FORM 2: Application for Accreditation of prior experiential learning (APEL) Complete both parts of this form if you are applying for exemption from CiLT Module 1 (or part thereof) on the basis of prior experiential learning. This includes applicants who have achieved AFHEA status through direct application to the HEA or via an unstructured institutional pathway. All applications must be supported by items of evidence. Evidence comes in many forms (see the Notes on Evidence as the end of this document).
NOTE: You are strongly advised to meet with the CiLT APL Adviser for an informal discussion before starting on your application. This will help you to consider what items of evidence would best support your application.
Name: Dept: Email: Tel: Date of application: Additional information (optional):
PART ONE: Details of your prior teaching experience Include all teaching activities (e.g. credit bearing modules, CPD courses, research supervision, demonstrating, personal tutoring etc)
Institution Department Level Programme Module/subject Role Responsibilities/ Delivery Hours No of learners UG/PG activity details dates University Tourism UG Y1 BA in Tourism Introduction Seminar Design and deliver 02/2012- 2 hrs x 40 of Kestle to marketing tutor seminar sessions 06/2012 10 wks Total 20 hrs University Music PG M MA in Film scoring Module Design and delivery 09/2012- 120 of Hulford Orchestration Leader of module (inc 02/2012 supporting seminar leaders (PGRs) 1 hr x Design and deliver 12 wks lectures Total Design and deliver 12 hrs seminars 2 hrs x 10 wks Total 20 hrs Institution Department Level Programme Module/subject Role Responsibilities/ Delivery Hours No of learners UG/PG activity details dates
NOTE: This table follows the same format as section E in the CiLT application form (you can therefore transfer the information from your application form; however you may need to add further detail if you only provided an outline on your application). PART TWO: MAPPING YOUR PRIOR EXPERIENTAL LEARNING TO MODULE 1 LEARNING OUTCOMES Use this section to demonstrate how your prior experience maps to the CiLT Module 1 Learning Outcomes. For each outcome write a statement detailing how you meet each learning outcome by providing specific examples from your teaching practice and scholarship. Consult the CiLT Module 1 Assessment Criteria (which follows this table) to guide your writing. All applications should be supported by artifacts of evidence to support the claims made (see explanatory notes at the end of this document). NOTE: If you are invited to attend an APL viva you will be examined in accordance with the Viva Assessment Criteria at the Pass level.
CiLT Module 1 Identify, evaluate and deploy teaching methods/strategies to design, plan and Learning Outcome 1.1 manage learning experiences appropriate to the given subject and academic level and assess their impact on students’ learning experiences. Supporting statement and examples from practice.
Description of the artefacts of evidence provided and relevance (what each demonstrates). CiLT Module 1 Identify, evaluate and deploy teaching theories, models, methods/strategies to Learning Outcome 1.2 create and manage learning environments that engage students in the learning process and support the development of academic and transferable skills. Supporting statement and examples from practice.
Description of the artefacts of evidence provided and relevance (what each demonstrates).
CiLT Module 1 Identify and take account of learner diversity to facilitate equality of learning Learning Outcome 1.3 opportunity for their learners and the given learning community. Supporting statement and examples from practice.
Description of the artefacts of evidence provided and relevance (what each demonstrates).
CiLT Module 1 Take a systematic approach to analysing and evaluating their performance and Learning Outcome 1.4 experiences as teachers to inform and develop their own practices to support learners and learning. Supporting statement and examples from practice.
Description of the artefacts of evidence provided and relevance (what each demonstrates).
