly assessed through the assessment tasks of the unit.
Core knowledge [K3] and the professional values [V1, V2 and V4] are also explicitly introduced and developed in ELT501, to allow complementary development and assessment for Descriptor 2 in later units of the course.
In completing ELT501 you will present an understanding of specific aspects of effective teaching, learning support methods and student learning and demonstrate the elements of Descriptor 1:
Elements of Descriptor 1: Addressed in ELT501:D1.1 Successful engagement with at least two of the five Areas of Activity.
A1, A3, A5
D1.II Successful engagement in appropriate teaching and practices related to these Areas of Activity.
supported by references
D1.IIIAppropriate Core Knowledge and understanding of at least K1 and K2.
K1, K2, K4
D1.IVA commitment to appropriate Professional Values in facilitating others’ learning.
V1*, V2*, V3 (*all of your plans and proposals are required to be consistent with the University’s values, policies and plans, which are discussed in the unit, including the: UTAS Statement of Values; Assessment Policy; Open to Talent Plan and Social Inclusion Plan.)
D1.V Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities.
The use of the Scholarship of Teaching and Learning literature to shape and support your ideas about teaching demonstrates your emerging engagement within this area.
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D1.VISuccessful engagement, where appropriate, in professional development activity related to teaching, learning, and assessment responsibilities.
Your participation in ELT501 is evidence of your commitment to continuing professional learning. This is supported by evidence from your references about your commitment to improvement in your practice.
For more information about the operation of the HEA program, including the role of our External Advisor, please consult the Grad Cert ULT Course Handbook.
Alterations to the unit as a result of student feedback*In response to student feedback from 2016, the following changes to the learning opportunities and assessment in ELT501 have been made:
additional learning opportunities have been introduced during the semester to facilitate ongoing engagement with the content, the UKPSF and with colleagues.
structured template for assessment task 2. additional time in the oral presentation component of assessment
task 2. incorporating a clear opportunity for all students to be able to
refine their assessment submissions and to best demonstrate their attainment of the ILOs
For more information about the quality assurance processes in this unit and the Grad Cert ULT, please see the Grad Cert ULT Course Handbook.
Prior knowledge &/or skillsIn most cases, you need to have completed a bachelor’s degree or equivalent. You also need to be committed to self-improvement in your teaching and other educational activities, and be willing to engage colleagues in this process. You will need to have access to a Unit Outline, preferably for a unit in which you teach. If you are not teaching into a unit, you may need to request to use an outline written by a colleague. If you are unsure about which Unit Outline to use, please discuss with Andrea.
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HOW WILL I BE ASSESSED?*Assessment schedule*
Assessment task Date due by
Percent weighting
Measures Intended Learning Outcomes
Eligibility assessment for AFHEA
09/02/18, 2pm
- eligibility for AFHEA
AT1: Learning Outcomes Critique
Post 1.1 Submit proposed ILOs Post 1.2 Comment on peers’ ILOsPost 1.3 ILOs & justification
12/02/18, 2pm19/02/18, 2pm05/03/18, 2pm
15% 1, 2
AT2: Learning designPart APart B
06/04/1830/04/18 65%
1, 2, 3
AT3: Teaching philosophy 04/06/18 20% 2, 3References for AFHEA candidates
18/06/18, 2pm - eligibility for
AFHEA
Assessment details*Assessment task 1: Learning Outcomes Critique (15%)Task description The purpose of this assessment task is for you to
develop and demonstrate your skills in designing good intended learning outcomes (ILOs). This task is designed to give you an opportunity to share and reflect on your practice, and experience giving and receiving constructive peer feedback on teaching. This assignment will take the form of a series of discussion posts in MyLO. Post 1.1You will share draft ILOs that you propose should be used for your unit/module. You will also include a maximum of two sentences to explain the context of
Page 8 ELT501 Foundations of University Learning and Teaching
