Course Structure

Overview

Overview

The programme is modular in nature. The award of the MEd requires the successful completion of four modules of 30 credits each (120 credits) and a dissertation (60 credits); a Diploma may be awarded after completion of four module (120 credits); a Certificate upon completion of two modules (60 credits).

The four modules are:

  • Teaching, Learning, and the Changing Nature of Higher Education: a general introduction to the academic study of higher education
  • Assessing Learning: who and what is assessed at university, and why and how are these processes carried out?
  • Curriculum in Higher Education: curriculum design and change
  • Technologies for learning and teaching: an opportunity to explore in more depth an issue of significance to your practice.

If you have successfully completed a Postgraduate Certificate in Learning and Teaching, including CiLT, you may be exempt from the first two modules. We are also willing to consider other claims for exemption from modules based on previous academic qualifications, and/or experiential learning.

Assessment

During each of the four modules of the Diploma element of the course participants build up a portfolio of work which is assessed on a pass/fail basis. Guidance is given concerning the construction of the portfolio. It may contain a diary/journal element, examples of teaching and analysis, samples of students' evaluations, comments upon readings, and other reflective and/or creative writings. Portfolios are normally submitted for assessment at the beginning of the term following the one in which the module was undertaken. While assessment may be negotiated, it is the final responsibility of the course tutors.

Module Information

What will the modules be about?

The specific focus of the taught modules varies according to the particular needs of the participants who play a major role in negotiating this content within the general aims outlined.

In the first instance the following titles will be offered and resources will be organised around these themes:

Module 1: Teaching, Learning and the Changing Nature of Higher Education

This module considers the teaching and learning practices with which we are familiar. It seeks to help people understand and develop these practices, whilst recognising that they are informed by broader contemporary changes in higher education and society. In order to develop our thinking and practice, we draw upon our experience of learning together as a group, our work with students, and the literature on teaching and learning in higher education. Within this module the following themes are likely to be pursued:

  • Working and learning in/as a group
  • Different approaches to teaching and learning
  • Institutional, social and political contexts of teaching and learning
  • The purpose of higher education
  • Contemporary changes in higher education

Module 2: Assessing Learning

Here we consider the formal and informal aspects of assessing students’ work and also the assessment of our own teaching and learning. Themes to be covered are likely to include:

  • Assessment and evaluation in different contexts
  • Objectivity and fairness in assessment
  • New and innovative approaches to assessment
  • Relationships between teaching and assessment
  • Sharing the different ways we assess
  • Assessing our teaching

Module 3: Curriculum in Higher Education

This module focuses on issues relating to curriculum design and how this relates to our values concerning learning, students, knowledge and society. Themes which may be considered are:

  • Relationships between the curriculum and the needs of society
  • Values underlying the curriculum
  • Appropriateness of pre-specified objectives
  • Negotiation and ownership of the curriculum
  • Relationships between content and process

Module 4: Technologies for learning and teaching

In this module, you have an opportunity to explore in more depth, and with structured support around educational research methods, an issue of relevance within your practice. This may either lead to a more detailed analysis in your dissertation, or serve as investigation that is sufficient in its own right. Areas likely to be explored include:

  • Understanding issues within your own practice in the context of academic literature, and higher education policy
  • Doing research within education
  • Carrying out a small-scale research project
  • Finding synergies between your research and your practices supporting learning
  • Supporting your development as a reflective learner, to act as a basis for continuing professional development after the end of the MEd programme.
Course Team

Course Team

Dr Tim Herrick BA, PCHE, MA, M.Ed, PhD, SFHEA

Dr Herrick's interests include radical pedagogies, especially the work of Paulo Freire; adult education; widening participation; qualitative research methods.

Telephone: 0114 222 8109
E-mail: t.herrick@sheffield.ac.uk

Dr Caroline Sarojini Hart, BA (Hons), PGCE, MEd, MPhil, PhD

Telephone: 0114 222 8178
E-mail: c.hart@sheffield.ac.uk

Programme Administrator

Jayne Rushton
Tel: 0114 222 8167
E-mail: MEdTLHE@sheffield.ac.uk

The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. In the event of changes the University will consult and inform students in good time and will take reasonable steps to minimise disruption.