Postgraduate Certificate in Technology-Enhanced Teaching and Learning in Higher Education

• Award in Fundamentals of Learning, Teaching and Assessment in Higher Education (if module 1 is successfully completed)
• Award in Advanced Learning, Teaching and Assessment in Higher Education (if module 2 is successfully completed)
• Award in Instructional Design and Technology in Higher Education (if module 3 is successfully completed)

1. Has comprehensive knowledge and understanding about technology-enhanced teaching and learning in higher education that is founded upon and/or enhances that knowledge typically associated with Bachelor’s level;

2. Critical awareness of knowledge issues in technology-enhanced teaching and learning in higher education and at the interface between different fields and technology-enhanced teaching and learning in higher education;

3. Apply effective, efficient teaching and learning support strategies, informed by learning and research from a range of sources, including student feedback and outcomes;

4. Uses specialised or multi-disciplinary theoretical and practical knowledge some of which is at the forefront of technology-enhanced teaching and learning in higher education. This knowledge forms the basis of originality in developing and/ or applying ideas.

1. Demonstrates specialised or multi-disciplinary knowledge that include reflecting on social and ethical responsibilities linked to the application of one’s knowledge and judgements;

2. Performs critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar environments related to technology-enhanced teaching and learning in higher education and produces original research;

3. Critical reflection on own learning experience and then development of own teaching, learning support and assessment practice, using theory, feedback and other evidence;

4. Develops new skills in response to emerging knowledge and techniques and demonstrates leadership skills and innovation in complex and unpredictable work and study contexts.

1. Creates a research-based diagnosis to problems by integrating knowledge from new or interdisciplinary fields and makes judgements with incomplete or limited information;

2. Manages people and projects and demonstrates the ability to respond to the fast changing environment in teaching and learning in higher education;

3. Manage and transform work or study contexts about teaching and learning in higher education that are complex, unpredictable and require new strategic approaches;

4. Take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams;

5. Undertake appropriate professional development, work collaboratively, support collaborative learning, and respect and value individual learners and members of diverse learning communities;

6. Use and review a range of technologies to support learning;

7. Demonstrates autonomy in the direction of learning and a high level of understanding of learning processes.

a) Create a research-based diagnosis to problems by integrating knowledge from new or interdisciplinary fields in learning, teaching and assessment in higher education and make judgements with incomplete or limited information;

b) Manage people and projects and demonstrate the ability to respond to the fast changing environment in higher education;

c) Demonstrate autonomy in the direction of learning and a high level of understanding of learning processes;

a) comprehensive, specialised or multi-disciplinary theoretical and practical knowledge in learning, teaching and assessment in higher education which forms the basis of original research, which may contribute to social and ethical issues;

b) comprehensive knowledge and understanding that is founded upon and/or enhances that knowledge typically associated with Bachelor’s level;

c) specialised or multi-disciplinary theoretical and practical knowledge some of which is at the forefront of learning, teaching and assessment in higher education. This knowledge forms the basis of originality in developing and/ or applying ideas.

a) Demonstrate mastery of the practical application of knowledge and skills in learning, teaching and assessment in higher education;

b) Understand and inform their practice with a critical understanding of learning theories to support learning and assessment;

c) Develop summative and formative learning assessment and learn how to give feedback.

a) Perform critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar contexts, and to produce original research;

b) Compare and contrast different teaching methods based on online and face to face delivery, in light of associated quality assurance standards, and make and justify a choice of methods;

c) Develop and critically review marking and feedback that effectively supports student learning, accounting for diverse learning needs;

d) Reflect on and critically analyse their individual learning experience, teaching practice and professional values in relation to their own effectiveness in teaching and learning practice within their own discipline.

a) Create a research-based diagnosis to problems by integrating knowledge from new or interdisciplinary fields in advanced learning, teaching and assessment in higher education and make judgements with incomplete or limited information;

b) Manage people and projects and demonstrate the ability to respond to the fast changing environment in higher education;

c) Demonstrate autonomy in the direction of learning and a high level of understanding of learning processes to develop as teachers in higher education;

d) Have the learning skills to allow continuation to study in a manner that may be largely self-directed or autonomous.

a) comprehensive, specialised or multi-disciplinary theoretical and practical knowledge in advanced learning, teaching and assessment in higher education which forms the basis of originality of research, which may contribute to social and ethical issues;

b) comprehensive knowledge and understanding about higher education contexts and values and implications for practice that is founded upon and/or enhances that knowledge typically associated with Bachelor’s level;

c) specialised or multi-disciplinary theoretical and practical knowledge some of which is at the forefront of advanced learning, teaching and assessment in higher education. This knowledge forms the basis of originality in developing and/ or applying ideas.

a) Demonstrate mastery of knowledge and practical skills in advanced learning, teaching and assessment in higher education through curriculum design, assessment and planning,

b) Apply advanced theoretical knowledge to improve teaching, learning and assessment practice in higher education;

c) Develop and write a plan for future enhanced work in teaching, learning and assessment that takes account of higher education contexts and trends;

d) Enable student engagement and completion.

a) Perform critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar contexts, and to produce original research;

b) Analyse options and develop plans for advanced teaching, learning and assessment drawing on their own present and future contexts;

c) Critically reflect on their own practice and professional values, within professional learning groups.

a) Create a research-based diagnosis to instructional design problems by integrating knowledge from new or interdisciplinary fields in the instructional design and technology field and make judgements with incomplete or limited information;

b) Manage people and instructional design projects and demonstrate the ability to respond to the fast changing environment in higher education;

c) Demonstrate autonomy in the direction of learning about instructional design technologies and a high level of understanding of learning processes;

d) Have the learning skills to allow continuation to study in a manner that may be largely self-directed or autonomous.

a) comprehensive, specialised or multi-disciplinary theoretical and practical knowledge in instructional design and technology in higher education which forms the basis of original research, which may contribute to social and ethical issues;

b) comprehensive knowledge and understanding about instructional design models and technologies that is founded upon and/or enhances that knowledge typically associated with Bachelor’s level;

c) specialised or multi-disciplinary theoretical and practical knowledge some of which is at the forefront of instructional design and technology in higher education. This knowledge forms the basis of originality in developing and/ or applying ideas;

d) Select, evaluate or design digital media to support learning;

e) Design and implement processes to improve online learning experiences;

f) Apply data mining techniques to the design and evaluation of learning experiences.

a) Demonstrate mastery of knowledge and skills about instructional design technologies in higher education;

b) Apply advanced theoretical knowledge to the use of instructional design technologies in higher education;

c) Learn how to create enhanced learning opportunities in higher education using the latest tools and techniques to connect with today’s digital-first students;

d) Understand contemporary learning theories to develop online learning experiences;

e) Apply instructional design models to the development of online learning experiences.

a) Perform critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar contexts, and to produce original research;

b) Analyse options and develop plans for instructional design drawing on their own present and future contexts;

c) Critically reflect on their own practice and professional values, within professional learning groups;

d) Identify, evaluate, and integrate emerging instructional design technologies.