the unit/module to your peers (e.g., year level, discipline, role in the course).Post 1.2Provide constructive feedback to your peers on their ILOs, supporting your position with reference to the recommendations of Biggs and Tang (2011) and UTAS (2015) ILO guidelines.The aim of your feedback is to explain to your peers the ways in which their ILOs reflect good practice. You may make constructive suggestions for modifications to the proposed ILOs to meet guidelines and/or recommendations. (Maximum 250 words each reply.)Post 1.3You will propose a set of ILOs to use in your unit/module, plus a 500-word justification for why they are good. This justification will use at least Biggs and Tang (2011) and UTAS (2015; 2016) guidelines.For information about how to label your posts for assessment, please see the Learning Outcomes Critique Instructions Content Topic in the ELT501 MyLO site.Criterion Measures Intended
Learning Outcome:Criterion 1 Evaluate your colleagues’ ILOs
(Use Biggs and Tang, 2011, and UTAS guidelines to support your evaluation.) (Post 1.2) – 33.33%
2
Criterion 2 Propose ILOs in line with guidelines, and principles and theories of teaching and learning (Post 1.3) – 33.33%
1
Criterion 3 Justify your final ILOs (Post 1.3) – 33.33%
2
Task length approximately 1200 words (justification 500 words)
Alignment with the UKPSF
Assessment Task 1 will allow you to demonstrate your ability to design modules or units of study [A1: Criterion 2]. You will bring your understanding of your discipline and your context [K1: Criterion 2, Criterion 3] to this design activity. The theory of constructivism incorporated into the constructive alignment framework will underlie your approach to developing intended learning outcomes written from the perspective of what the students will do, rather than
Page 9 ELT501 Foundations of University Learning and Teaching
your own actions as a teacher [(K3): Criterion 2]. You will use evidence, from Biggs and Tang and the University’s guidelines, to support your proposals for better design [V3: Criterion 1, Criterion 3]. In this assessment you will show that you can use the knowledge you have acquired about the way students learn and good learning design to present good ILOs [(A5): Criterion 2] and to advocate for better teaching practice by presenting your argument [(A5): Criterion 3].
Due by date Post 1.1: Monday 12/08/18, 2pmPost 1.2: Monday 19/02/18, 2pmPost 1.3: Monday 05/03/18, 2pm
Assessment task 2: Learning Activity and Assessment Design (65%)Task description The purpose of this task is for you to demonstrate your
understanding of good teaching and assessment practice. You will demonstrate this through describing the design of a learning activity and the design of an assessment task that reflect good practice and are constructively aligned to develop and measure the ILO(s) of the unit. You will support your claims with evidence from Higher Education literature and reflections from your own practice on what has or has not worked well in the past. This task will include:Part A (written; template provided)
List of good ILOs for the unit/module Description of a learning activity and a
description of an Assessment Task (see template in MyLO)
Part B Justification for the learning activity and
assessment task. This justification should include:
an explanation of how this activity and task are aligned in the unit: how the learning activity develops the students’ skills, knowledge and/or understandings described in the ILO(s), and how the
Page 10 ELT501 Foundations of University Learning and Teaching
assessment task measures attainment of the ILO(s).
evidence that the learning activity and the assessment task are demonstrative of good practice, in line with the UKPSF, sourced from the Higher Education literature; reflection on your past practice; and UTAS policy and guidelines.
You may choose to present Part B as a written submission or oral presentation1.
Criterion Measures Intended Learning Outcome:
Criterion 1 Description of a learning activity and an assessment task that are demonstrative of good practice
1.Design constructively aligned units or programs of study.
Criterion 2 Explanation of how the learning activity and/or the assessment task ensures the unit is constructively aligned
1. Design constructively aligned units or programs of study.
Criterion 3 Use of evidence, including reflection on practice and literature, to justify your arguments
2. Use evidence to support good teaching. 3. Reflect on the role of university educator
Task length Part A – no limit (approx. 2 pages)Part B - ~2000 words or 20 minute presentation (~15 minutes presentation, 5 minutes cross-examination)
Alignment with the UKPSF
In Assessment Task 2, you will present a learning activity that supports the attainment of the ILO(s) in an existing unit. The learning activity will be designed or chosen by you to fulfil the design needs of the unit, meeting the requirements of constructive alignment [A1: Criterion 1, Criterion 2]. You will use your knowledge of your discipline and context and how students learn in your discipline and context to plan an appropriate activity [K1, K2: Criterion 1, Criterion 3]. You will consider the value of different
1 Oral presentations will be recorded for quality assurance purposes. No other use will be made of recordings without your express consent.
