module specification

ED7143 - Facilitating Student Learning (2019/20)

Module specification Module approved to run in 2019/20
Module title Facilitating Student Learning
Module level Masters (07)
Credit rating for module 20
School School of Social Professions
Total study hours 200
20 hours Scheduled learning & teaching activities
90 hours Assessment Preparation / Delivery
90 hours Guided independent study
Assessment components
Type Weighting Qualifying mark Description
Coursework 100% 50 Portfolio
Running in 2019/20
Period Campus Day Time Module Leader
Year North To be arranged -

Module summary

The Facilitating Student Learning (FSL) module aims to enable new and experienced staff, in both academic and professional service areas, who have responsibilities for student learning and achievement to develop their professional competence in the facilitation of student learning in higher education in a critically reflective and scholarly manner, armed with an understanding of how students may learn best, and aimed at enhancing the student learning experience - in the context of London Met’s diverse student body in particular. 

Central to this process is the development of the areas of practice, core knowledge, and professional values articulated in the UK Professional Standards Framework (UKPSF).

FSL is the first module in the overall PGCert LTHE core programme, and it is also available as a stand-alone option for participants who wish to qualify as Associate Fellow of the Higher Education Academy (HEA), now Advance HE.

It is a scholarly, critically reflective, work-based learning course, supported by a specific programme of workshops, critical reflection, scholarly writing, peer review, targeted research and peer observations of teaching practice. The goal of the programme is to be meaningful to participant current practice and context.

Prior learning requirements



Effective Learning and Teaching in HE: For a Diverse Student Body; Bonding & belonging; Scaffolding group work; Dialogic practice and discussion as learning; De-schooling students; Compassionate pedagogy; Embodied learning; Embodied learning and multiple intelligences; The 14 conditions of higher learning; Innovative Pedagogy; Facilitating reflection. LO1-4

Reflective learning and the reflective practitioner: Reflective Models; Theories of student learning; Choosing article for Critical Review; Organising peer and tutor observations of practice. LO1-2

Theories of teaching and learning in HE: Developing student reading strategies; Developing student writing; Personal LTA models and paradigms. LO1-4

Diversity – the synoptic session: Mapping diversity; Widening Participation and the Myth of Meritocracy; Tackling challenging classrooms; Spaces and places for active learning and student agency. LO1-4

Online Session: Flipped classroom; Creating meaningful Learning and Teaching Environments. LO1-2

Assessment, Feedback and Evaluation: Attitudes to assessment; The emotional work of assessment; Effective feedback; Appreciative Enquiry and practice evaluation. LO1-4

Bringing it all together: Discussion and evaluation of sample Meta-reflections – the form and content; Discuss Assessment Criteria; Alternative questions? Alternative modes? Building the portfolio; Incorporating the UKPSF.

Balance of independent study and scheduled teaching activity

FSL is a developmental, interactive module, introducing the model of critical and scholarly reflective practice to participants for use in the planning, delivery, assessment, review, evaluation and future developmental cycle of their own professional practice.

The participant is at the heart of the process, the focus is clearly on enhancing the real-life students’ learning experience in situated, context relevant ways. This is further facilitated by peer- and tutor observation of teaching practice – with dialogic feedback requiring evidence of meta-reflection.

FSL workshops are designed to offer embodied opportunities to explore authentic learning and teaching practice in dialogic and discursive ways and all attempts are made to relate theoretical concepts to real life contexts.

Additional reading is specified in the handbook - and also via the on-line WebLearn ‘e-module’ support facility - to provide additional information and theoretical discussion on issues discussed in workshops. This is augmented by reference not just to relevant Journals but also to social media sites designed to support LTA practices.

All participants will be expected to make use of our new extensive Core Resource: Facilitating Student Learning as an aid to developing strategies for improving success in their own contexts. This resource focuses on the strategies that empower students as active agents in their own learning processes. The document follows key themes – from ‘bonding and belonging’ to alternative assessments. Each topic is discussed alongside suggestions for classroom practice and links to digital tools.

Participants are expected to critically reflect on their own engagement with the module as a whole, in learning logs or blogs, and on their professional development in relation to the areas of activity, knowledge and professional values associated with the UKPSF, which form the core activities for the portfolio assessment.

Learning outcomes

LO1: Within your own subject area, relate your developing Learning and Teaching Practice to the goals and purposes of Higher Education and to current developments in teaching practice – within a critically reflective, developmental and scholarly framework

How the LOs match against the UKPSF Dimensions: A  1,2,4,5 / K  1,2, 6 / V  1,2,3,4

LO2: Identify the factors which can influence student learning; including an informed understanding of the impact of individual and diverse social differences on the learning process - and apply these to your developing practice with the intention of enhancing your students’ learning experience within a widely diverse student body.

How the LOs match against the UKPSF Dimensions: A 1,2,3,4,5 / K 1,2,3 / V 1,2,3,4

LO3: Design, develop and deliver effective learning & teaching sessions, including the facilitation of effective group work and the promotion of learning through managing teaching in small and  large-group settings.

How the LOs match against the UKPSF Dimensions: A  1,2,4,5 / K  1,2,3,4,5,6 / V  1,2,3

LO4:   Critically reflect upon and on your own L&T Practice and make practice decisions informed by sound educational values and principles - to enhance your own L&T Practice for the purpose of promoting more effective learning for your students.

How the LOs match against the UKPSF Dimensions: A   1,2,3,4,5 / K   1,2,3,4,5,6 / V   1,2,3,4

Assessment strategy

*** Each assessment component allows the participants to evidence aspects of all four of the Learning Outcomes. The need is for all to have been comprehensively addressed across the portfolio as a whole.

