PG Cert AP: Day 6

The final day of the first semester was a little unusual. The morning was given over to a review of the assignments for this module which are to complete the UKPSF form, critique a learning session, analyse a learning theory, and write a report on the experience of peer observation, comparing the experience of being the observer and the observee. Drafts are due at the end of semester 2, with final versions by September. All well and good, and all covered in the module guide. This session didn’t add anything, and yet we did literally spend the entire morning debating it. Strange things happen when you have academics as students.

The afternoon session was more useful. First there was a short presentation on evaluation in general, why and how to do it, followed by an introduction to nominal group technique. A definition of evaluation was given as ‘assessing the process and practice of a prior learning strategy or event by feedback and trying to make objective summaries of an often subjective interpretation.’ This was followed by a discussion on the different types of evaluation – student, staff, data, and self – and the difference between quality assurance, which is backwards looking and tends to be about accountability, and quality enhancement, which is about how to improve and develop your programme or module.

With quality enhancement in mind, nominal group technique was then introduced followed by actually using it to evaluate this first semester. As a group, and with the programme leader absent, we drew up two lists of ten to twelve points of things that are going well, and things which we think need to be improved. These were written on a board in no particular order, then individually we had ten votes, or points, with which to rank what we thought were the most important points. So for example, if you thought that ‘over-assessment’ and ‘use of VLE’ were the two most important things that needed to be improved upon, then you could give each one five votes. The programme leader was then invited back in and the votes were added up to show what we collectively ranked as the most important things for improvement, and what we felt was going well. The outcome of this evaluation will be actively used in the development of the programme for the second semester.

PG Cert AP: Day 1

The first full session of the course introduced us to the UK Professional Standards Framework, or UKPSF, not to be confused with the UK Paintball Sports Federation. This framework is published by the HEA and defines 15 criteria in three sections – Activity, Core Knowledge and Professional Values, against which professional practice can be mapped. To gain Fellowship of the HEA you have to demonstrate ‘a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning’ across all of the criteria.

Guidance given to complete the Fellowship application was to provide two examples, backed with evidence, for each of the 15 criteria. So 30 points in total, and for each one you need to answer the questions: ‘What do I do?’, ‘Why do I do it?’, and ‘What impact does it have?’ Helpfully, the mere act of being on this course demonstrates that you have met A5 on engaging in relevant CPD. One down, 29 to go.

In the afternoon we started to discuss how to design courses, and the QAA Quality Code was cited as the starting point if you ever have the problem of having to start from scratch. This was followed by a discussion on how to write good, relevant learning outcomes and how to design the course so that students are guided towards meeting those outcomes. This discussion will be picked up again at the next session.