Postgraduate Course: Teaching online in a professional context (MEED11034)
Course Outline
| School | Edinburgh Medical School |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course introduces online key strategies for online teaching. It considers the development of approaches to teaching online and relates these to relevant educational theory. The course is designed to allow students to make explicit links to their own professional practice, conceptualising online learning as a socially meaningful, embodied experience. |
| Course description |
Please note that, as a second year course, this will involve greater self-direction than first year courses. Students will play a greater role in directing discussions and finding appropriate resources to make use of and discuss with peers.
The course will be delivered online to educators working in a variety of professional contexts with significant responsibility for teaching students (or others in a training post). Course content will include: approaches to online teaching, critical appraisal of evidence for the effectiveness of online learning, strategies for developing community and student engagement, assessment, equality and diversity in teaching online, developing autonomy, teacher identity and authenticity. The course, by design, will focus on building an academic community, allowing students to share experiences, establish shared understanding, and make explicit links between the pedagogy of online teaching, their profession, and professional workplace.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2021/22, Available to all students (SV1)
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Quota: 100 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 8,
Seminar/Tutorial Hours 8,
Online Activities 65,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 1,
Summative Assessment Hours 30,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
83 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
The summative assignment requires the student to complete a workbook that provides evidence of each of the learning outcomes (equivalent to 3,000-4,000 words, weighting 100%). This will be available for ongoing formative feedback by tutors and peers prior to submission. |
| Feedback |
Feedback is generated on an ongoing basis through interactive live and asynchronous discussion, and review of formative assignments. Tutors will also provide individual, detailed comments on the summative end of course assignment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Explore the challenges and complexity in developing online teaching in professional contexts.
- Develop strategies for creating an engaged learning community online.
- Critically analyse the use of learning analytics and approaches to the evaluation of teaching.
- Critically reflect on online feedback and assessment practices.
- Develop approaches to online teaching that consider equality and diversity of learners.
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Reading List
Aitken, G., and Loads, D. (2019) Experiences of staff new to teaching postgraduate students online: implications for academic staff development, Journal of Perspectives in Applied Academic Practice, 7(1), pp. 37¿46. https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/361 (Accessed: 25 April 2020).
Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421¿439. https://doi.org/10.1080/01587919.2011.610293.
Fawns, T., Aitken, G., and Jones D. (2019) Online Learning as Embodied, Socially Meaningful Experience, Postdigital Science and Education, 1(2), pp. 293¿297. https://doi.org/10.1007/s42438-019-00048-9
Hodgson, V. and McConnell, D., 2019. Networked learning and postdigital education. Postdigital Science and Education, 1(1), pp.43-64.
Martin, F., Budhrani, K., Kumar, S. and Ritzhaupt, A., 2019. Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), pp.184-205.
University of Edinburgh; Teaching Matters Blog: Digital Education & Online Learning https://www.teaching-matters-blog.ed.ac.uk/category/theme/digital-education-and-online-learning/
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Additional Information
| Graduate Attributes and Skills |
Enquiry and lifelong learning
Aspiration and personal development
Outlook and engagement
Research and enquiry
Personal and intellectual autonomy
Personal effectiveness
Communication
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| Keywords | Professional education,online teaching,student engagement |
Contacts
| Course organiser | Mrs Gillian Aitken
Tel: 0131 242 6536
Email: Gill.Aitken@ed.ac.uk |
Course secretary | Mrs Debbie Spence
Tel: (0131 6)51 6536
Email: Debbie.Spence@ed.ac.uk |
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