The Reflective Educator

MEDN60341 The Reflective Educator 20 Semester 1 Postgraduate Taught Level 7 Fiona Kevan Unit coordinator Bipasha Choudhury Unit coordinator Dianne Burns Unit coordinator Patricia Cartney Unit coordinator School of Medical Sciences 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 10.0 <div> Participants will be introduced to current theoretical frameworks which are used to underpin effective practice in teaching, learning, assessment and evaluation. They will critically appraise a range of teaching and learning processes that can be used to create an environment conducive to learning, recognising that their own practice should be informed by broader higher education principles as well as developments in your discipline area. Critically exploring current principles and practices related to session design, delivery and evaluation, they will be encouraged to reflect upon the knowledge and skills needed to enable them to contribute effectively to teaching and learning in a variety of settings. In the context of considering their own values base in relation to teaching and learning, they are also expected to consider the importance of equality and diversity for effective teaching, and the effective evaluation of learning.</div>  Participants will be introduced to current theoretical frameworks which are used to underpin effective practice in teaching, learning, assessment and evaluation. They will critically appraise a range of teaching and learning processes that can be used to create an environment conducive to learning, recognising that their own practice should be informed by broader higher education principles as well as developments in your discipline area. Critically exploring current principles and practices related to session design, delivery and evaluation, they will be encouraged to reflect upon the knowledge and skills needed to enable them to contribute effectively to teaching and learning in a variety of settings. In the context of considering their own values base in relation to teaching and learning, they are also expected to consider the importance of equality and diversity for effective teaching, and the effective evaluation of learning. <div> The unit aims to: <ul> <li> Enable participants to examine the underpinning theories and principles involved in developing educational learning opportunities, educational curricula and/or educational learning tools.</li> <li> Introduce participants to theoretical frameworks underpinning effective HE practice in teaching, learning, assessment and evaluation, encouraging them to critically reflect on developments in their own discipline area.</li> <li> Empower participants to analyse their own role as teachers and assessors of students; by developing innovative approaches to developing educational learning opportunities, educational curricula and/or educational learning tools.</li> </ul></div>  Participants will be able to:<ul> <li> Critically evaluate a variety of adult learning theories in order to create and sustain effective learning environments in a variety of settings</li> <li> Demonstrate a critical understanding of the reflective process and the extent to which this impacts upon the personal and academic development of self and others as educators</li> <li> Demonstrate a critical understanding of the broader social context in which adult learning takes place and the centrality of valuing diversity and equality in teaching, recognising the potential impact of these factors on learners and healthcare</li> <li> Consider their own identity as educators as they embark upon the reflective process to improve their own teaching practice</li> <li> Critically appraise approaches to teaching and learning as witnessed within their own professional context</li> <li> Critically reflect on the learning opportunities available to their learners and begin to critique with reference to the teaching and learning literature</li> <li> Contribute to an inter-disciplinary community of teaching practice to facilitate the exchange of educational ideas</li> <li> Develop effective, facilitative communication and relationships as educators in order to support learners to reach their full potential</li></ul> <ul style="color: rgb(60, 60, 60); font-family: Arial, sans-serif;"> <li> Critically evaluate a variety of adult learning theories in order to create and sustain effective learning environments in a variety of settings</li> <li> Demonstrate a critical understanding of the reflective process and the extent to which this impacts upon the personal and academic development of self and others as educators</li> <li> Demonstrate a critical understanding of the broader social context in which adult learning takes place and the centrality of valuing diversity and equality in teaching, recognising the potential impact of these factors on learners and healthcare</li></ul> <ul style="color: rgb(60, 60, 60); font-family: Arial, sans-serif;"> <li> Consider their own identity as educators as they embark upon the reflective process to improve their own teaching practice</li> <li> Critically appraise approaches to teaching and learning as witnessed within their own professional context</li> <li> Critically reflect on the learning opportunities available to their learners and begin to critique with reference to the teaching and learning literature</li></ul> <ul> <li> Contribute to an inter-disciplinary community of teaching practice to facilitate the exchange of educational ideas</li></ul> <ul> <li> Develop effective, facilitative communication and relationships as educators in order to support learners to reach their full potential</li></ul> <div> Learning and teaching processes utilise an online modality aligned to intended learning outcomes accompanied by online-guided reading.The on-line materials will deliver theory and core principles as well as promote reflective learning practice.To support independent study, learning materials including recommended reading will be provided on the unit’s online Blackboard learning environment.</div>  2 Written assignment (inc essay) 25% 5 Portfolio 25% 7 Oral assessment/presentation 25% 8 Practical skills assessment 25% Formative assessment and feedback will be offered via discussion board activities and timetabled webinars.Summative assessment and feedback will be provided in line with University regulations of 15 working days. PGCert MHE (UMW) PGCert MHE (UMW) Sept PGDT Taught Component Mandatory PGCert MHE (UMW) PGCert MHE (UMW) Nov PGDT Taught Component Mandatory PGCert MHE (UMW) PGCert MHE (UMW) Feb PGDT Taught Component Mandatory PGCert MHE (UMW) CPD MHE (UMW) Sept PGDT Taught Component Optional PGCert MHE (UMW) CPD MHE (UMW) Nov PGDT Taught Component Optional PGCert MHE (UMW) CPD MHE (UMW) Feb PGDT Taught Component Optional N Biggs J & Tang C. (2011). Teaching for Quality Learning at University. Berkshire: Open University PressBradshaw M & Lowenstein A (2011) Innovative Teaching Strategies in Nursing and Related Health Professions. London: Jones & Bartlett Publishers International.Knowles M Holton E & Swanson R (2005). The Adult Learner. 6th edition. London: ElsevierKolb D A. (1984). Experiential Learning. Experience as the Source of Learning and Development. New Jersey: Prentice HallSchon DA. (1983). The Reflective Practitioner: How professionals think in action. New York: Basic Boo Inc New York.Tate S & Sill M. (2004) The Development of Critical Reflection in the Health Professions. London: Higher Education Academy Health Sciences and Practice Subject Centre  Lectures 80 Seminars 30 Tutorials 10 0 80