Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title	Postgraduate Tutor/Demonstrator Course
Module Code	GS602
School	OVPLI
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The purpose of this module is to introduce postgraduate students acting as tutors and demonstrators to pedagogic theory and practical approaches to teaching and learning. The course takes a learner-centered approach and reflective practice is key to the learning process. Students are expected to engage in peer and group work during the module as well participating in collaborative exercises and online activities outside of timetabled seminars. Learning on this module includes transferable skills such as reflective practice, facilitation and questioning skills.

Learning Outcomes

1. Discuss the role of the tutor/demonstrator in their own context and discipline
2. Recognise and resolve issues arising through their own role as tutor/demonstrator
3. Select teaching and learning methods and resources relevant to their particular tutor/demonstrator context and the needs of their students
4. Write reflectively on their own practice and in relation to teaching and learning theory
5. Discuss key aspects and responsibilities of assessing students at university
6. Evaluate their own practice with a view to enhancing teaching and learning

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
Lecture	24	12 x 2 hour sessions
Placement	20	Tutor/demonstrator preparation time and practice
Independent learning time	56	Private study, reflective practice, Moodle, assessment preparation
Group work	25	Collaborative Group work, peer observation and feedback
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Tutor/demonstrator roles.
Exploring the role of the tutor/demonstrator in the university and across disciplines. Participants examine roles in their individual contexts. Discussion on 'What is teaching and learning?'.

Reflective practice.
Discussion on the benefits of reflective practice in teaching and in tutoring/demonstrating roles. Practical introduction to reflective practice techniques and reflective writing..

Learning theory and learning differences.
Brief introduction to learning theory and focus on contemporary approaches. Examining individual differences in learning and learning styles and their relevance to tutoring and demonstrating roles..

Course and class planning.
A practical introduction to learning outcomes. Practical approaches to course and class planning in the context of learning outcomes and learner needs..

Methodologies.
Exploring different methods of teaching and learning and how to choose methods relevant to specific contexts and based on student learning needs..

Questioning skills and facilitation.
How to use questions effectively for teaching and learning. Examining facilitation as a teaching approach and how effective questioning and facilitative skills relate to tutoring and demonstrating..

Effective group working.
Basic group work theory. Examining how effective group work can enhance student learning. Practical approaches to managing students in groups..

Assessment and providing student feedback.
Exploring assessment approaches and best practice at university. Discussion on the benefits and importance of student feedback..

Evaluation.
Basic approaches to course evaluation. Discussion on the purpose and benefits of evaluation and how evaluation can lead to course improvement and professional development..

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date
Reflective journal	Participants will be required to submit regular reflective journal entries related to their application of modular learning to their own practice.	30%	n/a
Essay	Participants of the module are required to submit an end of module reflective paper. This paper will demonstrate their learning of course topics and how it impacted on their practice as tutors/demonstrators. It is an academic paper that will require a link between theory, discussion and reflection on practice.	70%	n/a

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Forster, F., Hounsell, D. and Thompson, S.: 1995, Tutoring and demonstrating. A Handbook., Centre for Teaching, Learning and Assessment. University of Edinburgh, Edinburgh, 0952395614
Kate Day, Ruth Grant, Dai Hounsell: 0, Reviewing your teaching, Centre for Teaching, Edinburgh, 0952395622
Biggs, J.: 1999, Teaching for quality learning at university, Society for Research into Higher Education and Open University Press, Buckingham,
Gibbs, G.: 1994, Improving Student Leanring: theory and practice., Oxford Centre for Staff Development, Oxford,
Heron, J.: 1999, The Complete Facilitators Handbook, Kogan Page, London,
Race, P. (ed): 1999, Tips for Lecturers, Kogan Page, London,
Race, P. and Brown, S.: 1998, The Lecturer's Toolkit, Kogan Page, London,
Ramsden, P.: 0, Learning to teach in higher education., Routledge, London,
Snowman, J. and Biehler, R.: 2000, Psychology Applied to Teaching, 9, Houghton Miffin, Boston,
Moon, J.: 1999, Learning Journals: a handbook for academics, students and professional development., Kogan Page, London,
Schon, D.: 1983, The reflective practitioner, Basic Boks, London,
Marton, F., Hounsell, D. and Entwistle, N.: 1997, The Experience of Learning: Implications for Teaching and Studying in Higher Education, Scottish Academic Press, Edinburgh,
Prosser, M. & Trigwell, K.: 1999, Understanding learning and teaching: the experience in higher education, SRHE and Open University Press,
Light, G. and Cox, R.: 2001, Learning and Teaching in Higher Education: The Reflective Professional., Sage, London,
Suskie, L.: 2004, Assessing Student Learning: a common sense guide., Jossey Bass, San Francisco,
O'Neill, G., Huntley-Moore, S. and Race, P.: 2007, Case Studies of Good Practice in Assessment of Student Leanring in Higher Education, AISHE, Dublin,
Butcher, C., Davies, C. and Highton, M.: 2006, Designing Learning from Module Outline to Effective Teaching, Routledge press, Oxon, UK,

Other Resources

2307, Website, Centre for Teaching, Learning and Assessment. University of Edinburgh, 0, Online Tutoring and Demonstrating Handbook, http://www.tla.ed.ac.uk/services/tutdems/handbook.htm, 2308, Website, University of Melbourne, 0, Tutor Training Guides, http://tlu.ecom.unimelb.edu.au/teaching_staff/tutors/resources.html, 2309, Website, Australian National University, 0, Resources for Tutors and Demonstrators, http://tutors.anu.edu.au/, 2310, Website, University of Edinburgh, 0, Code of Practice on Tutoring & Demonstrating, http://www.acaffairs.ed.ac.uk/Regulations/CoP/TutoringDemonstrating.htm,

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Module Specifications

Current Academic Year 2012 - 2013Please note that this information is subject to change.

Current Academic Year 2012 - 2013
Please note that this information is subject to change.