CiLT Module 1 Confidently articulate, discuss and share their knowledge of theories and Learning Outcome 1.5 models associated with learning and teaching in Higher Education (HE) in relation to their personal teaching philosophy and practices. Supporting statement and examples from practice:
Description of the artefacts of evidence provided and relevance (what each demonstrates). Module 1 Assessment criteria
Identify, evaluate and deploy teaching methods/strategies to design, plan and manage learning experiences appropriate to the given subject and 1.1 academic level and assess their impact on students’ learning experiences. Portfolio: Not applicable Proceed to Viva Resubmit Viva: Pass Resubmit Not applicable Methods/strategies are clearly articulated with Methods/strategies are clearly articulated Methods/strategies may be referred to; however, reasons given for their appropriateness to the with reasons given for their appropriateness this may be too generalised or superficial. teaching/learning of the particular subject and to the teaching/learning of the particular Reasons for the appropriateness of the academic level. This includes discussion of the subject (e.g. mechanical engineering, methods/strategies and the teaching/learning of the Identifying, factors underpinning the selection and philosophy etc) and academic level (e.g particular subject (e.g. mechanical engineering, evaluating & evaluation of the methods/strategies and undergraduate, postgraduate, foundation, philosophy etc) and academic level (e.g deploying methods/ consideration of alternatives in the design and outreach, CPD training etc). undergraduate, postgraduate, foundation, outreach, strategies planning of learning. CPD training etc) are difficult to identify, tenuous appropriate to the or missing. subject and academic level Detailed examples from practice are given to Examples from practice are referred to that Examples from practice to demonstrate how the support this discussion and demonstrate how demonstrate how the methods/strategies are methods/strategies are being deployed in practice the methods/strategies are being deployed in being deployed in practice (in designing, (in designing, planning and managing/delivering practice (in designing, planning and planning and managing/delivering learning). learning) are missing and/or their relevance is managing/delivering learning). unclear. Approaches used to assess the impact of the Approaches used to assess the impact of the Approaches to assessing the impact of the chosen chosen methods/strategies on student learning chosen methods/strategies on student methods/strategies on student learning may be Assessing the are explained and justified in light of potential learning are explained and supported by referred to; however, explanation is vague or impact of chosen alternatives. referring to examples from participant’s missing. methods/ practice. Supporting examples from participant’s practice are Detailed examples from participant’s practice strategies on absent and/or their relevance unclear. learning are discussed which demonstrate how the information gained is used to inform future practice. Identify, evaluate and deploy teaching theories, models, methods/strategies to create and manage learning environments that engage students in the 1.2 learning process and support the development of academic and transferable skills. Portfolio: Not applicable Proceed to Viva Resubmit Viva: Pass Resubmit Not applicable Theories, models, methods/strategies deployed Reference is made to the rationale for There may be limited or no reference to the rationale to create learning environments that engage creating learning environments that engage for creating a learning environment that promotes students in the learning process are identified, students in the learning process. student engagement with the learning process. explained and justified. This includes The theories, models, methods/strategies Theories, models, methods/strategies deployed to discussion of the role/value of student deployed to engage students in the learning engage students in the learning process may be referred Creating engagement in the learning process. process are identified and explained. to; however, explanations are vague or missing. learning environments that engage students in the learning process Detailed examples are given to demonstrate the This is supported by reference to relevant Supporting examples from participant’s practice are implementation of the chosen theories, models, examples from participant’s practice. absent or their relevance unclear. methods/strategies in participant’s practice and the associated highlights and challenges.
Specific academic and transferable skills are There is reference to specific academic and There may be limited or no reference to specific Creating identified and accompanied by a detailed transferable skills (e.g. independent academic and transferable skills (e.g. independent learning account of the methods/strategies used to learning, critical thinking, team working, learning, critical thinking, team working, environments support their development including their communication skills) and the theories, communication skills) and the theories, models, that support the justification. models, methods/strategies used to support methods/strategies used to support their development. development of This includes discussion of the role/value of their development. academic and identified academic and transferable skills in transferable students’ work at university and beyond. This is supported by reference to relevant skills Supporting examples from participant’s practice are Detailed examples from participant’s practice examples from participant’s practice. absent and/or their relevance is unclear. are provided to support the discussion. 