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COURSE OVERVIEW

  • Translate new ideas and theories into practical teaching methods and strategies
  • Use creative techniques and evaluate them in practice
  • Participate in our collaborative, workshop-style course

Learning and Teaching in Higher Education at Winchester equips you to develop as a motivational and inspirational teacher who is well equipped to understand the needs of the learners you work with. We specialise in evidenced-based pedagogy and student engagement, alongside the belief that effective practice with assessment and feedback should be at the heart of education.

You do not need to be in a teaching role to take this course. It is suitable for existing lecturers and a diversity of academic role profiles including aspiring lecturers as well as industry specialists who wish to develop a portfolio in teaching.

The modules are designed to offer you the opportunity to experience new pedagogies and technologies. They include Engaging Students in Learning, Curriculum Design in Higher Education: Theory and Practice, Technology Enhanced Learning, and Practitioner Research. There is also a final dissertation project.

The programme is delivered via a range of group settings allowing you to capitalise on your current and/or prior experience within higher education, and to learn from the group. The importance of evidence-based practice is acknowledged, but not at the expense of creativity and innovation. Throughout the programme, you are encouraged to relate your learning and experiences back to your role as an educator to enhance the quality of your interactions with the students you work with.

The programme is built on the University’s foundations of research excellence in learning and teaching. Our aim is to prepare you and help you to further develop your knowledge and skills as you pursue a successful career in the higher education sector.

Accreditation

Higher Education Academy (HEA) Associate Fellow or HEA Fellow Recognition

Careers

The programme aims to prepare and further develop individuals striving for a successful career in the higher education sector.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Learning and Teaching

Teaching takes place: Wednesday afternoons

The modules are designed to offer individuals the opportunity to experience new pedagogies and technologies. The programme is delivered via a range of group settings allowing students to capitalise on their current and/or prior experience within higher education, and to learn from the group.

The importance of evidence-based practice is acknowledged, but not at the expense of creativity and innovation. Throughout the programme, students are encouraged to relate their learning and experiences back to their roles as educators to enhance the quality of their interactions with the students they work with.

Location

King Alfred or West Downs, University of Winchester

Assessment

The programme structure allows for innovative assessment practices to be adopted and our inclusive assessment strategy deploys a variety of methods for assessment including portfolios, blogging, conferences, e-portfolios and reflective essays. Timely, relevant and helpful feedback is paramount to our assessment practice and aims to foster motivation and develop the individual's capacity for self-assessment.

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.

ENTRY REQUIREMENTS

2018 Entry: Normally a first or second-class Honours degree in a related subject or professional experience. Successfully applicants would expect to be working in a Higher Education environment. The programme is suitable for aspiring teachers. Exemption from some modules may be granted for appropriate prior learning including credits gained on a PGCE course. For example, if you have 60 M-level credits from your PGCE (or similar level 7 credits) in the last five years, you may be eligible to complete two years of the degree, rather than three.

If English is not your first language:

IELTS 6.5 (including 6.5 in academic writing) or equivalent

Course Enquiries and Applications

Telephone: +44 (0) 1962 827234

Send us a message

International Students

If you are living outside of the UK or Europe, you can find out more about how to join this course by emailing our International Recruitment Team at International@winchester.ac.uk or calling +44 (0)1962 827023

Applications need to be submitted before the 31 May 2018. Late applications can be accepted throughout the remainder of the application year, for more information see our How to Apply section.

Visit us

Explore our campus and find out more about studying at Winchester by coming to one of our Open Evenings.

Year 1: Level 7

Modules Credits

Dissertation 30

This module aims to provide students with the opportunity to undertake an in-depth and independent empirical study in a topic of interest related to pedagogic practice in Higher Education. Students will demonstrate originality in the development and application of knowledge and research skills (gained in other modules). A research proposal will initially be produced that will outline the chosen research process, building on proposal formulation undertaken in the Practitioner Research ‘gateway’ module. No research will be permitted without ethics approval. Students will be required to resolve complex conceptual, methodological and practical problems that are often encountered by researchers. Completion of a dissertation will demonstrate students’ comprehensive understanding of all stages in the research process, an ability to deal with complex issues creatively and systematically, and how to communicate information in a clear and appropriate fashion (e.g. in a format akin to a research/journal article). The module will also prepare students to undertake future research through the practical experience that they have gained under the supervision of a member of academic staff.

