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Teaching, learning and/or assessment processes

  • Describe what you have done relevant to the section
  • Reflect on this
  • Provide supporting evidence

An understanding of teaching, learning and/or assessment processes

Statements here might relate to areas such as teaching experience, learning design, curriculum development, work-based assessment, the creation and execution of a programme of training and so on. Evidence might include being on the register of the Higher Education Academy, a PGCE award, having completed a SEDA-approved course, extracts from your Institute for Learning (IfL) portfolio or undertaken relevant sections of the Certified E-Learning Professional courses. Commentaries from peers on your approach would also provide suitable evidence. Other possibilities include teaching experience, reflective statements that analyse experience in terms of learning theory, pedagogic approaches, sociological theories, or a comparable, recognised perspective. In relation to learning design, a report, specification or reflective statement might be provided that clearly elaborates the principles that informed the design process. In any collection of evidence there should be some consideration of how technology is changing approaches to teaching and learning and/or the roles of learners, teachers and support staff.

An understanding of your target learners

Statements should show how you have found out about learners’ needs and the context for their studies, and how you have developed approaches that reflect this. Evidence might include a description of how assistive technologies have been used to support disabled students, how learner feedback has influenced the design of an e-portfolio, how the needs of work-based learners or overseas students have shaped the curriculum, or records of conversations with product analysts, marketing departments or course teams and the resulting plans for your design. Evidence of changed practice, rather than simply the recognition that this is an important area, is required.

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