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technologies, to select an appropriate technology for the activity in the context of your unit [K4: Criterion 1].To justify the activity, you will use evidence from a range of sources. One source of evidence will be your own learning experiences and teaching practice. You will use these reflections to identify features of good activity design, and to plan an activity that is appropriate for your students and context. You will also engage with the literature in higher education, and use this to shape your understanding of, and explain how the activity will support student learning and is appropriate for your context [A5, V3: Criterion 3]. In justifying a good assessment task, you will actively reflect on your current teaching practice, particularly in relation to your assessment and feedback practices [A3: Criterion 1, Criterion 2]. Your analysis will reflect your understanding of and work to improve the constructive alignment of the unit [A1: Criterion 2]. Your reflection on what is working and what could be improved in your teaching and/or assessment practice will be informed by your discipline knowledge and context, and an explicit consideration of appropriate teaching practices for your discipline and/or context [K2: Criterion 1, Criterion 3]. Your sources of evidence to support your analyses and proposals will include reflection on practice and higher education literature [V3: Criterion 3].Your assessment design will provide equitable and fair measures of student learning, as required by the University’s Assessment Policy, to ensure equitable access to learning for all of your students [V1, V2: Criterion 1, Criterion 3].
Due by date Part A: Description of Learning Activity and Assessment Task due by Friday 06/04/18, 2pm.Part B: Justification (Written) due by Monday, 30/04/18, 2pm, Or Part B: Justification (Oral presentation) to be held between 30/04/18 and 11/05/18 (Dates in Calendar in MyLO).
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Assessment task 3: Teaching Philosophy (20%)Task description Your personal Teaching Philosophy will be developed
during the semester, and is designed to provide a foundation from which you can compare both the theory and practice of tertiary teaching. A teaching philosophy is a self-reflective statement of your beliefs about being a teacher and about learning and teaching. In addition to general comments, your teaching philosophy should discuss how you put your beliefs into practice by including some examples of what you do or anticipate doing in your unit(s). This reflective task (written from the first person perspective) involves developing a statement describing your philosophy of, or understanding and approach to, learning and teaching in your particular higher education context. You may make reference to relevant higher education literature, however, it is not a requirement that you use references in this assessment task.Keep in mind that the teaching philosophy is a document in progress. As your teaching changes and your professional identity grows, your teaching philosophy will also change and grow. So revisit it periodically and rewrite it as your beliefs and experiences progress and change. Criterion Measures Intended
Learning Outcome:Criterion 1 Identify your core beliefs about
teaching and learning (10%).3. Reflect on the role of university educator
Criterion 2 Reflect on your personal beliefs about teaching and learning, within the wider context of higher education (50%).
3. Reflect on the role of university educator
Criterion 3 Analyse how you apply your teaching beliefs in practice (40%).
3. Reflect on the role of university educator 2. Use evidence to support good teaching.
Alignment with the UKPSF
In Assessment Task 3, you will reflect on the
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development of your beliefs about teaching, including how your understanding of how students learn, generally, and within your discipline, has shaped your teaching philosophy [K3: Criterion 3]. You will also demonstrate your awareness of the wider context of higher education, by placing your own beliefs within this frame [V4: Criterion 2]. You will reflect on how your practices support the learning of an increasingly diverse cohort of students [(V2): Criterion 3], and how the ‘student’ is represented within your beliefs [(V1): Criterion 2]. You will reflect on how your teaching philosophy has been shaped by agendas affecting the higher education landscape [V4: Criterion 2].
Task length 1,000 words (plus references)
Due by date 04/06/18, 2pm
Assessment of eligibility for AFHEA (no summative weight) Task description If you want successful completion of ELT501 to award
you recognition as an Associate Fellow of the UK HEA (AFHEA), you must successfully complete an assessment of your eligibility. The University of Tasmania is accredited by the HEA to award Associate Fellowship to eligible staff.
Assessment of your eligibility will involve your completion of a short online questionnaire, administered through the ELT501 MyLO site.
Assessment criteria
Your eligibility will be determined by whether you are currently:
1. employed by the University of Tasmania, and
2. engaged in teaching and/or supporting learning in some capacity
Alignment with the UKPSF
Determination of eligibility for AFHEA
Task length approximately 5 minutes
Due by date Friday 09/02/18, 2pm
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References for AFHEA candidates (no summative weight)Task description Candidates for AFHEA recognition must provide two
references to verify their teaching practice.
Details about the references and guidance for referees, including a referee statement template are available on the ELT501 MyLO site (ELT501 AFHEA Participant Guide &ELT501 AFHEA Referee Guide)
Alignment with the UKPSF
Support for case for AFHEA recognition
Due by date Monday 18/06/18, 2pm
Submit to AFHEA References Assignment Folder in the ELT501 MyLO site
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How your final result is determined*ELT501 Your final result is determined by summing the marks obtained for all assessment tasks. Integral to successful completion of this unit is attainment of each of the three intended learning outcomes. Therefore, in addition to a total, averaged final grade, your performance against each of the ILOs will be assessed separately. To be eligible to pass the unit, you will need to pass each ILO and to attain an overall mark of 50% for the unit. The following table shows which of the assessment task criteria aligns with each of the ILOs.
