Simon Fitzpatrick & Helen Blanchett, JISC Netskills Supporting Professional Development for Engagement: The CPD & Training...
Project Aims <ul><li>Determine support and enhancement needs of existing BCE training provision and BCE practitioners </li...
Project Outputs <ul><li>Needs analysis of BCE practitioners  </li></ul><ul><li>Investigation into appropriate CPD framewor...
Training Needs Analysis Findings <ul><li>“ BCE practitioners” include a wide range of roles & activities </li></ul><ul><li...
CPD Framework  <ul><li>1. Key Role - Manage Information and Communication  </li></ul><ul><li>2. Key Role - Manage Relation...
CPD Framework (2) <ul><li>Key Role:  </li></ul><ul><li>Manage Information and Communication  </li></ul><ul><li>Unit:  </li...
Interesting Meetings
Where we are now <ul><li>Further workshops - ‘Supporting Professional Development for Engagement’ </li></ul><ul><ul><li>29...
Hands-on <ul><li>Tool:  </li></ul><ul><li>https://www.netskills.ac.uk/IOSE </li></ul><ul><li>Evaluation:  </li></ul><ul><l...
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Supporting Professional Development for Engagement: The CPD & Training Project

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Helen Blanchett and Simon Fitzpatrick, both from JISC Netskills, provide an overview of the CPD & Training Project.

This presentation was delivered during a CPD & Training Project event. For more information see: http://www.netskills.ac.uk/content/projects/2008/jisc-bce-cpd/index.html

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  • The most important stage in the development of online learning courses is the analysis of the existing course (or the needs of the course to be developed from scratch). Unfortunately recent research has shown that this stage is often over looked or ignored all together (Diana Oblinger, the renowned e-learning researcher from the USA, covered this in great details in her keynote speech at the 2002 ALT-Conference). There is a tendency to be seduced by the technology and the bells and whistles provided by the tools in VLEs. Online course development is as a result frequently driven by the technology and the tools rather than the learning needs of the learner. This frequently leads to the inappropriate use of VLEs. The first step in the development process should be a detailed examination of the current course with respect to learner autonomy and learning approach and the current approaches and delivery methods used for teaching. “ Greater emphasis on the analysis and design stages will reduce the wasted time and cost involved in producing projects which are never likely to realise the intention of improving learning .” Alexander (1999)
  • Use this slide to outline the first hands-on activity for the module. Refer to the set-up document for this module for details of how to run the discussion groups and feedback sessions.
  • This slide introduces the various forms of assessment can be carried out before, during and after a programme of study. The distinctions between them are in how assessment is implemented and how the results are used, rather than the type of questions used. Each type of assessment will be discussed in more detail on the following slides. Diagnostic assessment: Used to identify learners levels of learning and to place them into an appropriate programme of study. Formative assessment: A continuous form of assessment that takes place during the course allowing problems to be identified and addressed. Does not contribute to the overall grade received by a student. Ipsative assessment: The performance of the student is evaluated against their previous performance, rather than against that of their peers. This may be assessed by the tutor or by the learners themselves (i.e. self-assessment). Ipsative assessment is used in a formative way during the course and again does not contribute to the grade of a student. Summative assessment: Used to evaluate what the student has learnt and to formally certificate their achievements. Generally takes place once a course or module has been completed. These forms of assessment can be informal or formal. In a formal assessment the student is aware that they are being assessed, for example by examination or essay. In an informal assessment however, the assessment is integrated with other tasks, such as contribution to a discussion.
  • The most important stage in the development of online learning courses is the analysis of the existing course (or the needs of the course to be developed from scratch). Unfortunately recent research has shown that this stage is often over looked or ignored all together (Diana Oblinger, the renowned e-learning researcher from the USA, covered this in great details in her keynote speech at the 2002 ALT-Conference). There is a tendency to be seduced by the technology and the bells and whistles provided by the tools in VLEs. Online course development is as a result frequently driven by the technology and the tools rather than the learning needs of the learner. This frequently leads to the inappropriate use of VLEs. The first step in the development process should be a detailed examination of the current course with respect to learner autonomy and learning approach and the current approaches and delivery methods used for teaching. “ Greater emphasis on the analysis and design stages will reduce the wasted time and cost involved in producing projects which are never likely to realise the intention of improving learning .” Alexander (1999)
  • The most important stage in the development of online learning courses is the analysis of the existing course (or the needs of the course to be developed from scratch). Unfortunately recent research has shown that this stage is often over looked or ignored all together (Diana Oblinger, the renowned e-learning researcher from the USA, covered this in great details in her keynote speech at the 2002 ALT-Conference). There is a tendency to be seduced by the technology and the bells and whistles provided by the tools in VLEs. Online course development is as a result frequently driven by the technology and the tools rather than the learning needs of the learner. This frequently leads to the inappropriate use of VLEs. The first step in the development process should be a detailed examination of the current course with respect to learner autonomy and learning approach and the current approaches and delivery methods used for teaching. “ Greater emphasis on the analysis and design stages will reduce the wasted time and cost involved in producing projects which are never likely to realise the intention of improving learning .” Alexander (1999)
  • Transcript of "Supporting Professional Development for Engagement: The CPD & Training Project"

