Learning, Teaching and Assessment in Higher Education - Postgraduate Certificate

​The programme has a focus on engagement in best practice in teaching, learning and assessment and application of theory. The UL graduate attributes are fully incorporated and weaved into the programme. Throughout the programme, participants have lectures incorporating interactivity to promote a high level of acquisition and collaboration as well as a significant level of engagement with the material outside scheduled sessions, including working on activities on Brightspace. In addition, participants will engage in reflective practice and develop their own views, strategies, innovations and enhancements for their teaching, learning and assessment and be able to articulate these clearly. Participants will be required to be proactive and self-directed in their use of time and approaches.

The programme includes exploration of teaching identity, teaching philosophy, learning theories and their application to inclusive curriculum design in online, blended and in-person/face-to-face learning environments. It also supports critical reflection on practice as part of a community of scholars to encourage a lifelong commitment to continuing professional development.

The PGCert in Teaching, Learning & Assessment is recognised at UL as a continuing professional development (CPD) activity enabling participants to evidence teaching excellence. See Appendices I & II of the Academic Role Profiles.

Programme Learning Outcomes

On successful completion of this programme, the graduate will be able to:

• demonstrate an in-depth knowledge of the principles of curriculum design to inform planning for learning, teaching and assessment;

• demonstrate an awareness of contemporary learning theories and the scholarship of learning, teaching and assessment to enhance their academic practice.

• critically reflect on and evaluate their practice drawing on multiple sources of evidence including the scholarship of learning, teaching and assessment and reflective models of enquiry;

• support diverse student cohorts through intentional application of the principles of inclusivity.

• integrate their knowledge of pedagogy with their teaching philosophy to intentionally, authentically and with initiative inform and develop their academic practice;

• act effectively, responsibly, sustainably and autonomously within their disciplinary context to enable a better experience for their colleagues and students.

• self-evaluate through evaluating feedback received from both peers and students and take responsibility for continuing professional development of their academic practice;

• apply metacognition on their own learning processes and through critical reflection on their experiences of learning, teaching and assessment.

• develop self-understanding through articulating previously implicit knowledge by engaging effectively with their peers in a collaborative community of learners to gain new insights and perspectives on their academic practice;

• Engage with open pedagogical practice to articulate, share, and contribute to building pedagogical patterns.