Abstract
The full title of this section is: Designing the PGCert Experience.
Part II builds on the foundations laid in Part I, where I discussed the PGCert core values and pre-PGCert provisions. In this section, the main questions addressed are:
- How does context affect the PGCert provision?
- What learning ‘should’ happen in a PGCert?
In Chapter 3, Setting Up and Engagement, I review various contextual factors that influence PGCert design. This includes PGCert course teams; partici-pants; institution and resources, including considerations regarding curating the resource list provided to participants. I conclude by addressing practical matters such as setting up the PGCert environment and facilitating the first live session.
In Chapter 4, Learning Content: Input and Practice, I examine various as-pects of the learning that PGCerts aim to foster starting with a discussion about Learning Thresholds, Big Ideas and Learning Outcomes, followed by six key perspectives on PGCert learning: Learning through SoTL engagement; Learning through reflection; Learning through practice; Learning through lessons and activities; Learning through eportfolio building; Learning through mentoring.
What I hope you will gain from this section:
- A deeper understanding of the contextual factors that influence PGCerts and the value of conducting a ‘situational analysis’
- Insights into key learning thresholds within PGCerts Inspiration for ‘universally designed’, creative learning activities How to prompt PGCert learning through practice, action research, portfolio-building and mentoring