At the completion of this unit, you will be able to:
AT 1: Learning Outcomes Critique
AT 2: Learning Design AT 3: Learning Philosophy
1. Design constructively aligned units or programs of study.
2. Propose ILOs in line with guidelines and policies, and principles and theories of teaching and learning
1. Description of a learning activity and an assessment task that are demonstrative of good practice2. Explanation of how the learning activity and/or the assessment task ensures the unit is constructively aligned. (measures ILO1)
2. Use evidence to support good teaching.
1. Evaluate your colleagues’ ILOs (Use Biggs and Tang, 2011, and UTAS guidelines and policies to support your evaluation.) 3. Justify your final ILOs
3. Use of evidence, including reflection on practice and literature, to justify your arguments
3. Analyse how you apply your teaching beliefs in practice
3. Reflect on the role of university educator
3. Use of evidence, including reflection on practice and literature, to justify your arguments
1. Identify your core beliefs about teaching and learning2. Reflect on your personal beliefs
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about teaching and learning, within the wider context of higher education.3. Analyse how you apply your teaching beliefs in practice
Intended learning outcomes are designed to reflect the knowledge, understanding and skills that you have on completion of the unit. Therefore, performance on the final or last major assessment task is usually considered your best demonstration of your achievement of the ILOs. For this unit,You will be deemed to have passed ILO1 if you pass criteria 1 and 2 on AT2You will be deemed to have passed ILO2 if you pass criterion 3 on AT2You will be deemed to have passed ILO3 if you pass AT3
If you have not fully demonstrated attainment of all ILOs, you will have the opportunity to reflect on your feedback, refine and resubmit work for re-grading2.Once you have demonstrated a pass on all ILOs, your final result is determined by summing the marks obtained for all assessment tasks.
Candidates for Associate Fellowship of the HEA (AFHEA)The HEA Fellowship scheme enables recognition of quality and excellence in the practice of teaching and supporting learning. The University of Tasmania is accredited by the HEA to award Associate Fellowship to eligible staff.
If you want successful completion of ELT501 to gain you recognition as an Associate Fellow of the HEA (AFHEA), you must:
1. be eligible (employed by UTAS and engaged in teaching/supporting learning)
2. provide two references to verify your teaching practice
3. successfully complete the assessment tasks
2 For more information about resubmission processes, please see the Course Handbook for the Grad Cert ULT.
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Submission of assignments*All assessment tasks must be submitted on MyLO. Assessment task 1 posts must be submitted to the Learning Outcomes Critique Discussion Topic by 2pm on each of the three due by dates. Assessment Task 2 must be submitted to the Assignments Folder by 2pm on the due by date.
Requests for extensionsAll requests for extensions should be submitted via email to Dr Andrea Adam ([email protected]) well before the due date of the assignment. Generally, foreseeable work commitments will not be grounds for an extension.
Penalties*Students may submit assignments at any time up to the due by date. A penalty may be applied for submission after the due date unless a formal extension has been granted in MyLO. Weekend days attract the same penalties as weekdays.The following late penalties apply.
Assessment Task 1• The timely submission of Posts 1.1 and 1.2 is important as your
peers are relying on your information and feedback.• Five-percent (5%) of the maximum mark available for the
assignment for each day late (including weekend days and public holidays) for each component (i.e., Posts 1.1, 1.2 and 1.3) up until 10 days late or the due date of the subsequent component, whichever comes first. After that date, the maximum possible mark for that component will be 50%.
Assessment Tasks 2 and 3• Five-percent (5%) of the maximum mark available for the
assignment for each day late (including weekend days and public holidays) up until 10 days late.
• Assessments submitted more than two weeks after the due date will be graded, but will have a maximum possible mark of 50%.
Word & time limits have been set for assessment tasks. Submissions that exceed the word limit by more than 10% or the time limit by more than 5 minutes may incur a penalty of 10% of the awarded mark for each 10% over the word/time limit. Submissions below the word/time limit will not attract a penalty.
Application of penalties in ELT501*In ELT501, if applied, penalties may reduce the standard of passing grade achieved, but will not impact on your eligibility to pass the unit. If you have demonstrated achievement of the learning outcomes of ELT501,
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you will receive a pass. The application of penalties will not reduce an otherwise passing grade below 50%.
