This module has been created for the new PGCert in Learning, Teaching and Assessment. It builds on contemporary learning theory in higher education and its practical applicability in the learning environment. It elaborates on the use of professional digital capacity and practice, inclusive and ethical teaching practices, and evaluation of impact. The role of critical reflective practice, its rationale, and benefits, will be explored in depth. The principles of teaching in higher education will be examined with a view to introducing the participants to the concept of teaching philosophy. Participants will articulate and share their teaching design and practice while engaging in reflective practice. They will collect and triangulate evidence of their teaching impact (including peer observation, learning analytics, student evaluation, etc.) to understand further the impact of their practice and gain insights to inform their practice. As a result, they will start working on a reflective teaching portfolio that aligns to a suitable professional development framework.

This module progresses from the basis established in the previous semester building on curriculum design considerations and focusing on the further development and practical application of concepts. Practical issues of equity, diversity and inclusion will be addressed through the creation of accessible materials using appropriate frameworks. Correct content attribution will be considered with attention to sourcing, using, and sharing educational materials. The evaluation of teaching practice will be then addressed with attention to diverse mechanisms for gathering evidence of impact, including peer observation, student feedback, and learning analytics, amongst others. Issues of quality assurance and review in the institution that align with QQI guidelines will also be taken into consideration. At this point, the module will introduce teaching identity and teaching philosophy as informed by learning theories and a suitable professional development framework. As a result, participants will start working on a reflective teaching portfolio that is progressively used to start curating artefacts demonstrating their teaching approach and demonstrates alignment with an appropriate professional development framework and scholarly practice.

On successful completion of this module, students will be able to: • Apply key teaching, learning and assessment design principles, with particular emphasis on principles of accessibility of materials and content attribution • Evaluate the impact of their teaching approach in student learning through multiple sources of evidence and evaluation including peer observation of teaching, learning analytics, student evaluation of teaching, etc. • Critically reflect on teaching-related evidence that articulates progress on professional development goals around academic practice in the context of relevant frameworks • Develop their teaching identity and apply their teaching philosophy in their practice • Apply contemporary learning theories, scholarship of teaching and learning (SoTL) and professional frameworks to their approach to teaching and learning in practice

On successful completion of this module, students will be able to: • Articulate their values, authentic teaching role, identity and philosophy in the higher education context with a reflective and critical attitude.

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

This module will incorporate experiential learning and collaborative work through diverse learning activities in terms of developing a practice of critical reflection and knowledge development as participants deliver their teaching plans. Participants will engage in reading, individual and collaborative enquiry and engage in critically reflective practice. While doing so, participants will gain insights into their application of principles of accessibility of materials, along with equity diversity and inclusion and the appropriate use and attribution of educational resources, as informed by the recent research literature. The teaching team will provide participants with a critical view of recent research evidence in relation to evaluation of teaching practice, including the research informed used of diverse evaluation approaches such as peer observation, learning analytics and other appropriate methods such as student evaluation of teaching. As part of their assessment, participants are required to design, implement and evaluate a teaching design, demonstrating scholarly reflection around it, and produce an artifact that they can include in their teaching portfolio. This Module will enable participants to explore the concept of professional development through reflecting on and evaluating their practice (Graduate Attribute: Curious). They will be enterprising and innovative in their practice (Graduate Attribute: Courageous). They will further develop their ability to be adaptive, responsible and flexible (Graduate Attribute: Agile). They will communicate their teaching philosophy through starting to develop a teaching portfolio (Graduate Attribute: Articulate). They will share and critically evaluate their work with regard to accessibility of materials and equity, diversity and inclusion as well as any additional legal requirements (Graduate Attribute: Responsible).