The document discusses Higher Education Academy (HEA) accreditation for librarians. It provides an overview of the different categories of HEA recognition (Associate Fellow, Fellow, Senior Fellow, Principal Fellow), their respective requirements and costs. The core knowledge, professional values and areas of activity that applicants must demonstrate for each category are outlined. Guidance is provided on mapping teaching and professional development activities to the areas of activity. The document also discusses developing assessments as part of an HEA application and strategies for librarians who may not teach in a traditional subject area.
HEA accreditation workshop for librariansSarah George
This document provides information about Higher Education Academy (HEA) accreditation for librarians, including what it is, the different levels (Associate Fellow, Fellow, Senior Fellow, Principal Fellow), and requirements for each level. Some key points:
- HEA accreditation is a nationally and internationally recognized sign of expertise in teaching in higher education.
- The requirements include demonstrating knowledge in areas like teaching methods, how students learn, and quality assurance, as well as professional values like respecting diversity.
- Different levels require more experience and responsibilities, like coordinating others for Senior Fellow or strategic leadership for Principal Fellow.
- Benefits include recognition outside libraries, helping with institutional aims and budget
The University of Northampton offers a CPD scheme to support the professional development of teaching staff. The scheme aims to provide practical, needs-driven development opportunities that are flexible and inclusive of staff at all levels. Courses range from introductory levels to leadership programs. Staff receive guidance and mentoring to implement new skills and progress in the UK Professional Standards Framework. Completing courses, scholarship, and peer review can lead to recognition as an Associate Fellow, Fellow, or Senior Fellow of the Higher Education Academy.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
Keynote presentation OOFHEC2016: George ubachsEADTU
The document summarizes a presentation given at the OOFHEC2016 conference about strategies to support new ways of teaching and learning. It discusses the challenges facing higher education with large student numbers, balancing research/innovation with education, and increasing inclusiveness. Technology is seen as a way to address these challenges by improving quality, serving more students, and connecting education and research. The presentation envisions personalized, flexible education available anywhere. A study is examining how government policies can better support new pedagogies and technology-enhanced learning. Barriers include outdated accreditation, funding, and quality assurance frameworks. Universities must develop leadership and support for institutional change to fully leverage new opportunities in teaching.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
HEA Assessor and mentor training Nov 2015 Swansea UniversityLouise Rees
This document provides an overview and guidance for assessors and mentors involved in the Swansea Application Route (SAR) for Fellowship with the Higher Education Academy. It outlines the purpose and structure of the assessor and mentor training, as well as details about the SAR application process, assessment criteria, and roles of assessors and mentors in supporting applicants.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
HEA accreditation workshop for librariansSarah George
This document provides information about Higher Education Academy (HEA) accreditation for librarians, including what it is, the different levels (Associate Fellow, Fellow, Senior Fellow, Principal Fellow), and requirements for each level. Some key points:
- HEA accreditation is a nationally and internationally recognized sign of expertise in teaching in higher education.
- The requirements include demonstrating knowledge in areas like teaching methods, how students learn, and quality assurance, as well as professional values like respecting diversity.
- Different levels require more experience and responsibilities, like coordinating others for Senior Fellow or strategic leadership for Principal Fellow.
- Benefits include recognition outside libraries, helping with institutional aims and budget
The University of Northampton offers a CPD scheme to support the professional development of teaching staff. The scheme aims to provide practical, needs-driven development opportunities that are flexible and inclusive of staff at all levels. Courses range from introductory levels to leadership programs. Staff receive guidance and mentoring to implement new skills and progress in the UK Professional Standards Framework. Completing courses, scholarship, and peer review can lead to recognition as an Associate Fellow, Fellow, or Senior Fellow of the Higher Education Academy.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
Keynote presentation OOFHEC2016: George ubachsEADTU
The document summarizes a presentation given at the OOFHEC2016 conference about strategies to support new ways of teaching and learning. It discusses the challenges facing higher education with large student numbers, balancing research/innovation with education, and increasing inclusiveness. Technology is seen as a way to address these challenges by improving quality, serving more students, and connecting education and research. The presentation envisions personalized, flexible education available anywhere. A study is examining how government policies can better support new pedagogies and technology-enhanced learning. Barriers include outdated accreditation, funding, and quality assurance frameworks. Universities must develop leadership and support for institutional change to fully leverage new opportunities in teaching.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
HEA Assessor and mentor training Nov 2015 Swansea UniversityLouise Rees
This document provides an overview and guidance for assessors and mentors involved in the Swansea Application Route (SAR) for Fellowship with the Higher Education Academy. It outlines the purpose and structure of the assessor and mentor training, as well as details about the SAR application process, assessment criteria, and roles of assessors and mentors in supporting applicants.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
A presentation for staff of Swansea University explaining the UK PSF, the categories of HEA Fellowship and how to apply for the internal route at Swansea.
التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟IEFE
The document discusses modern technologies in learning and new evaluation methods at HAAGA-HELIA University of Applied Sciences. It describes the development of the Porvoo Campus focusing on inquiry-based learning. Students work on real-life projects and develop both professional and meta competencies. Evaluation focuses on competencies, with students, teachers, and commissioners providing feedback. The pedagogy involves students defining problems and building knowledge through reflection and knowledge sharing.
HEA Fellowship Info Slides Jan 2016 - Singleton CampusLouise Rees
This document provides information about applying for fellowship with the Higher Education Academy (HEA) through Swansea University's application route. It discusses the different fellowship categories (Associate, Fellow, Senior Fellow), benefits of fellowship, and application requirements and deadlines. The key aspects of written and presentation application routes are summarized, including reflective and administrative elements, word count requirements, and assessment criteria. Support for putting together an application is also outlined.
The document summarizes the Educa-T project which aims to develop a competence framework for teachers in higher education in Croatia. It discusses the rationale for improving teaching quality and outlines the project activities, including analyzing existing practices, holding workshops, and developing a national competence profile and curriculum framework. The profile defines competency areas and provides examples of knowledge, skills, and attitudes for mastery of academic discipline and application of new technologies. A three-module, 60 ECTS curriculum framework is also presented.
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
The Center for Distance Learning (CDL) at the State University of New York offers online courses and degree programs to over 100,000 students annually. CDL uses a team-based approach to course design that incorporates best practices in online pedagogy and visual instructional methods. Courses are developed using a rigorous approval process and focus on active, collaborative learning through case studies, simulations, and library resources to promote deep learning.
This document discusses two case studies from Chile that demonstrate issues with proprietary educational resources and the potential for open educational resources (OER) to provide more effective and affordable alternatives.
Case 1 examines an expensive English and math program where platform usage and student outcomes were very low. OER like Khan Academy could provide a no-cost alternative that guarantees access.
Case 2 looks at the Ministry of Education spending $40 million annually on textbooks dominated by two foreign companies. Previous studies found textbooks to have poor quality and limited use. Openness could help fix these issues and strengthen the local publishing industry through improved resources and return on investment.
Olc 2017 april-how to promote large scale adoption of adaptive courseware allKaren Vignare
This document summarizes a presentation on promoting large-scale adoption of adaptive courseware. It discusses eight universities that are accelerating adoption over three years and sharing their experiences. The presentation covers defining adaptive courseware, approaches to achieving widespread usage, selecting courseware, and challenges in implementation. Key strategies discussed include cross-institution collaboration, incentivizing faculty, and taking a data-driven approach through pilots and iterations. The goal is to personalize learning, improve student outcomes, and reduce costs through embracing new educational models.
This document provides an overview and orientation for students enrolled in the Graduate Certificate in Digital Education course at Central Institute of Technology. It outlines the three stages of the course, including the units covered in each stage related to e-learning technology, design, and assessment. It provides information about Central's website, student portal, code of conduct, bookshop, library, contacting lecturers, competency-based training, assessments, academic misconduct, student support services, withdrawing from units, VET FEE-HELP, refund policies, and giving feedback. The goal is to welcome students and provide all essential details to support their successful completion of the course.
The long run impact of MOOCs will be significant according to the presenter. In the long run, MOOCs will lead to (1) courses being bundled into credit-bearing programs and microcredentials, (2) education becoming more global in reach from national to worldwide, and (3) a shift from initial education to continuous lifelong learning. Classrooms will also evolve from traditional lectures to blended learning combining online and in-person. Overall education will move towards being more open through open educational resources and MOOCs.
