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Teaching

Utilising a range of tools and features of the virtual learning environment (VLE), and evidence- based online pedagogical practices, the approach to teaching will involve:

• Minimising the complexity of technology through the use of clear, concise guidance in navigating through the various facets of the course to develop a comfortable environment for students and instructors;
• Clear communication channels through which students can engage with each other and with module tutors (e.g. messaging within Blackboard, discussion boards, Collaborate).
• High quality explicitly framed online activities that underpin summative assessment and which includes opportunities for collaborative learning as well as receiving timely, constructive, formative feedback to support student learning;
• A defined, regular social presence of module tutors to support continuous student/teacher communication and minimise potential feelings of studying in isolation.
• Online learning is both asynchronous and synchronous with discussions via VLE to encourage critical reflection in students.
• Active learning is facilitated through peer discussion formats and are intended to enable the application of learning through discussion and small group activities.
• Analysis of case studies and policy from health and social care and other settings relevant to the student’s professional context.
• Critical reflective analysis of dementia practice in a range of settings.

This will facilitate an experiential learning cycle that will maintain student engagement and activity, require students to take responsibility for their own learning, and afford opportunities to relate and apply their learnings within their professional practice context. 

Contact time

Synchronous contact - Scheduled/planned

Contact time with tutors will vary between modules. There will be synchronous (live) tutorials and teaching activities using the VLE. Scheduled online teaching may be held in the evening to accommodate your work schedule. For fully online modules, a normal pattern of synchronous contact time will be around 1 hour per fortnight over 12 weeks, thus 6 hours per 15 credit module, although additional sessions may be added if a tutor identifies a need. 

Asynchronous contact - Unscheduled

You are expected to participate fully in the programme of study, engage actively with learning opportunities including any scheduled sessions. If unable to engage with a scheduled session you would be expected to contact the module leader in advance where possible. At times engagement within modules will be monitored through the VLE. Contact time will be 2 hours per week asynchronous over 12 weeks, thus 24 hours per 15 credit module. 

Additional contact time will be through chat rooms and discussion boards which will be flexible. This will allow you to have access to a range of material and learning resources which they can access at a time convenient to them but remains a means of sustaining contact with tutors. 

Independent self-study

In addition to the synchronous sessions and asynchronous activities, you are expected to undertake a significant amount of self-directed study. Typically, this will involve 6 hours per week per 15 credit module across the course. Independent learning will be supported with a range of excellent learning facilities including library resources, the VLE and extensive electronic learning resources. 

Duration

Up to 2 years part time.

Timetables

Dates for scheduled seminars will be made available in advance of the course commencing. The online learning environment will be available for the duration of the semester and will be available one week before a module commences and access to the learning environment is available following registration.

Teaching staff

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course, the team includes senior lecturers. People living with dementia and their families are involved in curriculum development and delivery.

Teaching is informed by research and consultancy through a variety of academic teaching staff available to you, including a number of lecturers who have a higher education teaching qualification or are Fellows of the Higher Education Academy. As part of the  Association for Dementia Studies this will also include research fellows, PhD students and a Dementia Practice Development Coach. 

Assessment

The course provides opportunities to test understanding and learning informally through the completion of practice or ‘formative’ assignments helping students to achieve the learning outcomes and provide scaffolding towards their summative assessments. Each module has one or more formal or ‘summative’ inclusive assessments which are graded and count towards the overall module grade and is an opportunity for students to apply learning into practice within their professional context.

The precise assessment requirements for an individual student in an academic year will vary according to the optional modules taken. The range of assessments within the modules represent a pedagogical approach of application of knowledge and self-directed study. 

Assessment methods include:

• Practice based exercise
• Reflective practice report
• Reflective Case Study
• Action Plan
• Academic essay

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment,