Teaching & Learning Module
Assignment guide
Assignment briefing and mapping to Learning Outcomes (LO) and taught sessions
The student will demonstrate, critical analysis and reflective skills by producing a 6000-word portfolio. The completed document will provide evidence that the student has met ALL of the learning outcomes.
The following guidance is designed to aid with your assignment planning but is not exhaustive, you are able to include any information that will enhance the overall document and improve your learning.
The portfolio will comprise of 5 sections
| Section 1 | You as a teacher and facilitator of learning – reflective account |
| LO1 | Evaluation and application of contemporary issues and models of teaching and learning in the healthcare setting using a critical reflective approach of their own practice. |
| Session 1 | Learning & teaching 1: How adults learn – key theory, perspectives, relevance to your role as a teacher. Scope and range of roles in learning and teaching – what knowledge and skills required |
| Session 2 | Learning & teaching 2: Educational theory and links to practice |
| Session 3 | Development and learning 1: Teaching and learning styles |
| Overview | This section is a reflection of you as a teacher in your working environment. By using a critical reflective approach, you will be able to demonstrate how you apply and evaluate teaching and learning theory to improve the students educational experience. |
| Suggested evidence | Evidence of teaching packages, lesson plans, learning style approaches that you may have used may enhance your reflective account. |
| Section 2 | Patient education, patient and carer participation and involvement in teaching, learning and assessment. |
| LO2 | Evaluation of the impact of patient/carer education, involvement and engagement models on professional practice and education of healthcare staff. |
| Session 7 | Contemporary issues in education 2: Patient education, Patient involvement and engagement |
| Overview | This section explores in depth the impact of including the patient and carers in healthcare education using current literature to argue the advantages and disadvantages. Reflection of your own experiences may also be used. |
| Suggested evidence | A reflective account of your own experiences, involving patients and carers, Teaching resources, patient feedback sheets etc |
| Section 3 | Innovation and contemporary practice & development in teaching and learning (technology, simulation, games, experiential learning, distance, communities of practice, problem-based learning etc.) |
| LO3 | Selection and appropriate use of technology and innovation within education and learning, whilst critically evaluating their effectiveness. |
| Session 6 | Contemporary issues in education 1: Technology, innovation, interactive approaches (games, simulation, experiential learning) |
| Session 8 | Contemporary issues in education 3: Inter professional education and learning, Communities of Practice |
| Overview | You are to explore ways of enhancing the student experience using innovative methods. Challenge the historical trends in education by critically evaluating if approaches discussed in sessions 6 and 8 are effective. What is the evidence? |
| Suggested evidence | Reflective accounts of your own experiences using these methods, quality improvement (audits), Examples in practice, patient feedback etc |
| Section 4 | Learner development – role of feedback approaches and adjustments for learning needs/support. |
| LO 4 | Critical analysis and application of current theoretical and methodological approaches in learner assessment, feedback and support. |
| Session 4 | Development and learning 2: Role of feedback (assessment, mentoring, coaching) |
| Session 10 | Contemporary issues in education 4: Quality monitoring & evaluation |
| Overview | Explore current methods of feedback, challenge the academic evidence and reflect on your own experiences of providing feedback. What are the views from a learner and educator viewpoint? How may these views affect the wider organisation? |
| Suggested evidence | Reflective accounts of your own experiences using specific methods, quality improvement (audits), Examples in practice, patient feedback. Design your own feedback form and evaluate it |
| Section 5 | Identification of learning and development to meet business needs, programme design, quality management and evaluation and evidencing impact |
| LO 5 | Analysis of methodologies used for identification of education and learning interventions to meet business needs and evaluation of impact frameworks/methodologies. |
| Session 9 | Identifying learning and development needs/training needs analysis, evaluation and impact/outcome measurement |
| Session 10 | Contemporary issues in education 4: Quality monitoring & evaluation |
| Overview | How do businesses identify education and learning needs? Explore evaluation strategies and how they may impact learning and teaching. What effect may this have on the learner and educator? |
| Suggested evidence | Reflective accounts of your own experiences using specific methods, quality improvement (audits), Examples in practice, patient feedback. Workplace training needs analysis |
Presentation
- Each section must be a minimum of 1,000 words, with the remaining 1,000 used as determined by the student.
- Uploaded submission to include (in this order):
- A front page and contents page
- Five sections as detailed above
- Supporting documentation/evidence included as appendices
- Reference List
- Work should be word-processed, double-spaced, Arial font size 12. Reference lists may be single-spaced, no attachments are permitted.
Marking criteria
Your work will be marked against the University Level 7 (Masters) marking grid (below). You are strongly advised to use this tool to develop your own work.
| Structure & clarity | Marks (maximum 15) | ||||
| 13-15 | 10-12 | 7-9 | 4-6 | 0-3 | |
| Structure & organisation Presentation Coherence | Excellent organisation & structure Presentation is of a high standard Concise and well expressed | Well-structured logical organisation Presentation is legible, grammatically correct Coherent & well expressed | Organisation & structure evident Presentation is of an acceptable standard some presentation errors Generally good but some lapses | Inadequate attention to organisation & structure Presentational mistakes and room for considerable improvement Vague, poorly expressed | Disorganised major lapses in organisation & structure Presentation is poor Incoherent |
| Application | Marks (Maximum 30) | ||||
| 25-30 | 19-24 | 13-18 | 7-12 | 0-6 | |
| Applied to practice Reflection | Extensive literature, research and theoretical issues are directly related to practice Contextualised and well-integrated personal reflection | Relates theory and research to practice in a focused manner Contextualised personal reflection | A fair attempt to reconcile research findings and theory with practice Reflection evident, lacks depth | Some difficulty in relating research findings and theoretical concepts to patient/client care Very little reflection | Little or no attempt to relate material to patient/care No reflection |
| Evaluation | Marks (Maximum 30) | ||||
| 25-30 | 19-24 | 13-18 | 7-12 | 0-6 | |
| Level of analysis | Clear and focused arguments and demonstration of the ability to critically analyse and synthesise information | Arguments are reasonably organised and demonstrates some critical analyse and synthesise information | Some valid arguments and evidence of limited critical analysis with some evidence of synthesis | Some inconsistencies in arguments and some evidence of analysis and limited attempt at synthesis | Arguments are poorly constructed and no evidence of critical analysis and synthesis |
| Level of investigation | Marks (Maximum 25) | ||||
| 20-25 | 15-19 | 11-14 | 5-10 | 0-4 | |
| Relevant research cited Evaluation of literature cited Appropriate references system used | Evidence of a breadth of reading which is critically debated and integrated in a creative manner Critical evaluation of literature cited Referencing, citation and overall presentation standard is high | Evidence of a breadth of reading with some critical debate Evaluation with some criticality evident Referencing, citation and overall presentation standard is good | Evidence of reading and understanding with limited critical debate Limited evaluation Referencing, citation and overall presentation standard is satisfactory Some minor errors | Reading limited to course material and demonstrates understanding but no critical debate No evaluation Inconsistent use of referencing and citation techniques. Presentation requires improvement | Little or no evidence of reading. No critical debate Inadequate Major referencing and citation errors. Presentation not commensurate with level 6 writing |
Submission of assignment
- All work must be uploaded together as one Word document ONLY (no attachments) onto Canvas assignment section.
The student will demonstrate, critical analysis and reflective skills by producing a 6000-word portfolio of evidence (+/- 10%). The portfolio will comprise of 5 sections, aligned to the learning outcomes and will include:
- You as a teacher and facilitator of learning – reflective account
- Patient education, patient and carer participation and involvement in teaching, learning and assessment.
- Innovation and contemporary practice & development in teaching and learning (technology, simulation, games, experiential learning, distance, communities of practice, problem-based learning etc.)
- Learner development – role of feedback approaches and adjustments for learning needs/support.
- Identification of learning and development to meet business needs, programme design, quality management and evaluation and evidencing impact.
| Module Learning Outcomes |
| Upon successful completion of this module, students will have demonstrated: Evaluation and application of contemporary issues and models of teaching and learning in the healthcare setting using a critical reflective approach of their own practice. Evaluation of the impact of patient/carer education, involvement and engagement models on professional practice and education of healthcare staff. Selection and appropriate use of technology and innovation within education and learning, whilst critically evaluating their effectiveness. Critical analysis and application of current theoretical and methodological approaches in learner assessment, feedback and support. Analysis of methodologies used for identification of education and learning interventions to meet business needs and evaluation of impact frameworks/methodologies. |
Referencing
All work must be referenced using the Harvard Referencing System. Further advice is available at http://library.sunderland.ac.uk/find-resources/referencing/