This document summarizes research conducted on teachers' perceptions of open educational resources (OER) through workshops. The researchers collected both qualitative and quantitative data from workshops with teachers at different types of institutions to understand attitudes, motivations, barriers and views on quality regarding OER. Preliminary findings from participant quotes suggest that while some teachers see benefits like cost savings and interactive learning, others express concerns about reliability, lack of recognition, and not having time. The researchers are still analyzing data from workshop recordings and surveys to understand factors influencing teachers' willingness to share educational resources openly.
Educators created MOOCs to further their fields and support professional development, finding their goals were achieved. While openness was initially understood as access, creating MOOCs increased awareness of issues like copyright and open licensing. An enabling environment and platform allowed use of open educational resources. Legal issues around copyright emerged as challenges. Pedagogical openness required new structuring of content for large audiences. Reuse of materials in other contexts occurred. Overall, MOOC making stimulated adoption of open practices for educators.
Marketing works -group-3-24.3.2015-prefinal -version 3Arun Shiva K
The document provides a marketing analysis for a new postgraduate certificate in creative education being launched by the School of Education at the University of Strathclyde. It outlines the product features, positioning, objectives to research the market and recruit 15 students by January 2016. Research includes analyzing competitors, target consumers, modules and the saturated UK education market with opportunities in online learning and emphasis on creativity in teaching.
The document discusses how schools can prepare students for success in higher education. It notes that schools are responsible for not just getting students into university, but ensuring they are equipped to succeed once there. It then lists the key skills and abilities universities look for, such as content knowledge, independent learning, and higher-order thinking. The rest of the document outlines how schools can develop these skills through flexible curriculums, experiential learning, aligned pedagogy and assessment, and connections to universities and industry. It emphasizes the importance of assessment practices that encourage deep learning over memorization and the application of knowledge.
Teacher educators in East Africa are exploring the use of open educational resources (OER) and open educational practices (OEP) in their teaching.
They find that sharing ideas and resources through networks helps them learn from each other and grow as educators. However, moving fully to OEP is challenging due to vague definitions of terms, a lack of support for practitioners, and constraints within the education system.
While some educators are beginning to create and share open content, moving beyond early adopters to widespread adoption requires addressing issues of motivation, skills, time, and policies around open practices.
The document summarizes information about Middlesex University's Doctor of Education program. The EdD is a professional doctorate aimed at experienced education professionals, requiring the same intellectual rigor as a PhD but with an emphasis on applying research to professional practice. The program consists of coursework, 1-3 research projects, and a final thesis. It is part-time over 4 years with flexible online and face-to-face support. Concentration areas include leadership, e-learning, teaching and learning, and early years. The program is designed to build students' research capacity while respecting their professional expertise.
The document discusses the UK Professional Standards Framework (UKPSF), which describes roles in teaching and learning support in higher education. It outlines the UKPSF's dimensions of practice, including areas of activity, core knowledge, and professional values. It then describes Changemaking @ Northampton (C@N-DO), a framework that was developed in response to the UKPSF and aims to provide flexible professional development and assessment opportunities for staff. C@N-DO workshops and assessments are underpinned by the UKPSF dimensions. The document provides an example of a staff member completing a UKPSF self-audit to evaluate their strengths and experience across the dimensions.
Botany Downs Secondary College in Auckland, New Zealand has been selected as part of the Microsoft Innovative Schools program for its innovative approaches in three areas: physical learning environments that encourage collaboration, personalized learning environments using data to tailor instruction, and professional learning communities among teachers. The school features open classroom designs and technology access to support individualized learning. Student progress is closely tracked to help teachers personalize instruction. Professional development emphasizes collaborative inquiry among teachers.
1) The document summarizes an event about using learning technologies to develop teaching practice, with a focus on blended learning and flipped classroom approaches.
2) The intended learning outcomes are for participants to recognize opportunities for using learning technologies in their curriculum.
3) The event engages participants in areas of teaching activity, continuing professional development, and using appropriate learning technologies according to the framework presented.
