School of Science andTechnology, University ofNorthampton7 May 2013Alejandro ArmelliniShirley BennettInstitute of learning and Teaching in HE
Historical background …emerging focus on Professional Recognition...• 2010 Browne Report suggested tying funding to the requirement for all staffnew to teaching to complete a HEA recognised teaching qualification andpublish information on teaching qualifications• 2011 HE White paper emphasises the need to have well-qualified teachersand for institutions make public ‘the teaching qualifications, fellowships andexpertise of their teaching staff at all levels’ (BIS, 2011: 9).• 2011 (Nov) HESA announced that in the 2012-13 session the HESA returnwill, for the first time, include data about the teaching qualifications /recognition held by academic staff.
Sector Professional StandardsFramework (UKPSF)• Revised version launched November 2011• Framework for recognising and benchmarking teaching andlearning support roles HE• Description of the main dimensions of the roles of teaching andsupporting learning within the HE environmenthttp://www.heacademy.ac.uk/professional-recognitionThe Framework has been developed by the Academy on behalf of the sector as a wholeand so it is the property of all of those with a direct interest in the HE sector.(http://www.heacademy.ac.uk/ukpsf#whatisframework)
Four Descriptors• Associate Fellow of theAcademyDescriptor 1• Fellow of the AcademyDescriptor 2• Senior Fellow of the AcademyDescriptor 3• Principal Fellow of theAcademyDescriptor 4
Descriptors• Descriptor 1: An Associate Fellow of the Academy (AFHEA)– Staff new to teaching; Staff with a specific role in teaching / supportinglearning e.g. Library or Careers staff; Graduate Teaching Assistant• Descriptor 2: A Fellow of the Academy (FHEA)– Main category; Academic and/or Support staff holding substantiveteaching and learning responsibilities• Descriptor 3: A Senior Fellow of the Academy (SFHEA) NEW– Academic leadership role with respect to L&T or programme/subjectleadership role, builds on Descriptor 2.• Descriptor 4: A Principal Fellow of the Academy (PFHEA)NEW– More senior leadership role with demonstrable impact, institutionalstrategic leadership and policymaking, slightly different and doesn’tdirectly build on the 1,2&3.
HEA targets by 2016 :Change the way you think about Hull | 7October 2009 | 6• At least 50% of eligible academic staff in UK higher education tohave achieved Descriptor 2 (Fellow).• 2,000 academic staff to achieve Descriptor 3 (Senior Fellow)• 1,000 academic staff to achieveDescriptor4 (Principle Fellow)• At least 85% of subscribing HEIs to have a CPD frameworkaccredited against the 2011UK Professional StandardsFramework.
Three Dimensions of PracticeAreas ofActivityProfessionalValuesCoreKnowledge
Areas of ActivityA1• Design and plan learning activities and/or programmes of studyA2• Teach and/or support learningA3• Assess and give feedback to learnersA4• Develop effective learning environments and approaches to student supportand guidanceA5• Engage in continuing professional development in subjects/disciplines and theirpedagogy, incorporating research, scholarship and the evaluation ofprofessional practices
ASSOCIATE FELLOW (D1) FELLOW (D2)For: Staff new to teaching or with a limited teaching portfolio; staffwho support student learning.Route through Provision:- Choose at least 1 from Blue, 2 from Grey and 1 from either Green orPink- Engage in processes of application to practice, reflection, peerobservation, mentoring, and acquaintance with relevant HE L&TLiterature.Assessment For D1:Text/Audio/Video Blog reflecting on a period of teaching and/orlearning support.+ 2 ReferencesFor: Established staff with a substantive teaching role and able toprovide evidence of broad based effectiveness across all 5 Areas ofActivity.Route through Provision:- Choose at least 1 from each of Purple, Blue, Green and Red and 2 Grey- Engage in processes of sustained application to practice, criticalreflection, peer observation, mentoring, and reading of relevant HE L&TLiterature.Assessment for D2:Development of NILE site, with Rationale and Self-Evaluative Critique ofteaching practice.+ 2 References (1 may be external to UoN)+ Record of engagement in CPD activities mapped to UKPSF
ProvisionTeacherNeedDesign of Courses &Activities (A1)Teaching & SupportingLearners (A2)Assessment and Feedback(A3)Learning Environment &Support (A4)Professional Development& Qualification (A5)CAIeRODesigningforCollaborationNewApproachestodesigningL&TBeginningTeachingModeratingOnlineGroupseModeratingInnovationsforEffectiveFeedbackDesigningAuthenticAssessmentTechnologyforAssessment(LearningTechTeam)SupportingAchievement&PerformanceContemporaryL&TCulture&ContextinUoNOER/OEPinC21HEPeerObservationforDevelopment(inclOL)Investigating&EvaluatingTeachingReadingCirclestoExploretheResearchbehindInnovationsHow can I develop acourse that meetsstudents’ needs?X X X X X XI want to be a betterteacher X X X X XI need to develop myskills for online /distance learning –Help!X X X X X X X XI need to improvestudent retention. Howcan I help my students?X X X XWhy waste time onwriting feedback?Students don’t read it!X XMy teaching is in a rut –What new ideas couldmake it more exciting?X X X X X X X XI need to getprofessionalrecognition as a HETeacher – what do I do?X X xI would like to gainacademic credit for thistraining – is thispossible?x X X
http://www.heacademy.ac.uk/Your CareerProfessional Recognition ServiceBecome a Fellow of the HigherEducation Academy
Open NorthamptonSchool of Science and Technology7 May 2013
Open NorthamptonAimTo put Northampton on the global OER-OEPmap within 24 months.18
Open Educational Resources (OERs)• Teaching, learning and research materials in anymedium, digital or otherwise, that reside in thepublic domain or have been released under an openlicense that permits no-cost access, use, adaptationand redistribution by others with no or limitedrestrictions (UNESCO, 2012)19
Principles• A commitment to enhancing Northampton’s OER/OEP global presence andpractice.• An understanding of the openness agenda across the Higher Educationsector and its funders.• A recognition of the dual purpose of OER and OEP: enhancing L&T andmaximising Northampton’s visibility and academic offerings globally.• An awareness of the different existing open repositories for research andLearning and Teaching (L&T) material, and the lessons learned from thoseexperiences.• An understanding of open licences, particularly Creative Commons(http://creativecommons.org/choose/).• The University Library’s key advisory role.• The Marketing Department as a major stakeholder.• All six schools as major contributors and beneficiaries.• A phased, scalable approach, with detailed evaluation at different stages.
Draw map of courseGather my materials &borrow materials fromcolleaguesReview learningoutcomes & assessmentDownload stuffIdentify gaps‘Write’ the restCheck consistency & go
Build a storyboardCreate a scaffoldDraft a blueprintSelect and adapt OERsGather materials &identify gapsDesign missing bitsReality check, adjust & go
Format ContentText &graphicsAudio Video Slides (egPowerPoint)Other (eg AdobePresenter)What I alreadyhaveWhat I find andreuse as isWhat Ifind, tweak anduseWhat Ifind, repurposeand useWhat I createfor this module
Design PlannedEnhancementStrategicEnhancementDeliveryJust-in-timeEnhancementReflectiveEnhancementAs is RepurposedOER useCurriculum
Nikoi, S., Rowlett, T., Armellini, A. & Witthaus, G. (2011). CORRE: A framework for evaluating and transforming teaching materials into Open EducationalResources. Open Learning, 26(3), 191-207.
OER repositories (1)26JORUMOER CommonsMIT OpenCourseWareOpenLearn (Open University)iTunesU