Review of results and appealsAppeals should go to the unit coordinator - Dr Andrea Adam - in the first instance. As the unit coordinator for ELT501 is also the Course Coordinator, if unresolved, appeals are referred to the Faculty Executive (Education). For more information about the processes for revision, appeal and remark in this unit and the Grad Cert ULT, please see the Grad Cert ULT Course Handbook.Queries and complaintsIf you have a query or complaint about the operation of the AFHEA provision in ELT501, we ask that you contact the Provision Leader – Dr Andrea Adam - in the first instance.If your concern cannot be resolved with the Provision Leader or you would prefer not to talk to about your concern with this person, your concern will be referred to the UTAS HEA Institutional Contact. For contact details for the HEA Institutional Contact, please see the ELT501 AFHEA Participant Guidance.
Academic referencing*In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others, and how to maintain academic integrity.
Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.
The appropriate referencing style for this unit is American Psychological Association (APA) referencing style as this style is the one most commonly adopted in Higher Education journals.
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
However, our priority is that you use a referencing style consistently, and this will be the expectation in all assessment tasks.
The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit.
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Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.
PlagiarismPlagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work.
If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines. You may also find the Academic Honesty site on MyLO of assistance.
The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.
The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.
For further information on this statement and general referencing guidelines, see the Plagiarism and Academic Integrity page on the University web site or the Academic Honesty site on MyLO.
Academic misconduct* Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:
a. seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or
b. improperly disadvantages any other student.
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Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct.
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WHAT LEARNING OPPORTUNITIES ARE THERE?MyLOMyLO is the online learning environment at the University of Tasmania. This is the system that will host the online learning materials and activities for this unit.
Getting help with MyLOIt is important that you are able to access and use MyLO as part of your study in this unit. To find out more about the features and functions of MyLO, and to practice using them, visit the Getting Started in MyLO unit. For access to information about MyLO and a range of step-by-step guides in pdf, word and video format, visit the MyLO Student Support page on the University website.If something is not working as it should, contact the Service Desk ([email protected], phone 6226 1818), or Request IT Help Online.
ResourcesRequired readingsChapters 1-7 and 10 from the following text are required reading. This book is available in electronic format through the Library. If you prefer to access a hard-copy, the book is also available for purchase from the Co-op Bookshop:
Biggs, J., & Tang C. (2011). Teaching for quality learning at university (4th ed). Maidenhead, Berkshire, England: Open University Press/McGraw-Hill.
Recommended readingsJournalsIt is important that you read journal articles throughout the semester. This is particularly important in relation to Assignment 2. We strongly recommend that you visit the Library’s Subject Guide for Education. This subject guide includes valuable guidance on finding and evaluating literature on higher education teaching and learning.
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Policy & GuidelinesThere is a range of University policy with which you will be expected to become familiar. Some important policies and guidelines for learning and teaching are listed here: Rundle, N. (2016). Guidelines for good assessment practice (3rd ed.).
Hobart, Tasmania, Australia: Tasmanian Institute of Learning and Teaching, University of Tasmania.
University of Tasmania. (2015). Teaching and Learning. Retrieved May 26, 2016, from http://www.teaching-learning.utas.edu.au/
University of Tasmania. (2012). Assessment policy. Retrieved from www.utas.edu.au/governance-legal/policy
University of Tasmania. (2009). Rule No 2 – Academic assessment (Amended). Retrieved from http://www.utas.edu.au/governance-legal/academic-governance/academic-senate/academic-senate-rules
Reading ListsReading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.
There are a number of areas of teaching and learning research that have been of common interest to previous ELT501 cohorts (e.g., feedback, peer assessment). We have selected a few interesting and seminal articles across these areas to get you started.
Equipment, materials, software, accountsFor the on campus sessions, it is highly recommended that you bring an internet connected device. Ideally, this would be a portable computer (e.g. laptop or notebook), or alternatively a tablet device (including iPads).
Activities Learning expectations
The University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers.
Students are expected to participate actively and positively in the teaching/learning environment. They
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must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.
Details of teaching arrangements*ELT501 is taught through a combination of block teaching on-campus before the semester begins, and synchronous and asynchronous activities online during semester.
Specific attendance/performance requirements*Students must participate in at least 80% of all learning activities, and submit all assessment tasks to be eligible to pass the unit. If you are unable to attend a portion of the on-campus sessions due to illness, a medical certificate will be required. If you miss classes for medical or other reasons, you will be required to attend alternative professional development activities as negotiated with the Unit Coordinator. Even with a medical certificate, you may not be able to complete the unit if you miss more than one-third of the on-campus sessions. In this unit, your active engagement will be monitored in the following way:
1. your access of the instructions for Assessment Task 1 Learning Outcomes Critique, and
2. timely submission of Post 1.1 for Assessment Task 1 Learning Outcomes Critique
If you do not demonstrate evidence of having engaged actively with this unit by completing these two activities by Week 4 of semester, your enrolment may be cancelled or you may be withdrawn from the unit.
