Category: M09ODL Group Project

Unfortunately, due to issues with time and travel, I could not attend the Mock Panels, however, I did support the team with preparing questions.

The feedback received highlighted good practice, gave suggestions and set 2 conditions. Please see the feedback document below:

The introduction session for M09 was used to introduce the CLS teams to the group project, to Design a PGDip Course as a group and present this course to a mock Course Decelopment and Review (CDAR Panel).

Each CLS Group were tasked to begin looking at the student journey for the PGDip course, remembering the 60 credits would be targeted to students such as ourselves who has completed the PGCert, as well as the journey towards the final 60 credits for a MEd.

This activity allowed each team to get creative, with lego, poster paper and plenty of other materials available.

Those of my CLS in attendance and I had made the decision to break down each stage, first looking at the journey and skills developed in a PGCert then the same for MEd.

We were then able to consider what we would enjoy and expect if continuing on to a PGDip.

The CLS and I agreed our preferred specialist focus would be on Inclusivity. This group decision allowed us to consider the types of modules and experiences we wished to be present within our course design, considering teaching, learning and assessment, as well as the Coventry pillars.

Take a look at the outcome of our collaboration, which will become the basis for this project:

For reference, other teams created the below:

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To continue with our group project, each team member will need to engage with the online FutureLearn content and work as an active member of the CLS.

I’m personally looking forward to working with everyone.

Before completing the induction for the M09 module, the CLS team that were present drafted ground rules.

Unfortunately, not all members were available for the introduction to this module/group project. The ground rules may therefore evolve over the period of the term, but the essence of working collaboratively is expected to remain.

Ground rules:

1. Attend least one face-to-face meeting before CLS (a meeting will be arranged to take place before each f2f for planning and progression with the module).
2. To share calendars with CLS team members, so all are aware of Annual Leave.
3. Each member should contribute to the course development. This will be evidence by using track changes and including initials on updates/comments.
4. To complete FutureLearn content in a timely manner, to be able to participate in the group project.
5. If a member of the team is struggling or do not understand an activity/content, they should communicate this with the team. As a CLS, we want to support each other – our success is dependent on one another.
6. To work as a team!

Our introduction took place this week and it was definitely different!

We kicked off the day with an Escape Room challenge! A special thank you to the facilitator from Escape Room Events.

This involved working with our CLS to use clues to enter our locked box, and code-breaking to enter a further three locked boxes, all with the hope of finding the code for a safe filled with goodies.

The activity was so unexpected and really took the team out of our comfort zones, especially when we began the challenge zip-tied to one another with little room for movement.

We were all able to work together, shared clues and ideas to unlock most of our boxes, but we weren’t quite quick enough. Although we did not finish first (nor second), I was really impressed with how our team worked together. My assigned CLS have only met once before and this quite some time ago, with little interaction since. As a new group, getting to know one another, learning each others strengths and weaknesses I would argue we were successful in the underlying objectives of the activity.

Working as a team, under pressure, communicating and navigating through a challenge prepared us for the drop of assignments for this term.

This final module is different in quite a few ways:

1. We are combining our learning from the first two modules, applying this to designing a curriculum in full.
2. We will need to take a birds-eye view to understand our assignments.
3. We must work actively with our CLS to succeed.
4. There is a lot more work involved to complete multiple activities.

Our assignment

Task 1

Part 1.1: Formative
Moodle submission deadline: 3rd July
Presentation date: 17th July

• Design a PgDip Course (specialised in an area of pedagogic practice) as a group and present this course to a mock Course Development and Review (CDAR panel).

This task will include completing CU documentation templates and include planning the modules equivalent to 60 credits (teaching, learning and assessment), as well as mapping these to the 6 Coventry pillars.

Part 1.1: Summative (graded)
Moodle submission deadline: 29th July

• Write a 1500 word individual reflective statement informed by part 1.1

Task 2

Online Portfolio of core evidence (pass/fail)
Moodle submission deadline: 29th July

The portfolio must include the following

• 2 x Academic observations, broken down to one observation of a colleague and an observation of oneself. The observation can be of any practice, such as assessment, teaching, 1:1s, etc.
• Evidence of ongoing professional development
• Evidence of engagement in professional dialogue, i.e. FutureLearn/f2f attendance
• UKPSF mapping against D2
• A 1500 word reflective statement on how you have developed as a scholarly practitioner across the PGCert APHE. Note: This is a second reflective assignment and should follow Cov Referencing. This will not be graded, but assessed as part of the pass/fail portfolio.

Overall, this is a massive jump in completing a portfolio and 1 x 2000 reflection, which initially filled me with dread (how on earth could I fit this in). My second fear was how I would possibly manage a group project when located in London (very soon to be Canterbury), whilst my team were based in Coventry. Thankfully, the CLS in attendance are more than willing to use online methods to work on the project and wish to meet prior to f2f sessions, which works perfectly for me and travel.

Since completing initial plans with the team and setting ground rules, I am feeling more confident. This module and the assessment really is a very exciting opportunity to apply myself, my experience and my skills to a COURSE DESIGN!!!!

Just a little note: as this module is larger than others, you will see all my posts regarding the group project now filtered under ‘M09ODL Group Project’, instead of weekly reflections.