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What's changed in 2021

APP PGR has always been a blended programme (a combination of face-to-face and online learning) but with the global pandemic, the whole programme is now run online. This brings challenges and changes (for example, we cannot model or experience live classroom teaching and learning techniques). However, course learning outcomes and assessment remain the same - it is mostly delivery that has changed.

As part of the mandatory attendance of APP PGR, connected synchronous and asynchronous learning must be completed:

  • Synchronous workshop sessions through MS Teams - there are 6 opportunities to get together as a group in two hour scheduled sessions. These sessions introduce core concepts and provide the opportunity for direct discussion with peers in break-out rooms. They are also a space for trying out technologies such as Vevox for polling and group quizzes. There is plenty of interaction built in - it's certainly not just an online lecture!
    (Total time: 12 hours)
  • Asynchronous work on Moodle- after each synchronous section a new learning section is opened up on Moodle based on that theme (e.g inclusive learning and teaching). Online activities are organised in Moodle books, and contain a variety of learning opportunities and resources - readings, videos, forums etc. You will be encouraged to work in small groups on some of these tasks.
    (Total time: 24 hours)

There is also a change to teaching observations:

  • Authentication of Practice - APP PGR has always had two teaching observations as part of the assessment: the participants is observed on their teaching and the participant observes an experienced teacher themselves. Some participants may have had an observation but if this has not been possible, an authentication of practice (reference) can be provided by a mentor in the department as a substitute. In addition, if it has not been possible to observe another teacher at this time, this element of the portfolio can be waived.

Other aspects of the course remain the same - the portfolio of evidence, the requirement for wider reading and reflection on practice.