    1. 1. Simon Fitzpatrick & Helen Blanchett, JISC Netskills Supporting Professional Development for Engagement: The CPD & Training Project
    2. 2. Project Aims <ul><li>Determine support and enhancement needs of existing BCE training provision and BCE practitioners </li></ul><ul><li>Design, in conjunction with stakeholders, a training support package </li></ul><ul><li>Pilot, deliver and evaluate the training package in collaboration with partner organisations </li></ul>
    3. 3. Project Outputs <ul><li>Needs analysis of BCE practitioners </li></ul><ul><li>Investigation into appropriate CPD frameworks: e.g. AURIL </li></ul><ul><li>Map of JISC Advance services, resources, events and activities against framework </li></ul><ul><li>Online profiling tool to allow BCE practitioners to match areas of potential development against JISC material </li></ul><ul><li>Series of workshops to promote/develop the above </li></ul><ul><li>Stakeholder engagement/networking </li></ul>
    4. 4. Training Needs Analysis Findings <ul><li>“ BCE practitioners” include a wide range of roles & activities </li></ul><ul><li>Training is needed & wanted </li></ul><ul><li>Current CPD is through f2f and local sharing </li></ul><ul><li>No clear pattern of specific needs but survey suggested: </li></ul><ul><ul><ul><li>Data protection/IPR </li></ul></ul></ul><ul><ul><ul><li>Marketing & communication </li></ul></ul></ul><ul><ul><ul><li>Best practice </li></ul></ul></ul><ul><ul><ul><li>E-learning </li></ul></ul></ul><ul><ul><ul><li>Engagement/collaboration tools </li></ul></ul></ul><ul><li>JISC not high profile in this sector </li></ul>
    5. 5. CPD Framework <ul><li>1. Key Role - Manage Information and Communication </li></ul><ul><li>2. Key Role - Manage Relationships </li></ul><ul><li>3. Key Role - Manage Projects </li></ul><ul><li>4. Key Role - Manage the Commercial Interface </li></ul><ul><li>5. Key Role - Manage Operations within a Legal Context </li></ul><ul><li>6. Key Role - Problem Solve and Manage the Decision Making Process </li></ul><ul><li>7. Key Role - Provide and be a Source of Leadership </li></ul><ul><li>8. Key Role - Provide Leadership at the Senior Management Level </li></ul>
    6. 6. CPD Framework (2) <ul><li>Key Role: </li></ul><ul><li>Manage Information and Communication </li></ul><ul><li>Unit: </li></ul><ul><li>Obtain, evaluate, organise and store information </li></ul><ul><li>Elements : </li></ul><ul><li>From a wide and diverse range of sources, both technical and non- technical, locate, obtain and evaluate information resources </li></ul><ul><li>By paying close attention to detail, and by adopting rigorous research processes, prepare and supply information to meet specified needs, and ensure the information is accurate and sufficient to meet reporting requirements. </li></ul>
    7. 7. Interesting Meetings
    8. 8. Where we are now <ul><li>Further workshops - ‘Supporting Professional Development for Engagement’ </li></ul><ul><ul><li>29 th April, Newcastle, Web 2.0 focus </li></ul></ul><ul><ul><li>5th May, London, Legal focus </li></ul></ul><ul><ul><li>13th May, Edinburgh, Info Management focus </li></ul></ul><ul><li>Ongoing stakeholder liaison </li></ul><ul><li>Updates based on user testing </li></ul><ul><li>Development of institutional support resources </li></ul><ul><li>Project due to end in June 2010 </li></ul>
    9. 9. Hands-on <ul><li>Tool: </li></ul><ul><li>https://www.netskills.ac.uk/IOSE </li></ul><ul><li>Evaluation: </li></ul><ul><li>http://www.netskills.ac.uk/content/surveys/survey/20 </li></ul>

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