Page 53 - EDU_Programme_Handbook_2015
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PG DIP ULT
in teaching and learning or similar according to Intended Learning Outcomes –
College rules and regulations. However, whilst we Week One
aim to avoid unnecessary repetition, participants will
normally submit a brief portfolio summarising their On successful completion of the week and
experience, reflecting on their teaching and showing assignment (including any required reading) students
appropriate national and/or Imperial College context. will be better able to:
Taught Component - • Use the educational bibliographic indexes
Week One and related library systems, and appropriate
educational citation, quotation and
Week One of face-to-face teaching is in September referencing.
before the start of term. The week comprises about 30
hours of teaching and group activities aimed at: • Recognise key educational theories of
learning (Behavioural, Cognitive and
• introducing the PG Diploma structure and Socio-Cultural) and their distinguishing
expectations; characteristics.
• enabling students to search educational • Critically engage with these theories
bibliographic indexes and select appropriate and discuss their relevance in their own
literature; disciplinary and personal context.
• developing approaches to critical reading of • Recognise that there are important differences
educational literature; between the bio-medical/scientific and
the social science/humanities paradigms
• critically examining the relevancy of and that this is reflected in their respective
educational theories such as behaviourism, literatures and use of language.
constructivism and social learning theories;
• Critically engage with the educational
• modelling teaching and learning strategies. literature, demonstrating an awareness of a
range of appropriate sources.
This week includes formatively assessed tasks and
activities that build towards a summatively assessed • Conceptualise and articulate the connections
essay (1800-3300 words), designed to develop and between education theory, literature and
assess critical reading of educational literature in the practice in higher education.
light of personal experience and disciplinary context.
This week and its associated assignment represents • Critically reflect on and evaluate own and
a tariff of 5 ECTS worth of study and an outline others’ teaching practices, and identify
timetable is shown on page 53. developments.
Assignment One Brief
Select two examples of educational literature
(articles, chapters, policy documents etc.) and
critically examine the claims made in your chosen
literature in relation to your own teaching and
learning context.
EDU © Imperial College London 2015-16 51
