This presentation presents a new curriculum model and describes the interlinked pedagogical principles used to rethink the curriculum design of the Academic Professional Apprenticeship (APA)/ Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) course at Nottingham Trent University (NTU). Active learning was a key tenet of the redesign of the course as was aligning the content to the APA Standard and UKPSF dimensions of practice. The focus was on meeting the needs of the 21st Century academic through engaging learners in experiential learning, peer problem solving, and project-based learning, both synchronously and asynchronously, and developing their academic practice by breaking the curriculum into smaller teaching blocks. Through utilising eleven teaching blocks across two modules, a range of pedagogic methods with specific areas of engagement were identified, thus generating more meaningful engagement with content. In addition, using smaller teaching blocks allowed more opportunities for tailored workplace learning activities and collaboration with colleagues from across the University, with a significant increase in sharing and embedding good practice.

Expected outcomes of this session:

Any course with long thin modules could be redesigned using our proposes curriculum design principles, particularly where there are a number of modules which interlink. This is an interactive presentation that aims to discuss how these pedagogical principles could be adopted by other colleagues leading or teaching on similar courses.

PowerPoint: BFox Conference- Presentation- Nov21.pptx