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In several occasions the course itself has failed to meet the standards it advocates. For instance, long sessions, late feedback, non-comprehensive feedback, feedback that does not reflect the actual assignments submitted.

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I didn't get the point of the assessment workshop in EEP.

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1. The content is not adequate for providing core knowledge in education practice.

2. The sessions should have concrete learning outcomes.

3. The sessions should focus on specific learning theories, practices or approaches.

4. Some activities might be fun, but they are useless. Some useless that come into my mind are: Lego play, and many others (One can understand the benefit of spending time on fun activities, but this is different from spending the whole day only on that)

5. Many sessions do not transfer any knowledge, the majority of the questions posed from the students are not really answered (e.g. Library support session and others)

6. The time allocated is not being used at all: the core knowledge transferred over a session of many contact hours within a day could easily be covered in 30 minutes.

7. There is no optimal use of the contact hours: Hours in the beginning left empty for collaborating, catching up and not "being held on everyday tasks" do not serve any purpose.

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I found late changes to the course to be costly. I've just booked accommodation for next week only to find it's a session to work on our writing. The time and money could have been spend more strategically.

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Sessions are skipped or not delivered under several pretexts. For instance, every single assignment deadline has been on a Thursday; the corresponding sessions were not delivered (with no obvious reason); it is easy to arrange the deadline to be on another day.

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I strongly suggest that the course is run by people that have a BSc degree on pedagogy. It would be greatly beneficial to have true experts on the field organising and running the course. So far, the topics have been covered superficially, not delving into depth and failing to inculcate knowledge in a concrete, concise and comprehensive way.

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Sometimes unclear to see relevance / how things fit into a particular unit.

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VLE is difficult to navigate and find information which wastes time and adds to frustrations, for example mentor list is within IEP on the VLE but the teaching observation by mentor is assessed as part of Scholarship

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Questions on educational aspects are, many times, not answered and are avoided. Looking up on the answer and coming back to the student would be better

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What's the benefit of the peer feedback on the group presentation? Is this part of an experiment for some research?

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I didn't like the group presentation it was way to stressful given my workload at the time (I did enjoy listening to them, though).

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I still don't really know how SPD links in with Mahara or how the evidence is supposed to be presented.

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I've no idea what is going on in SPD. I remember distinctly that during the last session there was something that everyone was struggling to understand, the lecturer said we would come back to it but we haven't.

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While I enjoyed some of the topics in EEP, I wasn't sure of their relevance to my assignment. Should there have been some optionality here?

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The audio feedback did not work because the person giving feedback turned away from the microphone - probably to look at notes or my work so I've no idea what was said. If a piece of work is written, I would prefer written comments on the work to indicate what's wrong and what can be improved.

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SDP assignment is still not clear what is expected to do. Need more information about each section and a guideline what points are expected to write and present in each section.

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Feedback provided does not reflect on what were good points and what were negative points throughout my assignment. It should  also reflect on how can I improve on these negative points.

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This comment applies to a wider issue of workload planning at BU, which does not in any way reflect the work needed to be undertaken or the time it takes to complete. This feeds through to the PG Cert - there is no time to complete the work for the course within working hours. Have found myself working 24/7 to keep up with PG Cert , and barely managing at that.

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There is too much emphasis on delegates working for BU. There are external delegates on the course and sometimes the lesson content is irrelevant to those people.

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While the group work mark was good, one part of the feedback criticised the lack of a power point presentation. I think we were therefore penalised for not sticking a very standard traditional presentational format and trying something new and different. Given that this course is about innovation and development of teaching practice, we should be encouraged rather than discouraged from trying something different.

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Given that everyone on the course is working more information about different theories would be useful. Even just basic information, i.e. theorist X say Y and Z. It is a real struggle to do substantial reading with no clear idea of what core issues to focus on.

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The assignment briefs were too loosely worded that it was unclear what was being asked of us. Greater clarity is needed particularly as there are a diverse range of disciplines on the course who will interpret things differently.

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Some of which have had absolutely no relevance to the learning outcomes or assignment. I'm thinking of the lectures in the Barnes lecture theatre in particular. Very interesting but not a priority for the course.

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Tutors marking our Group presentations. 

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Tutors marking our Group presentations. 

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a lot of us found it really annoying and unfair and even unprofessional to have 2 people who mark us that have not been involved with our seminar group at all. Even if they were involved with PG Certification course in the past, still, everyone listened to Curie and asked her what she wants and how she would mark the presentations. The 2 people who marked our seminar group had a different idea of what they want in the presentation (yes, yes, we know, they used the same assessment criteria, but it's not the same! it's still very much subjective). So some of us found this very unfair.

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I felt I waste almost two hours out of three. Playing fun activities are fine in the first session, rest of the sessions should be focusing on teaching us education learning theories and evaluation methodologies in detail.

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back in September / October the start was really slow then out of nowhere we had the patch work and then almost right after we had the group presentation and then now individual assignment....so it started slow and is now going too fast. The assignemnt

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I found the patch text really difficult to write and understand

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I found the patch text really difficult to write and understand

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The PATCH 1 assignment task is poorly written and thus allows for broad responses. During the peer feedback session the teacher advised the five members of our group that we had incorrectly responsed to the task. When we said the task was unclear, she acknowledged this, yet said it was "Too late to change the wording". We are concerned that this will affect our grade. This concern has been echoed by other groups and is a serious concern.

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Stop assuming that we are unfamiliar with certain practices and start by asking 'who does this?'. At the moment, there seems to be the assumption that we don't know what we're doing and are being enlightened through the course content. Please just ask us about our experiences to gauge whether such a tone is needed.

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The quantity of reading and referencing expected of me feels overwhelming. I am interested in exploring and experiencing concepts related to 'Experiential Learning' and 'Communities of Practice', yet reading books and articles reduces my ability to invest in situated learning methodologies.

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There has been a huge gender imbalance in the teaching staff on this course. I have no personal preference to either gender as a teacher, but I do believe in equality, particularly in groups of people who are acting as role models for others. The split was 83% female (n24) to 17% male (n5) (this includes Ian Marsland who, it seems, was brought in just to warn us about plagiarism, and Andrew Main who is on the list of guest lecturers on Brightspace, but I'm not sure if I ever saw him?). Having said that, the standard of teachers and guest lectures has been excellent.

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We had a session on Plagiarism recently where the teacher told us off for talking and then lectured us about 'respect'. This appeared to antagonize, frustrate and disconnect some people from the content. We clearly needed to discuss this complex subject with our peers. This issue has occured in other sessions as well.

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Practice what is preached (with less preaching)

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Practice what is preached (with less preaching)

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At times there is a disconnect between what the teacher does and what the teacher says, i.e. the promise of a workshop with opportunities for dialogue (about how ineffective lectures are at delivering material)... followed by a 2hr lecture and a 30 minute (frantic) workshop.