Flexible Provision: Rising to Challenges in Learning and Teaching - An Inst...Prof Simon Haslett
Presentation by Professor Simon Haslett at the Annual Learning and Teaching Conference 2015 at the University of Wales Trinity Saint David, Carmarthen Campus.
A presentation for staff of Swansea University explaining the UK PSF, the categories of HEA Fellowship and how to apply for the internal route at Swansea.
التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟IEFE
The document discusses modern technologies in learning and new evaluation methods at HAAGA-HELIA University of Applied Sciences. It describes the development of the Porvoo Campus focusing on inquiry-based learning. Students work on real-life projects and develop both professional and meta competencies. Evaluation focuses on competencies, with students, teachers, and commissioners providing feedback. The pedagogy involves students defining problems and building knowledge through reflection and knowledge sharing.
HEA Fellowship Info Slides Jan 2016 - Singleton CampusLouise Rees
This document provides information about applying for fellowship with the Higher Education Academy (HEA) through Swansea University's application route. It discusses the different fellowship categories (Associate, Fellow, Senior Fellow), benefits of fellowship, and application requirements and deadlines. The key aspects of written and presentation application routes are summarized, including reflective and administrative elements, word count requirements, and assessment criteria. Support for putting together an application is also outlined.
The document summarizes the Educa-T project which aims to develop a competence framework for teachers in higher education in Croatia. It discusses the rationale for improving teaching quality and outlines the project activities, including analyzing existing practices, holding workshops, and developing a national competence profile and curriculum framework. The profile defines competency areas and provides examples of knowledge, skills, and attitudes for mastery of academic discipline and application of new technologies. A three-module, 60 ECTS curriculum framework is also presented.
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
The Center for Distance Learning (CDL) at the State University of New York offers online courses and degree programs to over 100,000 students annually. CDL uses a team-based approach to course design that incorporates best practices in online pedagogy and visual instructional methods. Courses are developed using a rigorous approval process and focus on active, collaborative learning through case studies, simulations, and library resources to promote deep learning.
This document discusses two case studies from Chile that demonstrate issues with proprietary educational resources and the potential for open educational resources (OER) to provide more effective and affordable alternatives.
Case 1 examines an expensive English and math program where platform usage and student outcomes were very low. OER like Khan Academy could provide a no-cost alternative that guarantees access.
Case 2 looks at the Ministry of Education spending $40 million annually on textbooks dominated by two foreign companies. Previous studies found textbooks to have poor quality and limited use. Openness could help fix these issues and strengthen the local publishing industry through improved resources and return on investment.
Olc 2017 april-how to promote large scale adoption of adaptive courseware allKaren Vignare
This document summarizes a presentation on promoting large-scale adoption of adaptive courseware. It discusses eight universities that are accelerating adoption over three years and sharing their experiences. The presentation covers defining adaptive courseware, approaches to achieving widespread usage, selecting courseware, and challenges in implementation. Key strategies discussed include cross-institution collaboration, incentivizing faculty, and taking a data-driven approach through pilots and iterations. The goal is to personalize learning, improve student outcomes, and reduce costs through embracing new educational models.
This document provides an overview and orientation for students enrolled in the Graduate Certificate in Digital Education course at Central Institute of Technology. It outlines the three stages of the course, including the units covered in each stage related to e-learning technology, design, and assessment. It provides information about Central's website, student portal, code of conduct, bookshop, library, contacting lecturers, competency-based training, assessments, academic misconduct, student support services, withdrawing from units, VET FEE-HELP, refund policies, and giving feedback. The goal is to welcome students and provide all essential details to support their successful completion of the course.
The long run impact of MOOCs will be significant according to the presenter. In the long run, MOOCs will lead to (1) courses being bundled into credit-bearing programs and microcredentials, (2) education becoming more global in reach from national to worldwide, and (3) a shift from initial education to continuous lifelong learning. Classrooms will also evolve from traditional lectures to blended learning combining online and in-person. Overall education will move towards being more open through open educational resources and MOOCs.
This document summarizes research conducted on teachers' perceptions of open educational resources (OER) through workshops. The researchers collected both qualitative and quantitative data from workshops with teachers at different types of institutions to understand attitudes, motivations, barriers and views on quality regarding OER. Preliminary findings from participant quotes suggest that while some teachers see benefits like cost savings and interactive learning, others express concerns about reliability, lack of recognition, and not having time. The researchers are still analyzing data from workshop recordings and surveys to understand factors influencing teachers' willingness to share educational resources openly.
