MMD012: Pedagogy Seminar

Module code: MMD012

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 20

Level: NA

When you'll be taught: Semester 1 / 2

Module convenor: Professor Yelena Kalyuzhnova, email: y.kalyuzhnova@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students: No

Talis reading list:

Last updated: 19 November 2024

Overview

Module aims and purpose

This module offers research students an educational experience focused on key pedagogical practices, with specific aims to enhance their learning journey. Firstly, it aims to contextualize language learning for the research students, ensuring that the content is relevant and applicable to their academic pursuits. Secondly, the module seeks to update research students on the latest pedagogical achievements and challenges in business learning, providing a comprehensive understanding of the current educational landscape. Thirdly, it provides research students with essential pedagogical information and tutorial plans on selected business topics, equipping them with practical tools and knowledge for effective teaching.

The module also raises awareness about various teaching initiatives within Henley Business School and serves as a platform for both faculty and external experts to exchange knowledge on optimal teaching methodologies. It offers practical insights into applying pedagogical techniques in business education, aligning with The UK Professional Standards Framework (UKPSF) dimensions. Participants who fulfil the necessary criteria for the Teaching Qualification Certificate will receive credit, including completing the 'Preparing to Teach: Introduction to Teaching and Learning' section conducted by Centre for Quality Support and Development (CQSD). All participants will be awarded a Henley Business School Certificate of Attendance. Furthermore, the module convenor will provide mentorship in teaching to all enrolled students.

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Develop an understanding of the qualities that constitute effective teaching and education, and enhance these skills both as a teacher and a learner. 

2. Critically evaluate their own teaching methods and pinpoint the most effective teaching techniques. 

3. Demonstrate a comprehensive knowledge of the pedagogical strategies for conducting tutorials. 

Module content

The module is structured around six core themes, each representing a distinct aspect of pedagogical study: 

1. Introduction to Pedagogy: An exploration of what pedagogy entails. 

2. Approaches to Teaching: Examining various teaching methodologies. 

3. The Learning Pyramid: Understanding the structure and layers of learning. 

4. Instructional Techniques in Business Teaching: Strategies specific to business education. 

5. Challenges in Conducting Tutorials: Identifying and addressing common issues. 

6. Peer Review Observation: Engaging in the evaluation and critique of peer teaching methods. 

Throughout the module, a global perspective is integrated, with a focus on worldwide pedagogical issues and the incorporation of global case studies in teaching. 

Structure

Teaching and learning methods

This module employs interactive and experiential learning approaches. The teaching methods are complemented by assessments such as student-led teaching presentations and peer reviews of teaching techniques, which reinforce the knowledge gained during contact hours. A significant component of the learning process is the preparation for the final assessment, which takes the form of a pedagogical conference with the presentation of the practical pedagogical challenges and its solutions by the students. This assessment evaluates individual contributions, with feedback provided to enhance learning. The module's diverse feedback and assessment methods are designed to enrich the students' learning experience and foster their progression. It is structured as a coursework-based module.

Study hours

At least 0 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

This module is marked on a pass/fail basis. Students must pass each item of assessment to pass the module.

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark; 
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

N/A

Reassessment

Additional costs