Teaching and learning strategiesELT 501 is taught through a blend of on-campus and online teaching. Attendance at sessions is very important. An important aspect of the on-campus classes is to give you the opportunity to meet, and work with, colleagues from different Schools and Faculties.
There are three on-campus days with classes running from 10am until 4pm on those days. A schedule of sessions will be communicated on the first day of the unit.
In addition to the on-campus teaching, learning activities in the course will be supported through a MyLO site. The on-campus days will involve activities that introduce key concepts. A range of learning opportunities
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will be facilitated through MyLO during the semester to deepen your understanding and to support your development of the skills and knowledge that will be assessed.
The activities in MyLO have also been designed to assist you to communicate effectively with the teaching team and your classmates.
Work Health and Safety (WHS)The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University’s Work Health and Safety website and policy.
Communication News and announcements regarding the unit will be posted to MyLO News, and students will be expected to be aware of the content of such posts within 72 hours of them being posted.
Questions about learning activities or assessment can be asked using the relevant discussion board in MyLO. Teaching staff will regularly review discussion boards and you can expect a response to your post within 72 hours.
The discussion tool in MyLO is preferred for communication in ELT501 to ensure equality of access to information for all students.
If you have a question of an individual or personal nature, please contact the relevant staff member via email.
Further information and assistanceIf you are experiencing difficulties with your studies or assignments, have personal or life-planning issues, disability or illness which may affect your course of study, you are advised to raise these with the unit coordinator in the first instance.
There is a range of University-wide support services available to you including Student Learning Support, Student Advisers, Disability Services, and more which can be found on the Student Support and Development page of the University website.
Should you require assistance in accessing the Library, visit their website for more information.
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Continuing professional learningYou have the opportunity in ELT501 to have your practice recognised through the University’s accredited HEA fellowship scheme. As discussed, on successful completion of the assessment tasks and submission of supporting referee statements in ELT501, you will demonstrate practice consistent with Descriptor 1 of the UKPSF, and gain recognition as an Associate Fellow of the HEA.
As outlined in Figure 1, from ELT501, you can progress to completion of the full Grad Cert ULT, which is accredited at Descriptor 2, Fellow of the HEA. Should you wish to pursue Senior Fellowship, you can do so through the University’s Peer Professional Learning Program for UKSF, which is a continuing professional development program, accredited at D3. Figure 1. Course structure of the Graduate Certificate in University Learning and Teaching
For more information about the University’s HEA fellowship programs and their integration with our Grad Cert ULT, please see the Grad Cert ULT Course Handbook available from the homepage for the Grad Cert’s parent course, the Bachelor of Education with Professional Honours (Higher Education).
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D1 Associate
FellowD2 Fellow D3 Senior
Fellow
University of Tasmania programs
Grad Cert ULT
ELT501
D4 Principal Fellow
Peer Professional
Learning Program for
Direct application to the HEA
Unit schedule
WEEK DATE BEGINNING
ACTIVITIES, ASSESSMENT TASKS AND KEY DATES
29/01/18 On-campus classes, Launceston Wednesday 31 January to Friday 2 February
5/02/18
On-campus classes, Hobart Wednesday 7 to Friday 9 February Eligibility assessment for AFHEA due by Friday 9 February, 10pm
12/02/18 Assessment Task 1.1 due by Monday 12 February, 2pm
Orientation 19/02/18 Assessment Task 1.2 due by Monday 19 February, 2pm
1 26/02/18
2 05/03/18 Assessment Task 1.3 due by Monday 5 March, 2pm
3 12/03/18Eight Hours Day 12/03/18Webconference to discuss AT2
4 19/03/18 Census Date Friday 23 March
5 26/03/18 Good Friday 30/03/18
5 Cont’d 02/04/18Easter Monday 02/04/18 Assessment Task 2 Learning Design Part A due by Friday 06/04/18, 2pm
6 09/04/18
7 16/04/18
8 23/04/18 ANZAC Day 25/05/18
9 30/04/18Assessment Task 2 Learning Design Part B due by Monday 30/04/18, 2pm orAssessment Task 2 Learning Design Part B oral presentations scheduled for Week 9 & Week 10
10 07/05/18 Assessment Task 2 Learning Design Part B oral presentations scheduled for Week 9 & Week 10
11 14/05/18
12 21/05/18 Feedback on AT2 returned
13 28/05/18
Study period
04/06/18 Assessment Task 3 due by Monday 04/06/18, 2pm
Examinatio 11/06/18
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ns
Examinations
18/06/18 References for AFHEA candidates due by Monday 18/06/18, 2pm
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APPENDIX A ASSESSMENT RUBRICS
ELT501 Assessment Task 1: Learning Outcomes Critique (15%)Criteria High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)
1. Evaluate your colleagues’ ILOs (Use Biggs and Tang (2011)/ UTAS guidelines to support your evaluation.) (Post 1.2)
You clearly explained how specific features of your colleagues’ ILOs represent good practice as recommended by guidelines and policies, and Biggs and Tang (2011). Where relevant, you provided practical suggestions to bring the ILOs into line with recommended practice.