Educators created MOOCs to further their fields and support professional development, finding their goals were achieved. While openness was initially understood as access, creating MOOCs increased awareness of issues like copyright and open licensing. An enabling environment and platform allowed use of open educational resources. Legal issues around copyright emerged as challenges. Pedagogical openness required new structuring of content for large audiences. Reuse of materials in other contexts occurred. Overall, MOOC making stimulated adoption of open practices for educators.
Marketing works -group-3-24.3.2015-prefinal -version 3Arun Shiva K
The document provides a marketing analysis for a new postgraduate certificate in creative education being launched by the School of Education at the University of Strathclyde. It outlines the product features, positioning, objectives to research the market and recruit 15 students by January 2016. Research includes analyzing competitors, target consumers, modules and the saturated UK education market with opportunities in online learning and emphasis on creativity in teaching.
The document discusses how schools can prepare students for success in higher education. It notes that schools are responsible for not just getting students into university, but ensuring they are equipped to succeed once there. It then lists the key skills and abilities universities look for, such as content knowledge, independent learning, and higher-order thinking. The rest of the document outlines how schools can develop these skills through flexible curriculums, experiential learning, aligned pedagogy and assessment, and connections to universities and industry. It emphasizes the importance of assessment practices that encourage deep learning over memorization and the application of knowledge.
Teacher educators in East Africa are exploring the use of open educational resources (OER) and open educational practices (OEP) in their teaching.
They find that sharing ideas and resources through networks helps them learn from each other and grow as educators. However, moving fully to OEP is challenging due to vague definitions of terms, a lack of support for practitioners, and constraints within the education system.
While some educators are beginning to create and share open content, moving beyond early adopters to widespread adoption requires addressing issues of motivation, skills, time, and policies around open practices.
The document summarizes information about Middlesex University's Doctor of Education program. The EdD is a professional doctorate aimed at experienced education professionals, requiring the same intellectual rigor as a PhD but with an emphasis on applying research to professional practice. The program consists of coursework, 1-3 research projects, and a final thesis. It is part-time over 4 years with flexible online and face-to-face support. Concentration areas include leadership, e-learning, teaching and learning, and early years. The program is designed to build students' research capacity while respecting their professional expertise.
The document discusses the UK Professional Standards Framework (UKPSF), which describes roles in teaching and learning support in higher education. It outlines the UKPSF's dimensions of practice, including areas of activity, core knowledge, and professional values. It then describes Changemaking @ Northampton (C@N-DO), a framework that was developed in response to the UKPSF and aims to provide flexible professional development and assessment opportunities for staff. C@N-DO workshops and assessments are underpinned by the UKPSF dimensions. The document provides an example of a staff member completing a UKPSF self-audit to evaluate their strengths and experience across the dimensions.
Botany Downs Secondary College in Auckland, New Zealand has been selected as part of the Microsoft Innovative Schools program for its innovative approaches in three areas: physical learning environments that encourage collaboration, personalized learning environments using data to tailor instruction, and professional learning communities among teachers. The school features open classroom designs and technology access to support individualized learning. Student progress is closely tracked to help teachers personalize instruction. Professional development emphasizes collaborative inquiry among teachers.
1) The document summarizes an event about using learning technologies to develop teaching practice, with a focus on blended learning and flipped classroom approaches.
2) The intended learning outcomes are for participants to recognize opportunities for using learning technologies in their curriculum.
3) The event engages participants in areas of teaching activity, continuing professional development, and using appropriate learning technologies according to the framework presented.
Flexible Provision: Rising to Challenges in Learning and Teaching - An Inst...Prof Simon Haslett
Presentation by Professor Simon Haslett at the Annual Learning and Teaching Conference 2015 at the University of Wales Trinity Saint David, Carmarthen Campus.