Practitioner Research 30

This module will enable educators to consolidate their understanding of the nature of professional research, including ontology and epistemology; methodology and ethics. It will develop and extend students' awareness of and capability in a range of research methods and ethical issues associated with them. The focus will be on the educators' own professional practice, and will provide them with a review of relevant literature to facilitate their understanding and their capacity to conduct enquiries into their practice. A major focus will be on the understanding of data.

Technology Enhanced Learning 30

Digital technologies are essential to successful studies and fostering graduate employability skills. In this module students will deal with the complex pedagogical issues surrounding technology mediated student learning. The literature, workshops and seminar discussions will focus on critically locating the use of educational technologies, within a theoretical context and exploring the impact of digital enhancements in the curriculum. There are many opportunities for technology to support learning, each presenting their own challenges and pedagogical considerations. During the course of the module each student will identify a pedagogic challenge that may have arisen from student feedback and investigate how technology may be used to enhance practice in a targeted way. A key aim is to prepare students for supporting learners in a digital age, developing skill sets, which go beyond finding and evaluating information. Importantly, the module line of enquiry will focus on understanding the learning experiences of the ‘net generation’ in which technology choices are an aspect of lifestyle and identity. The assessment artefact is an online portfolio evaluating the educational worth and best practice of the chosen intervention with technology. Students will present their findings via the creation of an online, media rich asset that may include text, screen capture, interviews and reflective blogs in written or video format.
Workshops on using software tools for education will provide students will the digital literacy skills necessary to construct the digital portfolio for assessment. Should the project be successful it would be an initiative, which could be explored further for the dissertation focus.

Curriculum Design in Higher Education: Theory and Practice 30

This module will enable candidates to consolidate their understanding of curriculum design, in relation to theories of student learning and assessment and feedback. It will develop the students’ awareness of theories of adult learning; assessment and feedback; and curriculum development within the context of dominant educational paradigms. Students will be enabled to evaluate how well theories of learning are articulated in the ‘planned curriculum’, and to develop programmes of study that articulate best practice. The focus of the module will be on students’ own professional practice and disciplinary backgrounds, in relation to current evidence and practice in higher education. The module content will enable them to critically review relevant literature, evidence and higher education practice, facilitating their understanding and capacity to construct curricula that are aligned with the latest research and educational principles about student learning.

Engaging Students in Learning 30

The module offers colleagues the opportunity to explore and critically examine contemporary theories of student learning, motivation and engagement with a view to reflecting on and applying these in their own professional practice. The module will be responsive to the experiences and identified needs of colleagues, using these as the basis for critical reflection, and exploring paradigms and practices which support student learning. As a result of the responsive approach to candidates’ professional practice and experience, the areas of enquiry covered on the module may change from year to year in response to need and the changing context. The lens through which these different areas will be explored will remain constant: theories and practices around student learning, motivation and engagement, and the UK Professional Standards Framework which underpins good practice. Areas that could be examined may include; Inclusive Learning Environments, Assessment and Feedback, Reflective Practice, Problem Based Learning; Technology Enhanced Learning. The module will enable participants to develop critical awareness of the many factors that influence the introduction of electronic or resource-based learning.

Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.

Course Tuition Fees

UK/EU/Channel Islands and Isle of Man

Full-time entry | £5,500
Part-time entry | £2,750 p/a

Total Cost | £5,500

International Students

Full-time entry | £12,950
Part-time entry | £6,475 p/a

Total Cost | £12,950

ADDITIONAL COSTS

As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.

Course Specific Bursaries/Scholarships

We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards.

 

Key course details

Duration
Part-time only: 3 years
Typical offer
Normally a first or second-class Honours degree in a related subject or professional experience.
Location
King Alfred Campus or at West Downs, Winchester