I didn’t know this was possible

Nerantzi, C 2011, 'I didn’t know this was possible' , ESCalate Working with diverse groups of learners in the digital age .

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This case study reports on the Engaging and Enhancing Student Learning (EESL) module which forms the core module of the newly HEA and Nursing and Midwifery Council (NMC) accredited blended Postgraduate Certificate in Academic Practice (PGCAP) offered by the Academic Development Unit (ADU) at the University of Salford. The successful completion of the PGCAP Programme leads to a teaching qualification in Higher Education (HE) and Fellowship of the HEA. The blended PGCAP, is a multi-disciplinary programme, which replaced the Postgraduate Certificate in Higher Education Practice and Research and was offered in Semester 1 of 2010/11 to new in-service academics and other professionals who support learning at the University of Salford. A number of participants have some or more extensive teaching and/or training experience in HE or other sectors. The case study presented here, refers to lessons learned from the first cohort completing the EESL module with a focus on how technology has been used to enhance and extend engagement, learning and teaching. The EESL module aims to introduce participants to learning and teaching in HE, and is aligned with the UK Professional Standards Framework (UK PSF). The EESL module is delivered over 13 weeks and consists of an online two-week pre-induction, nine face-to-face workshops and two online weekly seminars. Please note: Academics and other professionals who join the PGCAP Programme are referred in this case study as participants.

Item Type: Article
Themes: Media, Digital Technology and the Creative Economy
Subjects outside of the University Themes
Schools: Schools > No Research Centre
Journal or Publication Title: ESCalate Working with diverse groups of learners in the digital age
Publisher: ESCalate
Refereed: Yes
Depositing User: Mrs Chrissi Nerantzi
Date Deposited: 02 Dec 2011 16:38
Last Modified: 09 Aug 2017 06:23
URI: http://usir.salford.ac.uk/id/eprint/19062

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