This module aims to inspire and empower teachers in higher education to engage in, and critically reflect on, activities that transform their practice for the enhancement of student learning. Participants will be introduced to the diverse theoretical and practical considerations and processes implicated in transforming learning and transformative pedagogies, thereby providing a lens through which teaching enhancement, the development of expertise and teaching excellence can be viewed. They will identify the key principles and enablers for transformation of their curricula and professional practice through identification, exploration and synthesis of current key challenges that are relevant and impactful to them in their own disciplinary contexts. Through engaging with peers across disciplines in an open community of enquiry, participants will develop communication and interpersonal skills and gain confidence to develop transformative approaches to their practice. They will also critically reflect on their authentic experiences of transforming learning, teaching and assessment to further inform their professional development.

The module will address theories of transformative learning as well as critical, creative and contemplative pedagogies as potential tools for transforming learning. Participants will engage in critical reflection on their academic identity, and they will identify key challenges in the context of Higher Education that impact on their practice; for example, enhancing student engagement and success, students as partners, and the research-teaching nexus. The module further develops the application of inclusive and accessible pedagogy that recognises and values diverse and multicultural student cohorts and will focus on enhancing internationalisation at home. The focus is on enhancing practice of participants as they engage in research-informed discussions and reflections on their authentic experiences of transforming learning and transformative pedagogies to inform their practice within a community of enquiry.

On successful completion of this module, students will be able to: • explore the potential of transformative pedagogies in learning, teaching and assessment at both macro and micro levels, with a focus on application within their disciplinary context; • integrate transformative pedagogies into their practice through innovative and creative teaching, learning, assessment and feedback practices; • critically evaluate the impact of innovation and change on their academic practice to transform the student learning experience and outcomes in the discipline; • appraise their authentic experiences of transforming teaching, learning and assessment to inform their professional development; • critically reflect on the value of linking their research and teaching practice, including enablers and barriers to effective implementation and the role that students have in this process.

On successful completion of this module, students will be able to: • develop an approach to professional development which values reflective and cross-disciplinary discussion with colleagues of practices to transform learning and transformative pedagogies.

On successful completion of this module, students will be able to: n/a

In line with the ethos of andragogy in higher education, the participants will work in an interactive and engaging way. This module will adopt a very practical approach, while ensuring that participants gain theoretical insights into the issues addressed. Participants will be required to read key material, provided in advance of the class, and will be encouraged to actively participate, collaborate, and engage with the experience of their colleagues as another source of learning. They will work as peer partners over the course of the module to develop a broader view of their own, approaches to transforming learning and transformative pedagogies. The module will be informed by the recent research literature and scholarship of learning, teaching and assessment in the area of transforming learning and transformative pedagogies. Specific strategies to enable participants to effectively orchestrate and manage the quality and variety of their professional practice will be discussed, and consideration of the suitability of different transformative approaches will be undertaken. This module will be delivered as a series of active and collaborative learning activities, tasks and outputs utilising a blended learning approach that is both flexible and inclusive, consisting of both online and in-person engagement. It is underpinned by a belief in the value of critically reflective discussion and interdisciplinary exchange in co-operative professional development across disciplines from the perspective of the practitioners participating and in relation to relevant recent research. (Graduate Attribute: Curious). Participants explore theoretical and practical principles relating to the literature of transforming learning and transformative pedagogies in learning, teaching and assessment in higher education. They reflect on their roles and opportunities to transform their curricula and their practice (Graduate Attribute: Agile). The learning environment scaffolds participants to take responsibility for the transformation of learning, teaching and assessment in their discipline (Graduate Attribute: Responsible). Participants engage by articulating learning, teaching and assessment strategies to influence change and objectively critique and rationalise these decisions and beliefs (Graduate Attributes: Articulate and Courageous).