Learning
with the Institute for Education
The Institute for Education (IfE) is strongly
committed to providing high quality teaching, learning and
assessment to enable all course participants to achieve their full potential.
This is attained through: high quality teaching and learning opportunities,
rigorous assessment and feedback, as well as the sharing of good practices. The
‘Teaching, Learning and Assessment
Policy and Procedures’
provides an effective
framework for the delivery of high-quality teaching, learning and assessment.
These documents, which relate to all staff engaged in facilitating,
supporting and managing learning, apply to all programmes offered by the IfE.
Assessment
The IfE proudly adopts
an assessment system which is designed to promote an assessment approach which looks
beyond the use of examinations. It employs
effective assessment strategies that informs and supports the teaching and learning process, which
ultimately helps to raise attainment and achievement. Lecturers
employ a variety of strategies and tasks to assess and permit a range of
different learning outcomes as well as several perspectives of learning to be
facilitated and acknowledged. Lecturers also take into
account the diverse needs of the course participants by differentiating
assessment strategies and tasks to identify learning needs and use them to
cater for their specific needs. The assessment methods and tasks that are used
are varied, allowing different perspectives of learning to be facilitated. Lecturers
are also encouraged to provide formative feedback in the form of comments on quality and advice on how
to improve. Lecturers are also advised to use the information obtained to adapt
their teaching methods to the needs of the course participants, and to change
the traditional form of assessment to a more learner-centred and formative one.
During a course offered
by the IfE, course participants will be asked to submit a number of different
formats of assignments which may include; essays, portfolios, reflective
journals, project or other types of coursework.
Online-Blended
Courses
The IfE
offers part-time online/blended courses since it believes in the strengths of
online/blended learning which lie in course participant empowerment. This mode
of delivery provides the necessary flexibility and customisation making the
courses accessible to everyone. Course participants are empowered through
online/blended learning since; they are free to access materials at their
convenience allowing them to learn in a way in which they are successful; and
they can make choices on how to explore content, according to the preferred learning
styles. The IfE employs a constructivist, social, and collaborative learning
paradigms with course participants in online education by applying
research-based pedagogical techniques through effective incorporation of
various online learning tools such as Panopto, Blackboard Collaborate and
Padlet which allow for online break-out groups and for course participants to
create content, share it with their peers and provide feedback to one another;
thereby, placing the course participants at the centre of the learning
activity.
Self-Study
Hours
It is also important to note that our courses
require a degree of self-study effort which goes beyond the scheduled lectures.
To ensure success, it is recommended to
allocate a number of weekly hours for research, readings, reflections and
revision.
Course
Participant Centred Approach
The IfE is committed to promote an environment which is course
participant oriented. For this reason, we do acknowledge the academic and
personal difficulties that one may encounter throughout their studies at IfE.
For this reason, the IfE has in place a number of policies intended to smoothen
the learning experience and promote a work-life-study balance.
Student
Affairs Office
The Student Affairs Office, within the
Admissions Department ensures that prospective and current Course Participants
are supported with career and personal guidance that will enable them to make
informed decisions. It also takes a
holistic approach towards support to ascertain that the academic journey is one
that helps the individual grow professionally whilst ensuring that throughout
the process a sense of wellbeing is mantained that will facilitate the
work-life-study equilibrium. Course Participants are considered as key
stakeholders and this office strongly enocurages and welcomes new ideas and suggestions which
could benefit all participants and the IfE itself. The objective of the Student
Affairs Office is to cultivate a sense of community between the Course
Participants and the IfE which encourages networking and sharing of
professional practices that add value to the overall academic experience by creating an environment which generates
personal and academic growt. Each and
every course participant matters and our service is committed to offer personalised
support that allows the individual the possibility to reach full potential in
becoming a professional educator.
Multi-faith
Room
The multi-faith room, located in the East
wing of the IfE premises, is a space for spiritual refreshment, exploration,
quiet contemplation and worship for course participants, and staff of any
religious persuasion and none. It is designed to be conducive to individual
prayer and meditation and contains appropriate facilities to assist the prayers
of members of different religious traditions. It is expected that the multi-faith
room will be shared openly with those of any religious traditions who may wish
to pray at the same time and those who might wish to meditate or reflect. All
those utilising the room should respect other people's freedom to express their
beliefs in worship and prayer.
Equal
Opportunities
The
IfE is committed to equality of opportunity and to a pro-active and inclusive
approach to equality, which supports and encourages all under-represented
groups, promotes an inclusive culture, and values diversity. This commitment is
underpinned by the IfE’s core values expressed in its mission statement.
Well-being
The IfE recognises that good health and wellbeing are fundamental for a
positive student experience. Following a part-time qualification whilst
juggling other equally important personal commitments is certainly demanding.
When designing pedagogical approaches, the IfE constantly maintains at the forefront the psychological
needs and academic development of our course participants by fostering teaching
and learning practices that support a work-life-study balance.
Feedback and
Support
The IfE
embraces the core value of collaboration with the
fundamental aim to ensure the best learning experience. The IfE is growing and
developing its practices thanks to the close collaboration with its course
participants. After each module, course participants are encouraged to fill in
the participant’s feedback form whereby one can provide feedback in relation to
the overall experience throughout the module in question. This is a significant
tool which will assist the IfE to review and evaluate the quality of the modules
being delivered and ensure that the learning objectives are being met. Course
Participant Representatives may also be invited to collaborate on boards and
committees where they have the opportunity to voice their feedback .
In-class
Co-Teaching
Course
participants following Bachelor’s and Master’s programmes in Primary Education
are also offered in-class co-teaching support. The in-class co-teaching tutors
support the course participants in the implementation of the outcomes of the
course in a practical manner. A supportive relationship is created between the
participant and the tutor so that it is ensured that the course participant
feels assisted and encouraged throughout the learning experience. Through this supportive mechanism, the IfE
ensures that all its course participants build their confidence in managing
their classrooms and provide robust pedagogical practices to their children in
the classrooms.
Recognition
of Prior Learning (RPL)
RPL is a formalised process through which
credit may be awarded for learning undertaken prior to the commencement of a
course offered by the IfE or learning completed together with, but not a part
of the IfE course for which a prospective course participant has applied or is
registered.
Internal
Verification
The IfE adopts an Internal
Verification System which is part of the Internal
Quality Assurance
structure and it is based on the IfE principles of assessment, which state that
all assessments must be: valid, reliable, practicable, equitable and fair.
Internal Verifiers are tasked with reviewing assessments set against the
assessment criteria; sampling and reviewing assessments completed by learners
and assessed by lecturers; ensuring that internal standardisation activities
take place which inform parity and consistency as well as quality improvement;
giving support and advice to lecturers where necessary to ensure that they
provide adequate support advice and feedback to learners and understand their
roles and responsibilities; and completing report forms and evaluations for
internal review as required.
Course
Co-ordinators
A Course Coordinator is assigned to each programme/module delivered at
the IfE and is the first point of reference for all course participants during
the period of their studies. Any queries regarding course information,
timetables, assignments and policy procedures can be addressed to their Course
Coordinator. The Course Coordinators act as liaison officers ensuring that
course participants receive personalised support in order to receive the best
possible learning experience from all stakeholders involved in the delivery of
programmes.