Gain ethical approval for the small-scale practitioner led research project

While studying on this module, participants will normally be engaged in teaching at higher / professional level for an average of at least ten hours per month as well as having a role in assessment.

Participants opting for the apprenticeship will have to meet the additional requirements as specified in the apprenticeship handbook and programme specification.

1 Critically evaluate application of established techniques of analysis and enquiry as they conduct a small-scale research project related to the line of enquiry
Application
Analysis

2 Articulately present findings from the line of enquiry
Communication

3 Reflect on the process of conducting research and demonstrate an awareness of the uncertainty, ambiguity and limits of knowledge
Reflection

4 Justify proposed developments to own practice
Problem Solving
Enquiry

Coursework – Written report (5,000 words) weighted at 100%, meets all LOs.

Using appropriate academic literature, identify and justify a Technology Enhanced Learning approach which is new to your personal professional practice. Following ethical approval, implement a trial of this intervention within your practice.

Write a critically informed report on this intervention, which evaluates its effectiveness within your practice.

As well as completing your research you will develop awareness of how research can be publicised. This will help you to take steps to disseminate your own findings amongst colleagues and the broader higher education environment.

During the Research Project module, you will develop your ability to:

(i) Enhance your teaching practice through education technology
(ii) Engage in small scale practitioner led research using appropriate education-based methodology
(iii) Publicise the findings of your work
(iv) Consider how your work could be further developed for future research and publication.

As well as classroom based and online learning, you will take part in informal presentations of education technology to small groups of your peers. You will be observed using education technology by a colleague. Additionally, you will present your research for informal peer review and also give constructive feedback on their findings in a mutually supportive environment. You will consider how your research findings will benefit your professional development, your students’ learning as well as your department/organisation as a whole.

This module will be delivered through:

1. Guidance on portfolio building.
2. Interactive content delivery sessions
3. Online learning weeks
4. Show and ‘TEL’ small group education technology presentations
5. Informal peer review of research project findings
6. Assignment workshops
7. Academic tutorial sessions
8. Flipped learning – engagement in key pre-session tasks

Additionally, as a part time course there is an expectation of considerable independent study. Participants are expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles and undertaking follow-up tasks and work based self-assessments.

Ashwin, P. (2015) Reflective Teaching in Higher Education.

Becker, L. and Denicolo, P. (2018) Teaching in Higher Education. London: Sage.

Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University (3rd edition). Buckingham: SRHE.

Cleaver, E. et al. (2014) Teaching and Learning in Higher Education. London: Sage.

Day, T. (2018) Success in Academic Writing 2nd Edn. London: Palgrave.

Fry, H. (2014) A Handbook for Teaching and Learning in Higher Education. (4th Edn.). London: Routledge.

Lea, J. (2015) Enhancing Learning and Teaching in Higher Education: Engaging with The Dimensions of Practice. Maidenhead: OUP.

Morss, K. and Murray, R. (2018) Teaching at University - A Guide for Postgraduates and Researchers. London: Sage.

Race, P. (2014). The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and Teaching. 4th Edn. Abingdon: Routledge Falmer.

Race, P. and Pickford, R. (2018) Making Teaching Work. Sage: London.

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

University library for a range of learning and teaching texts and journals, including the online reading list for each module:
https://staffs.rebuslist.com/#/list/1775

PGCHPE resources are updated on a weekly basis, with the latest sector reports being linked on a bespoke Padlet site:

https://padlet.com/d_n_hindmarch1/PGCHPE

Regularly updated Blackboard site with online portfolio template.