You explained how your colleagues’ ILOs represent good practice as recommended by guidelines and policies, and Biggs and Tang (2011). Where relevant, you provided practical suggestions to bring the ILOs into line with recommended practice.
You identified good features of your colleagues’ ILOs and made recommendations for change that were consistent with recommended practice.
You identified good features of your colleagues’ ILOs and/or made recommendations for change that were consistent with recommended practice.
The comments you provided to peers did not address or were inconsistent with guidelines, teaching and learning theories and/or Biggs and Tang.
2. Propose ILOs in line with guidelines and principles of teaching and learning (Post 1.3)
Your proposed ILOs were fully consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).
The majority of your proposed ILOs were consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).
Your proposed ILOs were mostly consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).
Your proposed ILOs were partially consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).
Your proposed ILOs deviated significantly from UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011) without justification.
3. Justify your final ILOs (Post 1.3)
You presented a compelling, thorough and succinct justification for the proposed ILOs. Your justification was supported by reference to relevant evidence from Biggs and Tang (2011) and/or UTAS guidelines and policies. You may have used additional sources of evidence.
You thoroughly justified the proposed ILOs. Your justification was supported by reference to relevant evidence from Biggs and Tang (2011) and/or UTAS guidelines and policies.
You justified the majority of the proposed ILOs. Your justification was supported by reference to evidence.
You partially justified the proposed ILOs. You supported some of your justification with reference to evidence.
You provided minimal justification for your proposed ILOs.
ELT501 Assessment Task 2: Learning Activity and Assessment Design (85%)Criterion High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)
1. Description of a learning activity and an assessment task that are demonstrative of good practice
You described a student-centred activity that directly develops students’ skills, knowledge and understandings as described in the ILO(s). The activity is likely to be engaging for students and support a deep approach to learning. The activity is authentic and meaningful to students.
You included a description of appropriate and high-quality resources and technology-use ideal for supporting students’ learning and engagement in the activity.
You described an assessment task that supports student learning and criteria that fairly and validly measure what students know, understand or can do, as described in the ILO(s).
You described how students will receive meaningful feedback on their progress towards achieving the ILO(s).
You described a student-centred activity that develops students’ skills, knowledge and understandings as described in the ILO(s). Students are likely to understand why the task is relevant to their learning in and beyond the unit.
You included a description of appropriate and high-quality resources and technology-use to support students’ learning and engagement in the activity.
You described an assessment task that supports student learning and criteria that fairly and validly measure what students know, understand or can do, as described in the ILO.
You described how students will receive feedback on their learning.
You described a learning activity that supports development of the skills, knowledge and/or understandings in the ILO(s). You described an assessment task that validly measures elements of the ILO(s).
The activity and assessment were described in a way that students can understand their purpose.
You included a description of appropriate resources and technology-use to support students’ learning in the activity.
You described a learning activity that supports development of the skills, knowledge and/or understandings in the ILO(s). You described an assessment task that measures elements of the ILO(s).
The activity and assessment do not contravene UTAS rules and policies.
Students will be able to understand the purpose of the activity and how to complete the assessment task.
You described a learning or teaching activity. You described an assessment task and/or your proposals are inconsistent with UTAS rules, policies, and/or guidelines.
2. Explanation of how the learning activity and the assessment task ensures the unit is constructively aligned.
You have clearly explained how what you have asked the students to do will develop their skills, knowledge and/or understandings in a way that enables them to progress towards attaining the ILO(s) and how the assessment task enables you to be confident that a student who passes it knows, understands or can do what is described in the ILO(s).
You have explained how the activity develops students’ skills, knowledge and/or understandings in a way that enables them to progress towards attaining the ILO(s) and how the assessment enables you to measure whether a student who passes it knows, understands or can do what is described in the ILO(s).
