Page 57 - EDU_Programme_Handbook
P. 57
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 build Using ideas explored either in the ‘Learning,
towards a summatively assessed essay (2000-3000 Participation and Identity’ or ‘Threshold Concepts’
words ±10%). This is designed to develop and assess session, develop a narrative argument about both
critical writing in educational style, through the the relevancy and limitations of these concepts when
critical examination of selected educational concepts applied to your educational setting.
in the light of personal experience and disciplinary
context. This week and its associated assignment See Assignment Two Marksheet for full details of the
represents a tariff of 5 ECTS worth of study and an assessment criteria, which you should read carefully
outline timetable is shown on page 56. when planning and developing your assignment.
Intended Learning Outcomes – Word limit: 2000-3000 words (±10%)
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
EDU © Imperial College London 2014-15 55
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 build Using ideas explored either in the ‘Learning,
towards a summatively assessed essay (2000-3000 Participation and Identity’ or ‘Threshold Concepts’
words ±10%). This is designed to develop and assess session, develop a narrative argument about both
critical writing in educational style, through the the relevancy and limitations of these concepts when
critical examination of selected educational concepts applied to your educational setting.
in the light of personal experience and disciplinary
context. This week and its associated assignment See Assignment Two Marksheet for full details of the
represents a tariff of 5 ECTS worth of study and an assessment criteria, which you should read carefully
outline timetable is shown on page 56. when planning and developing your assignment.
Intended Learning Outcomes – Word limit: 2000-3000 words (±10%)
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
EDU © Imperial College London 2014-15 55