The document provides guidance for assessors reviewing applications for Associate Fellowship and Fellowship through the Swansea Application Route. It outlines the purpose of the training, an overview of the Inspiring Teaching at Swansea program and pathways to Fellowship. It also discusses expectations for applications at D1/D2 and D3 levels, strengths and weaknesses in applications, and how to evaluate teaching practice and evidence for recognition.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
ECU has developed a comprehensive student support ecosystem centered around student success and retention. Key aspects include:
- A whole-of-institution approach guided by values of integrity, respect, rational inquiry, and personal excellence.
- Intentional partnerships between academic and professional staff to provide evidence-based learning support.
- Embedded learning support personnel across the university to provide programs like PASS, tutoring, and language support.
- Systematic evaluation of learning support impact on student engagement, success, and retention through a dashboard.
- Data shows learning support programs have a significant positive impact, such as 12.7% higher pass rates for PASS attendees.
Uk professional standards framework unwrapped fhea v3Chris McEwan
The document outlines the UK Professional Standards Framework and how it relates to teaching practice. It discusses five areas of teaching activity: 1) design learning activities, 2) teach and support learning, 3) assess and give feedback, 4) develop effective learning environments, and 5) engage in professional development. For each area, it provides descriptions of expected activities, core knowledge and professional values evidence should demonstrate.
Session3 the uk professional standards framework march_2013Rajesh Dhimar
The document discusses the Professional Standards Framework (PSF), which is a framework used in UK higher education to benchmark approaches to professional development of teaching staff. The PSF has several dimensions that define core knowledge and professional values in teaching. It includes descriptors that are equivalent to different levels of qualifications. Universities can use the PSF to align professional development programs, inform hiring and promotion criteria, and gain accreditation. The framework is flexible and intended to enhance the professionalism and quality of teaching. A consultation found broad support for the idea of establishing teaching qualifications in a transparent manner.
This document provides an agenda and overview for a grade 12 family studies workshop. It discusses the grade 12 course profiles, which include courses focused on food and nutrition, individuals and families, human growth and development, parenting, and fashion. It outlines the assessment and evaluation process, including types of assessment, principles of assessment, and the writing and design process for course expectations. It also covers topics like destinations after grade 12, teaching strategies, safety issues, and multiple intelligences in the classroom.
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
Presentation by Professor Simon Haslett at the Aegean Omiros College, Athens, Greece, on Thursday 19th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
The document outlines an agenda for a final course meeting for a PG Cert in ULT program. It discusses preparing portfolios, reviewing learning, and the submission/review process. It provides guidance on portfolio contents and what assessors will look for, including critical engagement, development over time, and clear presentation. The document also covers refining topics, writing teaching philosophies, references, plagiarism, and next steps like the Diploma program.
The document outlines the vision, mission, goals, and core values of Ifugao State University as well as its College of Education, including increasing enrollment, developing student competence, expanding community engagement, and boosting the university's global reputation. It also provides an overview of the Methods of Research course, covering the research process, writing chapters, literature review, methodology, and grading system for a research proposal to be completed by students.
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
The document summarizes an upcoming workshop and seminar series from the Higher Education Academy (HEA) on various topics related to higher education such as assessment and feedback, retention and success, and internationalization. It provides details on upcoming seminar events covering these themes taking place between April and May at various UK universities. It also lists other opportunities to get involved with the HEA and provides information on their ongoing and future work related to assessment and feedback.
This document outlines Professor Shirley Alexander's vision for the future of learning at the University of Technology, Sydney (UTS). It discusses moving towards a model of learning that is:
1) Practice-oriented, through exposure to professional practice via internships, simulations, and other hands-on learning experiences.
2) Situated within a global workplace, with opportunities for international mobility and cultural engagement.
3) Research-inspired and integrated, equipping graduates with cutting-edge knowledge and skills for lifelong learning.
The document explores how to design curricula, learning spaces, and technologies to support this vision of collaborative, authentic, work-integrated education.
The document describes the education fellowship scheme at WSU. There are four levels of fellowship with increasing requirements.
Associate fellowship requires a 1,400 word application demonstrating engagement in two areas of teaching practice. Fellowship requires a 3,000 word application demonstrating engagement across all five areas of teaching practice.
Senior fellowship requires a 6,000 word application including two case studies and evidence of leadership. Principal fellowship suggests a 7,000 word application addressing educational impact, reflective practice, and advocate statements.