You explained how the learning activity develops students’ skills, knowledge and/or understandings as described in the ILO(s), and how the assessment task measures the ILO(s).
You provided an explanation for how the learning activity develops the skills, knowledge and/or understandings described in the ILO(s), and how the assessment task provides a measure of the ILO(s).
You mentioned alignment in a general sense.
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Criterion High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)
3. Use of evidence, including reflection on practice and literature, to justify your arguments
You used evidence to thoroughly justify and support all of your claims.
Your evidence took a range of forms, including:
insightful reflection on your practice,
peer and/or student feedback, both formal and informal,
a variety of the literature in the area , including: general, assessment-focussed and discipline-specific teaching and learning literature,
UTAS policies, guidelines and/or rules. You clearly explained how your assessment practice enacts UTAS rules, policies, and/or guidelines.
Your explanation was succinct and compelling.
You used evidence to justify your claims that the activity and the assessment are demonstrative of good practice and are appropriate for your unit.
Your evidence took a range of forms, including:
thoughtful reflection on your practice,
a variety of the literature in the area , including: general, assessment- or learning activity-focussed and discipline-specific Higher Education literature,
UTAS policies, guidelines and/or rules. You explained how your assessment practice enacts UTAS rules, policies, and/or guidelines.
You used evidence to justify that the activity and the assessment are demonstrative of good practice and are appropriate for your unit.
Your evidence included:
reflection on your practice,
a range of Higher Education literature including discipline-specific
You discussed relevant UTAS rules, policies, and/or guidelines.
You used evidence to justify that the activity and the assessment are demonstrative of good practice.
Your evidence included:
reflection on your practice,
a range of Higher Education literature (in addition to Biggs and Tang, 2011 & provided readings).
You relied heavily on a few sources of literature.
You cited a limited range of evidence.
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The approximate weightings for each criterion is:
Criterion 1 30%Criterion 2 20%Criterion 3 50%
Your grade for Assessment Task 2 is determined according to the following guidelines:
HD – HD on criteria 1 and 3, not less than a DN on criterion 2. DN - DN on criteria 1 and 3, not less than a CR on criterion 2.CR - CR on criteria 1 and 3, not less than a PP on criterion 2.PP – PP on criteria 1, 2, and 3NN – NN on any of the criteria 1, 2, or 3.
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Assessment task 3: Teaching philosophy (20%)Criterion High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)
1. Identify your core beliefs about teaching and learning (10%).
You described in detail a number of key beliefs that contribute to the foundations of your teaching practices.
You described a number of key beliefs that contribute to the foundations of your teaching practices.
You described a number of beliefs that contribute to the foundations of your teaching practices.
You identified at least two beliefs that contribute to your teaching practices.
You did not identify a core belief that contributes to your teaching practice.
2. Reflect on your personal beliefs about teaching and learning, within the wider context of higher education (50%).
You critically analysed, with reference to multiple evidence types, the evolution of these beliefs. You clearly explained how your beliefs reflect a deep understanding of how students learn.
You discussed with honesty and open-mindedness the reasons why you have become a teacher.
You insightfully considered how the wider context within which higher education operates shapes and impacts your beliefs.
You critically analysed, with reference to multiple evidence types, the evolution of these beliefs. You explained how your beliefs reflect your understanding of how students learn.
You discussed with open-mindedness the reasons why you have become a teacher.
You considered how the wider context within which higher education operates impacts your beliefs.
You analysed, with reference to a couple of evidence types, the evolution of these beliefs.
You reflected on your understanding of how students learn.
You discussed the reasons why you have become a teacher.
You placed your beliefs into the wider context within which higher education operates.
You stated the contributing factors to the development of these beliefs.
You mentioned your understanding of how students learn.
You mentioned the reasons why you have become a teacher.
You placed your beliefs into the wider context within which higher education operates.
You made very little to no mention of the contributing factors to the development of your beliefs about learning and teaching.
3. Analyse how you apply your teaching beliefs in practice (40%).
You comprehensively analysed and explained how you put your teaching beliefs into practices by providing appropriate examples of what you do or anticipate doing in your teaching.
You analysed and explained how you put your teaching beliefs into practices by providing appropriate examples of what you do or anticipate doing in your teaching.
You analysed and explained how you put your teaching beliefs into practices by providing at least one example of what you do or anticipate doing in your teaching.
You explained how you put your teaching beliefs into practice.
You superficially mentioned how you put your teaching beliefs into practice.
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