(1) Evidence of critical engagement with the literature: review of a relevant theoretical article or chapter on some aspect of learning and teaching. Uploaded to VLE for peer review against relevant assessment criteria. Submission of revised version in portfolio (1000 words). Coursework 1+2+3 = 50% of portfolio weighting. Portfolio presented after course. LO1-4

(2) Evidence of reflective learning: FSL Learning logs: Completion of a learning log or blog for each week of the module: “Write, draw, record for every element of a session: what/why/reaction/learned/next steps. Upload to VLE or provide a link to your WordPress blog or PadLet in the VLE. All participants expected to read and comment upon the logs of their peers. Submit at least two samples in portfolio.” (circa 1000 words) Coursework 1+2+3 = 50% of portfolio weighting. LO1-4

(3) Evidence of reflective practice: Involves observations of teaching practice – plus reflection. Each FSL participant is required to observe ONE peer – and be observed by ONE peer and by ONE tutor. Each observation must be reflected upon and evidence of that submitted in portfolio (circa 1000 words). Coursework 1+2+3 = 50% of portfolio weighting. LO1-4

(4) Evidence of meta-reflection: bringing theory and practice of course together in a final critically reflective commentary (2000 words): “What you have learned from the theoretical perspectives covered, the activities on the course – and peer review of your practice - submitted in portfolio with reference to relevant literature.” Coursework 4 = 50% of portfolio weighting. LO1-4



Core Texts:
Fry, H., Ketteridge, S., & Marshall, S. (Eds) (2008 or 2014) A Handbook for Teaching and Learning in Higher Education (you can use either the 3rd or 4th ed.)  London:  Kogan Page (this is available as an e-book via Londonmet Library’s online resources  – via the MetCat online search engine)

Pokorny, H & Warren, D (Eds) (2016) Enhancing Teaching Practice in Higher Education. London: Sage (especially chapters 3, 6, 7, 9, 10 and 11)

Other Texts:
Angelo, TA (1993) ‘A “Teacher’s Dozen”: Fourteen General, Research-Based Principles for Improving Higher Learning in Our Classrooms in AAHE Bulletin, April 1993, 3-13. (

Ashwin, P et al (2015) Reflective Teaching in Higher Education. London: Bloomsbury Academic

Barnett, R. (1997) Higher Education: A Critical Business Buckingham: SRHE/Open University Press

Biggs J.B. & Tang, C. (2011) Teaching for Quality Learning at University (4th Ed) Maidenhead: Open University Press.

Burns T & Sinfield S (2004) Teaching, Learning and Study Skills: a guide for tutors London; Sage

Burns T & Sinfield S (2016) Essential Study Skills: the complete guide to success at university London; Sage

Cox & Calkins (2009) Learning & Teaching in HE - on different models of teacher development and notion of "reflective professional" (pp.12-15)** 

Fry et al (2003; check 3rd edition) Handbook for Learning & Teaching in HE (core text): chapter 2 (rather basic) but has useful chapters on lecturing, small-group teaching, supervision, VLEs, student support and L&T within particular disciplines/subject domains. 

Hunt, L & Chalmers, D (eds) (2012) University Teaching in Focus: (Ch 2: very good overview of learning theories which also summarises main criticisms of particular schools of thought; also see Ch 3: "Effective classroom teaching" - covering design of large-group and small-group sessions)

Northedge & McArthur "Guiding Students into a Discipline" chapter 9** in C.Kreber (2009) The University and its Disciplines  = very interesting chapter on four different models of "the role of the HE teacher"

Laurillard, D (2012) Teaching as a Design Science - chs. 3, 4, 5

Core Resource
This Facilitating Student Learning resource covers key aspects of successful study – from active learning to alternative assessments. Each topic is discussed – with suggestions for classroom practice – and further suggestions for digital tools that might be deployed:

Journal of Learning Development in Higher Education;
Hybrid Pedagogy
Creative Academic Magazine
Active Learning in Higher Education, Advance HE;
Investigations in Teaching and Learning (CELT’s in-house l&t journal (electronic access);
The International Journal for Academic Development, Kogan Page;
Innovations in Education and Training International, Kogan Page;
Educational Developments, SEDA;
Educational Psychology Review;
Higher Education Research and Development;
Higher Education (electronic access);
Higher Education Digest;
Higher Education Quarterly (electronic access);
Journal of Further and Higher Education (electronic access);
Journal of Higher Education Policy and Management (electronic access);
Studies in Higher Education

The Association for Learning Development in Higher Education is committed to HE praxis that promotes student learning and empowerment – useful annual Conference – and opportunity to publish - viz. Journal for Learning Development in Higher Education:
Creative Academic: - community of practice organising for a more #creativeHE – with free downloadable magazines:

HEA: - now Advance HE
Is the professional body for all who teach and support teaching in higher education.  The site is full of information and practical ideas for L&T practitioners. Important, valuable site (and organisation) for resources, projects, reports, articles on learning and teaching in HE.

HEFCE archive: - now Office for Students
The Higher Education Funding Council for England (HEFCE) used to monitor teaching and research in Universities and Colleges.  Now see 

The Quality Assurance Agency for Higher Education.  This agency’s main business is the review the performance of universities and colleges of higher education. 

Social Media Sources
Our online resources to promote staff teaching to facilitate student learning – with regular live blog.

Study Hub:
Online resources on academic/study skills for students and for staff to embed in their courses.

FaceBook education magazine for students, PhD students – and staff. For use by participants and their students.

#TLC: Teaching and Learning Conversations: - monthly Webinars to enhance LTA practice – with a focus on digitally enhanced practice.

#LTHEChat: - weekly LTA conversations conducted in Twitter.