Effective teaching and learning is underpinned by various theories and philosophies which promote and inform deep and active learning. This module aims to support students to deepen their understanding of new androgogical insights and strategies and to develop their ability to apply these insights and strategies to their teaching practice. This module promotes critical reflection on practice, analysing evidence from a variety of sources including peers and students. The module introduces participants to current research in student-centred teaching and learning which they will critique and apply to their work as academics/teachers, thereby promoting the development of research-informed learning and teaching practices.

1. Critically engage with theoretical concepts and schools of thought on education and its role in society.

2. Critically reflect on their own teaching styles and strategies through the lens of student-centred learning.

3. Examine relevant current educational theory to their practice of teaching.

4. Create androgogically appropriate teaching and learning environments.

5. Design an appropriate curriculum to enhance their practice of teaching.

This module provides the learner with an opportunity to explore the nature of Assessment and Feedback within the Higher Education environment. Participants will review and critically examine a conceptual framework within which to explore new, research-informed assessment strategies and to consider and improve strategies for giving feedback to students. Students have the unique opportunity to complete the Universal Design for Learning Digital Badge which is embedded in the content and assessment components of this module. Micro-credentials, or digital badges, offer students recognition for contributions made during their studies. IT Sligo facilitates this digital badge and students that undertake the module will be issued with the digital badge from the National Forum for Enhancement in Teaching & Learning (NFETL). Students earn the digital badge through engagement with online learning resources, undertaking of a reflective exercise on their current practice, utilising Peer Triads for engagement which involves organising participants into small groups (known as triads) to work on activities relating to the course materials as well as a development of a case study outlining how UDL was implemented in their own teaching & learning practice.

1. Evaluate the role of assessment and feedback within the teaching, learning and assessment process and identify current challenges to effective assessment and feedback.

2. Critically engage with the theories of teaching, learning and assessment and critique their current assessment and feedback processes in light of these theories.

3. Evaluate assessment, feedback and feed-forward in relation to their own modules/ practice to result in enhanced student learning.

4. Demonstrate understanding through the design,implementation and evaluation of appropriate assessment and feedback strategies, promoting learner engagement including self-evaluation.

5. Appraise and justify a choice of digital technologies to enhance formative assessment and feed forward within their module.