The scheme is aligned with the UK Professional Standards Framework involving areas of teaching activity, core knowledge, professional values, and descriptors for each fellowship level. Applications must provide evidence of teaching quality and continuing professional development.
Similar to ARLG 2019: George and rowland hea accreditation (20)
This document summarizes a presentation about supporting open infrastructure for research workflows. It discusses the importance of open infrastructure in enabling collaboration, preventing vendor lock-in, and supporting community-based development. It also addresses challenges in balancing different goals and uncertainties when making choices to support more open tools and platforms. Key considerations include required levels of openness, funding models, decision processes, and assessing options for replacement or parallel alternatives to current proprietary offerings.
The document discusses a pilot program conducted by the University of Cumbria to provide information literacy support to students through webinars. Some key points:
- The university has 8500 undergraduate and 2100 postgraduate students, with 341 students in a School Direct program in 2018-19.
- A pilot webinar program received positive feedback from students who welcomed follow-up materials. Academic staff were also supportive.
- Next steps include offering regular webinars on more topics and making them available to all students. Considerations for improving the program are also discussed.
The document summarizes a project to embed information literacy instruction into first year higher education courses at Bury College and the University of Liverpool. Librarians developed bespoke information literacy sessions for each subject area and worked closely with lecturers. Student feedback was positive, with 100% saying the sessions should continue and 93% reporting improved attitudes towards librarians and library use. The success of the project led to further funding and information literacy is now incorporated into the library's yearly plans.
This document summarizes a workshop on developing a critical voice in one's work. The workshop outlined finding critique as a process that informs social and ethical actions beyond technical work. It discussed locating hope in spaces of struggle and developing a transformative practice through language. The workshop involved reflective questioning about opportunities to change practices and systems, and how to support each other's learning.
The Open University's Live Engagement Team teaches information literacy skills to students through a variety of approaches. They created subject showcase videos featuring librarians introducing resources for different subjects. While cost-efficient to produce, the showcases required significant staff time and the project was put on hold due to delays. The team also piloted early morning and late evening training sessions based on student personas and feedback. Evening sessions had good attendance and were added to the schedule, while early sessions had low turnout and were suspended. Student feedback on expanding session times was positive. Both interventions aimed to increase information literacy and student satisfaction at low cost, but evaluating effectiveness ongoing is important.
The document discusses continuous improvement efforts at Leeds Beckett University Library to improve their Alternative Formats Service. It describes how they used process mapping, root cause analysis, and other tools to analyze their workflow and identify areas for improvement. They found issues like single points of failure, duplication of work, and inconsistent delivery that impacted students. Based on their analysis, changes were implemented for 2019-20 that students reported made a significant positive impact and improved their experience accessing materials.
The document discusses reimagining online guides for a new virtual learning environment (VLE) called Canvas. It details working with academics from the American Studies department to create modular online research guides for their students. Usage of the guides increased significantly from 2018-2019. Feedback from both students and staff was positive, praising the guides as extremely useful resources, though noting they could be harder to find. Next steps and final thoughts are mentioned, but not described in detail.
The document discusses Jisc's Open Research Repository which aims to deliver a compelling user experience for managing, preserving and sharing institutional digital research data through a single interoperable system. The Open Research Hub provides a repository, reporting, preservation, and integrations functionality. It aims to add value and impact through uptake, efficient use, and effective use of research data. A test instance of the Open Research Hub can be found online.
1. The University Library at Newcastle developed online Skills Guides to provide consistent and accessible information literacy instruction. These guides cover key topics like finding, evaluating, and managing information.
2. Interactive online tools were also created, including a Search Strategy Planner to help students plan literature searches and a Dissertation Planner to guide research projects.
3. An online course for a faculty research program used a variety of media like videos and quizzes. Assessment showed improved student satisfaction and engagement with the blended learning approach.
The document discusses the role of the scholarly communications librarian and whether it is a sustainable profession. It describes scholarly communication as academics sharing their research findings. Scholarly communications librarians help with research processes, data management, publishing, and more. They need skills like copyright knowledge, communication skills, and relationship building. The document outlines training for scholarly communications competencies and stresses the need to promote the adaptability and skills of scholarly communications librarians to ensure their role remains relevant.
