Aim of the Course
This course uses the Self -Directed Learning, Reflective Teaching and Assessment (SDLRTA) framework - an adaptation of the Student-Led, Individually-Created Courses (SLICC) (Riley, Pirie, & McCabe, 2017), for self-directed experiential learning. Participants identify a small pedagogical challenge or opportunity within the UCT-ATLAS community. This forms the focus of each learning experience. Throughout the course, participants will continuously reflect on their learning experience by developing an e-portfolio that furnishes evidence of learning gains. Each participant is expected to demonstrate the growth in skills and understanding in terms of critical analysis, application and reflection. Ultimately, participants will be able to recognize and develop pedagogical competencies which will be evaluated. This course will also enable participants to demonstrate their ability to exercise autonomy and initiative at a professional level in practice and/or in a subject/discipline (or other approved) area of their choice.
Learning Outcomes
After engaging with the course and the course materials, you should be able to:
- Demonstrate how you have actively developed an understanding of the context/setting of the LTA course by analyzing expectations and responsibilities of the LTA role in your own teaching and learning context.
- Draw on and apply a range of relevant skills and attributes (academic, professional and/or personal) in order to engage effectively with your LTA functions, identifying where you need to improve these and/or develop new ones.
- Demonstrate how you have used the learning experiences during this course to actively develop your skills in one area of focus of your choice. (This should be related to a pedagogical challenge or opportunity from areas such as research and enquiry, communication, personal effectiveness, team work etc.)
- Demonstrate how you have used the learning experiences during this course to actively explore your mind-set towards one of the values introduced in the UCT -ATLAS profile document.
- Evaluate and critically reflect on your teaching and learning approach, your learning and development as a LTA throughout this course.
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Introduction
The Learning and Teaching Assistant (LTA) Course at UCT- ATLAS EC course introduces the unique Self-Directed Learning, Reflective Teaching and Assessment (SDLRTA) framework to improve undergraduate education by training participants in selected teaching methods and practices used in the UCT- ATLAS programme. This complements the University of Twente Learning Assistants Training - For Student Assistants and Tutors offered centrally by the University. You can find out more information about the central course at the Centre of Expertise in Learning and Teaching.
In our course, Learning and Teaching Assistants (LTAs) work with UCT teachers to improve teaching and learning by creating environments in which students interact with one another, exchange ideas, engage in collaborative problem solving, enunciate and defend their ideas, and explicitly discuss aspects of the nature of teaching and learning in an interdisciplinary climate.
Course Content
- Session 1: What is this LTA course about?
- Session 2: How do people learn?
- Session 3: What Pedagogical Approaches are used in the UC T- ATLAS programme?
- Session 4: How can I better support my students?
- Session 5: How do I decide on a learning activity and how do I assess what students have learnt in my learning facilitation session?
- Session 6: How do I put this together into a learning facilitation plan?
- Session 7: What does it mean to be a reflective practitioner?
- Session 8: Learning Facilitation Plan Review and Reflective writing
- Session 9: Microteaching Day
- Session 10: Evaluation of the LTA course as part of Professional Development Evaluation
Course Requirements
Participants are required to:
- Attend, participate and keep records of all course activities.
- Complete assignments
- Read and keep up with tasks and learning activities provided and be prepared to enter your own reflections as blog entries.
- Engage in teaching conversations (peer to peer facilitated sessions)
- Complete your learning facilitation session plan and micro teaching
- Compile a Learning and Teaching Portfolio of evidence
The following assignments are required to complete the course: PDP, Course observation, Interim reflection report, Draft learning facilitation session plan, Peer review feedback on learning facilitation session plans, Final teaching session plan, Microteaching, SER, Learning and Teaching Portfolio of evidence.
Students who complete these requirements will receive a Certificate of Completion.
Course Environment
We welcome all identities, backgrounds and experiences that we bring to our diverse learning community and view them as a resource and strength. This means that all our interactions in physical or virtual spaces are inclusive. Mutual respect, the ability to actively listen to each other and thoughtful participation in the course will make our, online spaces
Participants
Students from UCT ATLAS, other UT bachelor programs, and students from International Universities are welcome. Maximum 15 students (10 students from outside ATLAS),
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Summative assessment
The assessment will occur via two key components, a self-reflective report (self-evaluation report) and an agreed portfolio of outputs.
- Self- Evaluation Report) (50% weighting) – In this report participants document and demonstrate active self-critical reflection and responses to their learning throughout the learning experience. This critical report is about 2500 to 5000 words or 6 to 12 pages (excluding references and appendices.
- E-portfolio of evidence (50% weighting. This e-portfolio supports and provides evidence for learning and development of skills throughout the course. The portfolio is constructed throughout the duration of the learning experience, demonstrating evolution, iteration and progress over-time. It must include a regular reflective blog diary. It may contain other evidence, which may take many forms including photographs, documents, reports, feedback, video, podcasts, etc.
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