Unit rationale, description and aim
In higher education, it is important that academics and learning and teaching (L&T) professionals (such as Academic Skills Advisers, Librarians, Placement supervisors etc.) continuously reflect on their practice to improve the student experience. To do so, these tertiary educators need to combine an advanced knowledge of learning and teaching concepts and theories with skills of critical reflection and draw on the scholarship of learning and teaching in higher education to evidence their practice. This microcredential aims at students’ teaching or L&T professional practice through the consideration and application of scholarly theories and concepts, and the needs and circumstances of higher education students. Other considerations also include the institution’s Mission and its teaching and learning policies, teaching standards frameworks, and other governance requirements in the higher education sector.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Apply strategies of reflection and learning and te...
Learning Outcome 01
Develop engaging learning and teaching experiences...
Learning Outcome 02
Content
Topics will include:
- theoretical and ethical perspectives on adult learning and teaching in higher education
- the diverse needs of adult learners
- different conceptions of knowledge (including Indigenous Knowings and internationalisation)
- aligning adult learning activities, learning outcomes, and assessment
- preparing students for work and life
- reflecting on and reviewing practice: for example, online learning, peer observation and review of teaching, team teaching, problem-based and inquiry-based learning, universal design of learning, supporting learning and teaching, mentoring, or supervising.
- working with university policies and procedures and strategic priorities for learning and teaching
- applying the scholarship of learning and teaching
Assessment strategy and rationale
The assessment strategy in this microcredential consists of one formative assessment task and one summative assessment task. The tasks provide a developmental sequence that supports the microcredential rationale and description and ensures it assesses the stated learning outcomes.
The first assessment task provides an initial learning opportunity and assists to embed declarative knowledge by explaining a students’ practice by drawing on and applying learning and teaching theories and concepts and the UK Professional Standards Framework (PSF). This task assesses learning outcome number 1.
The summative assessment extends the thinking from the formative task by considering how to change and/or improve the practice(s) outlined in the formative task. This task allows students to apply their understanding of the interrelationships between learning and teaching theories and concepts related to their practice(s). This task relates mostly to the achievement of learning outcome number 2, but builds on learning outcome 1, and assesses both.
This microcredential is graded. To pass, students are required to demonstrate a passing standard (or better) for the summative assessment task.
Overview of assessments
Assessment Task 1: Formative assessment &nbs...
Assessment Task 1: Formative assessment
Students apply strategies from scholarly learning and teaching theories and concepts to their teaching or learning and teaching professional practice.
For feedback
Assessment Task 2: Summative assessment &nbs...
Assessment Task 2: Summative assessment
Extends the formative task by requiring students to design and implement an effective learning and teaching activity or activities.
100%
Learning and teaching strategy and rationale
The intended audience for this microcredential is higher education academics and learning and teaching (L&T) professionals (such as Academic Skills Advisors, Librarians, Placement Supervisors etc.) whose geographical location is widespread, all of whom are qualified with at least one higher education degree. These academics and professionals have expertise that collectively spans the full range of disciplines taught by a university. This microcredential respects the range of experience in this cohort and respond in a manner that assists reflection upon teaching or upon L&T professional practice, informed by teaching foundations, the needs and circumstances of their students, institutional mission and policies, and other governance requirements in the higher education sector.
This microcredential is delivered asynchronously, capitalising on the maturity and capability of the students, providing equitable access to a full provision of learning experiences within which a community of scholars can be developed. It is structured as a progressive, constructive, developmental sequence that supports learning in a scaffolded learning trajectory. It is structured as a progressive, constructive, developmental narrative that supports learning through a scaffolded learning trajectory.