This module will be delivered through:
1. A series of workshops, for example starting with a full day introduction followed by 11x3 hour structured weekly workshops. The workshops will include a variety of teaching and learning methods, such as presentations by experienced practitioners, large and small group discussions, case studies and task-centred investigations. There will be a strong emphasis on activity focused learning and participation.
2. Independent study through which participants will be expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles, undertaking work based self assessments and engaging in independent evaluative research to understand a specific contemporary issue in own area.

The assessment will comprise two elements, outlined below:

1) Reflection - 2000 words.
Reflection on the use of technology supported learning in own teaching context, including skills self assessment, evaluation of the potential application of selected tools, and an action plan to move own practice forward.
(Learning outcomes 2, 4 and 5) - teaching block two
50% weighting

2) A poster (maximum 1500 words) and presentation (maximum 12 minutes)
The poster presentation will be based on an evaluative project you have conducted on one or more of the key topics from the module within the context of your own subject area.
50% weighting

The elements above will demonstrate alignment to the dimensions of the UK Professional Standards framework, in particular:
A4 Develop effective learning environments and approaches to student support and guidance
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

(Learning outcomes 1, 2, 3 and 4) - final assessment - to be handed in during teaching block 1 of the following academic year.

(Details of the specific contents of the assessment are provided in the module handbook.)

University library for a range of learning and teaching texts and journals, including Rebus reading list.
Internet access enabling access to relevant websites.
Access to PebblePad.

Because this module focuses on contemporary issues in HE, websites and recent reports will be useful and up-to-date sources of information. The following may also be useful for reference:

Bell, L., Stevenson, H. and Neary, M. (2009). The Future of Higher Education. London: Continuum International Publishing Group.

Beetham, H. and Sharpe, R. (2007). Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning Oxon: Routledge.

Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University, Buckingham: SRHE and OU
Press

Richardson, W.H. (2010). Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms Third Edition London: Sage.

Salmon G (2006). E-tivities ¿ The Key to Active Online Learning 2006, Oxon: RoutledgeFalmer.

Salmon, G. and Edirisingha, P. (2008). Podcasting for Learning in Universities
Berkshire: Open University Press
Tsang, P. (2006). Enhancing Learning Through Technology. River Edge, NJ, USA: World Scientific.

There are a number of educational journals which are a valuable contemporary resource during this module. Of particular relevance are:
Higher Education
Innovations in Education and Teaching International
Active Learning in Higher Education
Assessment and Evaluation in Higher Education
Studies in Higher Education
Journal of Vocational Education and Training

You will normally be engaged in teaching at higher / professional level for at least ten hours per month as well as having a role in assessment.

The module content is dynamic, but will typically include topics such as:

- The evolving context of teaching and learning in Higher and Professional Education
- Contemporary learners and evolving learning practices in the 21st century
- Effective use of technology in the contemporary context of Higher and Professional Education
- Policy and practice: the guiding principles of contemporary HE