Page 58 - EDU_Programme_Handbook_2015

PG DIP ULT

Taught Component - characteristics.
Week Two • Conceptualise and articulate the connections

Week Two of face-to-face teaching is in January before between education theory, literature and
the start of the Spring term. This week comprises practice in higher education.
about 30 hours of teaching, group activities and • Write appropriately and effectively for an
seminars and follows a similar structure and pattern educational readership/audience.
to the first week. Having prepared participants to • Make recommendations for improving
engage more critically with the educational literature educational practice in your local context.
in Week One, this week delves more deeply into key
educational concepts and considers critical writing Assignment Two Brief
skills for education. Once again there are a series
of formatively assessed tasks and activities that Using ideas explored either in the ‘Learning,
build towards a summatively assessed essay. This Participation and Identity’ or ‘Threshold Concepts’
is designed to develop and assess critical writing in session, develop a narrative argument about both
educational style, through the critical examination of the relevancy and limitations of these concepts when
selected educational concepts in the light of personal applied to your educational setting.
experience and disciplinary context. This week and its
associated assignment represents a tariff of 5 ECTS See Assignment Two mark sheet for full details of the
worth of study and an outline timetable is shown on assessment criteria, which you should read carefully
page 57. when planning and developing your assignment.

Word limit: 1800-3300 words

Intended Learning Outcomes –
Week Two

On successful completion of the week and
assignment (including any required reading) students
will be better able to:

• Unpack educational references and critically
engage with others’ narrative arguments.

• Develop and articulate their personal
narrative arguments about educational
practice.

• Position themselves within their own
disciplinary and educational contexts.

• Recognise the use of metaphors within
educational literature, for example
transmission, construction, acquisition,
participation and their distinguishing

56 EDU © Imperial College London 2015-16