1.3 Identify and take account of learner diversity to facilitate equality of learning opportunity for their learners and the given learning community. Portfolio: Not applicable Proceed to Viva Resubmit Viva: Pass Resubmit Not applicable The range of factors that can underpin learner The range of factors that can underpin Factors underpinning learner diversity for diversity for individuals and a given learning learner diversity for individuals and a given individuals and a given learning community may be community and action taken to identify and learning community are articulated. referred to; however, these may be generalised or account for this in practice are explained and Methods to identify and address this to superficial. justified in detail. facilitate equal opportunity for learning are Explanations of methods to identify and address This includes discussion of the associated explained. diversity to facilitate equal opportunity for learning Identifying and highlights and challenges of facilitating equality are vague or missing and/or not clearly linked to accounting for of learning opportunity for individuals and Examples from participant’s practice are the factors identified. learner diversity learning communities and how these might be referred to that demonstrate methods used to Supporting examples from participant’s practice are addressed. identify diversity and account for it in absent and/or their relevance unclear. Detailed examples from participant’s practice are practice. provided to support the discussion. Take a systematic approach to analysing and evaluating their performance and experiences as teachers to inform and develop their own practices to 1.4 support learners and learning. Portfolio: Not applicable Proceed to Viva Resubmit Viva: Pass Resubmit Not applicable There is detailed explanation of the role/value of In the portfolio, teaching performance and Throughout the portfolio, accounts of teaching systematic analysis and evaluation of one’s own experience is usually scrutinised and performance and experience are mostly descriptive teaching experiences and practices to develop evaluated rather than just described. with occasional or no self-scrutiny or evaluation. and inform future practice to support learners and learning. The self-evaluative (reflective) elements of The self-evaluative (reflective) elements of the Detailed examples from practice are discussed to the Module 1 assignments/activities (e.g. Module 1 assignments/activities (e.g. personal Systematically demonstrate how the process of systematic personal teaching philosophy, reflections on teaching philosophy, reflections on teaching analysing and analysis and evaluation has informed and teaching observations, Record of Impact of observations, Record of Impact of CPD) usually evaluating developed practice to support learners and CPD) usually identify and examine issues describe experiences and issues with few or no performances and learning thus far. and raise questions in relation to one’s own questions raised in relation to one’s own practice experiences as a This includes explaining how aspects of practice and experience. and experience. teacher to participant’s practice are identified for scrutiny Specific examples are given to illustrate Supporting examples from practice to illustrate develop own and the factors and evidence taken into account how participant’s practice has or will be how participant’s practice has or will be informed practice. when: analysing aspects of practice (e.g. informed and developed to support learners and developed to support learners and learning are challenges, highlights); considering potential and learning in light of the issues/questions absent or their relevance unclear. action (e.g. seeking advice, CPD activity); raised. implementing change (e.g. planning, evaluation). An account is also given of how the systematic analysis and evaluation of practice can be sustained throughout one’s teaching career. Confidently articulate, discuss and share their knowledge of theories and models associated with learning and teaching in Higher Education (HE) in 1.5 relation to their personal teaching philosophy and practices. Portfolio: Not applicable Proceed to Viva Resubmit Viva: Pass Resubmit Not applicable Specific theories and models associated with Theories and models associated with Theories and models associated with teaching and learning and teaching in higher education learning and teaching in higher education learning in higher education may be referred to; (generic and subject specific) are confidently (generic and subject specific) are identified, however, the relationship to the personal teaching discussed in detail in relation to participants’ clearly articulated and evaluated in relation philosophy and/or practice is very general or Articulating, developing personal teaching philosophy and to one’s developing personal teaching lacking. There is little or no evaluation of the discussing and practices. philosophy and practices. theories and models. sharing of This includes the evaluation of given theories or This is supported by referring to examples Supporting examples from practice to illustrate theories and models and a sound academic justification for the from practice which illustrate how the given how the given theories and models have informed models stance held about the key concepts and their theories and models have informed or been or been applied to participant’s current and/or associated with relevance to one’s practice. applied to participant’s current and/or future future practice are absent or their relevance unclear. learning and This is supported by detailed examples from practice. Theories and models are likely to be cited and teaching in HE practice to evidence how the given theories and All theories and models are cited and referenced; however this may be inconsistent and models have informed or been applied to referenced in accordance with academic include sources that are unsuitable for academic participants’ current and/or future practice. conventions and drawn from sources that purposes (e.g. the use of Wikipedia without an are suitable for academic purposes. academically justifiable reason). NOTES: Artifacts of evidence These are items that you provide to support the statements you make about meeting the Learning Outcomes for CiLT Module 1.
The possible types of evidence are numerous. Crucially, the relevance of each item of evidence to your application must be made clear on the form as indicated. All artifacts of evidence must be clearly labelled. It may also be necessary to annotate (write on) some of the items you provide to make their relevance clear. For example, writing next to the relevant parts of a lecture handout to specify what it is providing evidence of. In cases where you are illustrating a change in an aspect of your practice (e.g. redesign of a module/activity or part thereof) it may be beneficial to include the ‘before’ and ‘after’ versions.
Artifacts of Evidence could include (but are by no means limited to): Teaching observation forms and feedback Feedback given by students Feedback provided to students Session/Lesson plans Programme specification documents and E1 forms Module outlines Assessment materials Handouts, worksheets etc Records of CPD courses/workshops/events attended accompanied by brief account/s of the impact on your practice (e.g. TELUS, EATS, Bitesize, Supporting the Supporters) Records of ‘in situ’ CPD activity such as targeted and structured peer discussions accompanied by brief account/s of the impact on your practice Accounts of self-evaluation of your teaching practice (e.g. journal entries or notes) Screen dumps from online activities resources (e.g. MOLE) Materials from CPD events you have designed and delivered to support the learning and teaching practices of others