1. Critically analyse theories, principles and applications of formal and informal assessment in own subject area.

2. Evaluate and critically analyse the theories and principles of learning and teaching to create an inclusive learning environment in an international context

3. Demonstrate a comprehensive understanding how technology can enhance teaching and learning in own and wider educational contexts.

4. Explore and critically analyse how education is provided in local, national and global contexts and reflect on how these apply to your own subject context and practice.

A written assignment that critically analyses, evaluates and links theories of inclusive teaching, learning and assessment to own subject area and current and future practice in an international context. (2,500 words) (LO 1-4). 100% weighting

This module aims to provide learners with an in depth understanding of theories and principles relating to inclusive teaching, learning and assessment in local, national and global contexts and will include:

- Researching a range of key teaching and learning theories.
- Identifying how key theories inform the learning and assessment process.
- Researching the wider context in which higher education operates.
- Evaluating the application of Technology Enhanced Learning to current and future practice in a global context.
- Understanding and analysing how to apply and evaluate aspects of these theories to own planning, preparation and teaching in own context.

You will cover areas of Descriptor 2 (D2) of the¿UK Professional Standards Framework (UKPSF)¿for teaching and supporting learning in higher education.

This module aims to provide learners with an in depth understanding of theories and principles relating to inclusive teaching, learning and assessment in local, national and global contexts.

Formative assessment for learning will run throughout the module, including self and peer assessment which is an important aspect of the approach to learning on this course.

You will acquire knowledge and understanding through a variety of activities including: individual and group tutorials, online synchronous and asynchronous sessions, discursive seminars, independent and directed learning and workshops in order to facilitate informed critical reflection.

You are expected to assume ownership of your learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation. Through independent study and extension activities, you will be able to determine specific areas of own interest for a more in-depth exploration of your own subject specialism. You will be expected to undertake wide reading outside of the sessions to facilitate a flipped learning approach.

The combination of teaching and learning approaches will help you to develop a deeper understanding of the teacher role and responsibilities and the emphasis on reflecting and developing practice will enhance your professional development.

The delivery allows for a variety of teaching approaches and formative, assessment for learning, strategies to be applied. The main strategies to be used will be short lectures, experiential activities, forum discussions, presentations, critical analysis of journal publications, peer-to-peer teaching and peer learning. There will also be opportunities for synchronous and asynchronous teaching and learning using a VLE. Students are expected to assume ownership of their learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation.

Hindmarch, D., Machin, L., Murray, S., Richardson, T & Walmsley-Smith, H. (2020) A Concise Guide to Lecturing in HE. St Albans: Critical Publishing [available online through Staffordshire University Library]

Machin L., Richardson T., & Ryan M. (2020), Delivery of a western-centric initial teacher education award in a Chinese-centric context. What constitutes good practice? Journal of Education for Teaching International research and pedagogy [available online through Staffordshire University Library]

Machin, L., Hindmarch, D., Murray, S., Richardson, 2020) 3rd Edn., A Complete Guide to the Level 5, Diploma in Education and Training. St Albans: Critical Publishing [available online through Staffordshire University Library]

RACE, P. (2020) The Lecturer’s Toolkit: a practical guide to learning teaching and assessment (5th Edition) London: Kogan Page [available online through Staffordshire University Library]

Pang, N. S. K. (2011) Educational governance and management in Sinic societies, in Zhao, Y. (ed.) Handbook of Asian education: A cultural perspective. New York, USA: Routledge, pp. 7–29.

Wallace, M. and Wray, A. (2016)¿Critical reading and writing for¿postgraduates.¿(3rd¿Edn.).¿ London: Sage.¿


Advance HE:
https://www.advance-he.ac.uk/

Staffordshire University Academic and Study Skills Portal:
https://libguides.staffs.ac.uk/study-skills

Staffordshire University Harvard Referencing Guide:
https://libguides.staffs.ac.uk/refzone/harvard


Journals

There are a number of educational journals which are a valuable contemporary resource during this module. Of particular relevance are:

Centre for the study of Education in an International Context (CEIC)
Journal of Research in International Education
Innovations in Education and Teaching International
Assessment and Evaluation in Higher Education
Studies in Higher Education
Journal of Vocational Education and Training
Innovations in Education and Teaching International (IETI)

University Library
Teams
Zoom
WeChat
IT facilities
CDUT VLE
(Flying Faculty)