Adapting a Postgraduate Certificate in Tertiary-Level Teaching for Open and Distance Delivery

Ellington, HI; Juwah, C; McConnell, M; Heywood, I; Harris, RA; Ironside, G.

Introduction

This paper discusses the adaptation and development of a Postgraduate Certificate in Tertiary-Level Teaching from a traditional open-learning, self-study model to a electronically delivered and enhanced web-based flexible learning package.

Background

In 1989, the (then) Robert Gordon Institute of Technology (RGIT) founded an open-learning, self-study Postgraduate Certificate in Tertiary-Level Teaching Methods. This proved extremely successful, helping to build up within RGIT a cadre of fully-trained lecturers who were able to act as catalysts in promoting the use of the latest teaching/learning methods throughout the Institute.

In 1996, Robert Gordon University's (RGU's) version of the course was completely rewritten in order (a) to comply with the University's course unitisation policy (which required it to be re-formatted in 10- credit modules), (b) to comply with the recently-agreed national standards for Postgraduate Certificates (which required its overall credit rating to be increased to 60), and (c) to meet the criteria for accreditation by the national Staff and Educational Development Association (received in October 1996). This re-write enabled the content of the course materials to be updated and extended. To reflect this, the name of the course was changed to the Postgraduate Certificate in Tertiary-Level Teaching.

Several recent developments, however, have prompted changes to the traditional course structure:

Most relevant to ED MEDIA, however, is the recent establishment within RGU of a Centre for Open and Distance Learning (CODL), together with the plan to develop a 'virtual campus' whereby open and distance learning courses can be marketed and delivered via the Web. It was felt that the Tertiary-Level Teaching materials could be successfully exploited in this way, both as a route to the full qualification and as a suite of stand-alone CPD courses. This, however, necessitated making the materials available in units that are significantly shorter than the present course modules, since experience elsewhere has shown that long course packages are difficult to market via the Web. A 50-hour, 5-credit unit seemed to be an ideal size.

The combined Web-based/portfolio route will involve students working through the various 5-credit units into which Modules 1-3 are to be divided, and then producing a portfolio of evidence covering Module 4. Part 1 of the Pg. certificate will also be available via conventional, APEL and Web-based routes. It is also hoped that the nine 5-credit units shown in Figure 3 will prove to be marketable Web products in their own right, e.g., for CPD purposes. In its current form the Tertiary-Level Teaching Certificate comprises 35 sections in 6 modules, each based on a specifically written booklet. Obviously it is unfeasible expect students to review all this material over the web; however, the web is not being dismissed as a method of delivery. It is proposed that materials are available on the web in Adobe Portable Document Format (pdf). This format is useful for a variety of reasons:

This model will thus allow students to print materials and peruse them offline, but also allow them to refer to the materials online for added hypertext content. Materials online will retain the look of the printed versions, but be enhanced by links to further resources, references and other information. Traditionally the Tertiary-Level Teaching Certificate is assessed via a combination of methods. The first is self-assessment, carried out by the course member on an on-going basis while working through the material. The second is formative assessment carried out by a First Line Assessor on an informal basis. The third is summative assessment, negotiated with the course member's tutor. This model has been very successful for the traditional audience, however, it presents problems for distance delivery.

Allowing distance learning students similar access to a tutor is not feasible from a cost perspective, either for the student or for the University. It is thus proposed that the current assessment approach be replaced with a combined self, peer and tutor assessment. In this model the self assessment process is strengthened and formalised with the candidates being required to produce evidence of achievement of various performance criteria associated with each section of the course. The peer assessment, in addition to offering feedback, helps develop reflective skills as well as enhancing constructive learning. The tutor assessment, albeit in a much reduced proportion to both self and peer assessments, is retained as an anchor for assuring quality and standards of learning. It is proposed that self and peer assessment be done via chat areas related to each Module, with the facility for students to participate in groups or go 'one-to-one'. The traditional model of delivery is already being supported by a similar system, utilising First Class conferencing software. The self-assessment and peer-assessment processes will be checked and monitored by the course tutors in order to ensure that standards are maintained.

As the extant Certificate was robustly structured around sound learning outcomes it has proved easy to adapt for virtual delivery.

References

EDU(1997). Definitive Course Document for Postgraduate Certificate in Tertiary-Level Teaching; Educational Development Unit, The Robert Gordon University.

Ellington, H.I. (1990) "Training in-post college lecturers by open-learning methods". In Aspects of Educational and Training Technology XXIII (B. Farmer, D. Eastcott and B. Lentz, eds.); Kogan Page, London; pp 99-102.

Ellington, H.I. and Land, R. (1995) "Providing initial training for university teachers through open learning". In Aspects of Educational and Training Technology XXVIII (F. Percival, R. Land and D. Edgar-Nevill, eds.); Kogan Page, London; pp 268-273.

ILT (1998) An Institute for Learning and Teaching : Initial Consultation Paper; ILT Steering Group, CVCP, London.