Page 52 - EDU_Programme_Handbook
P. 52
DIP ULT
College rules and regulations. However, whilst we will be better able to:
aim to avoid unnecessary repetition, participants will
normally submit a brief portfolio summarising their • Use the educational bibliographic indexes
experience, reflecting on their teaching and showing and related library systems, and appropriate
appropriate national and/or Imperial College context. educational citation, quotation and
referencing.
Taught Component -
Week One • Recognise key educational theories of
learning (Behavioural, Cognitive and
Week One of face-to-face teaching is in September Socio-Cultural) and their distinguishing
before the start of term. The week comprises about 30 characteristics.
hours of teaching and group activities aimed at:
• Critically engage with these theories
• introducing the PG Diploma structure and and discuss their relevance in their own
expectations, disciplinary and personal context.
• enabling students to search educational • Recognise that there are important differences
bibliographic indexes and select appropriate between the bio-medical / scientific and
literature, the social science / humanities paradigms
and that this is reflected in their respective
• developing approaches to critical reading of literatures and use of language.
educational literature,
• Critically engage with the educational
• critically examining the relevancy of literature, demonstrating an awareness of a
educational theories such as behaviourism, range of appropriate sources.
constructivism and social learning theories,
• Conceptualise and articulate the connections
• modelling teaching and learning strategies. between education theory, literature and
practice in higher education.
• Critically reflect on and evaluate own and
others’ teaching practices, and identify
developments.
This week includes formatively assessed tasks and Assignment One Brief
activities that build towards a summatively assessed
essay (2000-3000 words ±10%), designed to develop Select two examples of educational literature
and assess critical reading of educational literature (articles, chapters, policy documents etc.) and
in the light of personal experience and disciplinary critically examine the claims made in your chosen
context. This week and its associated assignment literature in relation to your own teaching and
represents a tariff of 5 ECTS worth of study and an learning context.
outline timetable is shown on page 52.
Each source of educational literature must represent
Intended Learning Outcomes – a different type of knowledge, as listed below (ie. at
Week One least two types of knowledge should be represented):
On successful completion of the week and • Theoretical knowledge
assignment (including any required reading) students • Research knowledge
50 EDU © Imperial College London 2014-15
College rules and regulations. However, whilst we will be better able to:
aim to avoid unnecessary repetition, participants will
normally submit a brief portfolio summarising their • Use the educational bibliographic indexes
experience, reflecting on their teaching and showing and related library systems, and appropriate
appropriate national and/or Imperial College context. educational citation, quotation and
referencing.
Taught Component -
Week One • Recognise key educational theories of
learning (Behavioural, Cognitive and
Week One of face-to-face teaching is in September Socio-Cultural) and their distinguishing
before the start of term. The week comprises about 30 characteristics.
hours of teaching and group activities aimed at:
• Critically engage with these theories
• introducing the PG Diploma structure and and discuss their relevance in their own
expectations, disciplinary and personal context.
• enabling students to search educational • Recognise that there are important differences
bibliographic indexes and select appropriate between the bio-medical / scientific and
literature, the social science / humanities paradigms
and that this is reflected in their respective
• developing approaches to critical reading of literatures and use of language.
educational literature,
• Critically engage with the educational
• critically examining the relevancy of literature, demonstrating an awareness of a
educational theories such as behaviourism, range of appropriate sources.
constructivism and social learning theories,
• Conceptualise and articulate the connections
• modelling teaching and learning strategies. between education theory, literature and
practice in higher education.
• Critically reflect on and evaluate own and
others’ teaching practices, and identify
developments.
This week includes formatively assessed tasks and Assignment One Brief
activities that build towards a summatively assessed
essay (2000-3000 words ±10%), designed to develop Select two examples of educational literature
and assess critical reading of educational literature (articles, chapters, policy documents etc.) and
in the light of personal experience and disciplinary critically examine the claims made in your chosen
context. This week and its associated assignment literature in relation to your own teaching and
represents a tariff of 5 ECTS worth of study and an learning context.
outline timetable is shown on page 52.
Each source of educational literature must represent
Intended Learning Outcomes – a different type of knowledge, as listed below (ie. at
Week One least two types of knowledge should be represented):
On successful completion of the week and • Theoretical knowledge
assignment (including any required reading) students • Research knowledge
50 EDU © Imperial College London 2014-15