The librarian surveyed students about their understanding and use of journal articles, finding that students struggled with academic reading. She then held informal discussions with faculty staff to learn their expectations of student journal use and how they supported students. She found students had difficulty applying information and faculty provided guidance, but did not require journals specifically. This informed new library sessions and highlighted areas needing targeted support. The discussions strengthened relationships and allowed the library to better align services.
This document summarizes Sheila MacNeill's presentation on a critical, collective, community-based approach to enhancing digital development in higher education. Some key points:
1) Universities must articulate their purpose for the current digital age and decide how to achieve it. Information literacy should be understood as situated practice within a given context.
2) An enriched view of digital capabilities includes the informational dimension of technology and expanding librarian and educator practices. A holistic approach beyond basic tech skills considers agency, personhood, and critical thinking.
3) Academic development and open education should be at the heart of organizational development to support critically engaged staff and digital transformation through collaboration between roles.
This document discusses going with the flow in a digital perspective. It provides links to resources on emerging technologies, future trends, the student experience, innovations in learning and teaching, and open science. It discusses building digital capabilities like curiosity, creativity, collaboration, and capability. The document encourages developing one's digital practice following the conference and provides contact information.
The document discusses using Articulate 360 to create multi-purpose exercises and quizzes for e-learning. It describes creating 5 referencing exercises, an information evaluation exercise matching statements to information types, and potential future uses for academic staff, literature searching and critical thinking. The exercises can be embedded in tutorials, used in lectures, or be standalone.
More from CILIP ARLG Academic and Research Libraries Group (20)
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. Who we are
Sarah George
Co-Faculty librarian for Life Sciences,
University of Bradford:
Subject Librarian: Archaeology,
Biomedical Sciences, Chemical
Engineering, Chemistry and Forensics
Senior Fellow HEA
National Teaching Fellow
@EweniceALamb
Jennifer Rowland
Faculty Librarian for Engineering and
Informatics, University of Bradford
Subject Librarian: Computing, Media,
Optometry
and most of Engineering
Fellow HEA
@BradMDTlib
Twitter tag #hea_librarians
3. Who we’re not
• HEA representatives
• Experts in HEA accreditation
• Devotees of academic writing!
Photo credit: Whiteguiltinsanity.com
4. What?
• Higher Education Academy (part of AdvanceHE)
– Nationally and internationally recognised
– Transferrable
– Institutional benchmark
• Postnominals!
• Only HE-level teaching can be used
https://patents.google.com/patent/US4608967A/en
5. So what?
• Recognised outside libraries
– Who sets your budget?
• Institutional aims
• Gets you into some unfamiliar places
• Make yourself indispensible (hopefully)
Haven’t you got
books to stamp?
Image credit https://www.shutterstock.com/image-photo/grumpy-looking-old-style-schoolmaster-188475221
6. Now what? Discussion
• Why would you go for HEA accreditation?
• What would be the barriers / disadvantages
5 minutes, prepare to feed back
7. Categories of recognition
• Associate Fellow
• Fellow
• Senior Fellow
• Principal Fellow
• Category tool
https://www.heacademy.ac.uk/individuals/fellowship#section
-2
13 July 20197
8. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing in the subject area and at the level of
the academic programme
K3 How students learn, both generally and within
their subject/disciplinary area(s)
K4 The use and value of appropriate learning
technologies
K5 Methods for evaluating the effectiveness of
teaching
K6 The implications of quality assurance and quality
enhancement for academic and professional
practice with a particular focus on teaching
Professional Values
V1 Respect individual learners and diverse
learning communities
V2 Promote participation in higher
education and equality of opportunity
for learners
V3 Use evidence-informed approaches and
the outcomes from research,
scholarship and continuing professional
development
V4 Acknowledge the wider context in which
higher education operates recognising
the implications for professional
practice
Professional
standards
framework
Areas of activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student
support and guidance
A5 Engage in continuing professional development in subjects/disciplines
and their pedagogy, incorporating research, scholarship and the
evaluation of professional practices
9. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing in the subject area and at the level of the
academic programme
K3 How students learn, both generally and within their
subject/disciplinary area(s)
K4 The use and value of appropriate learning technologies
K5 Methods for evaluating the effectiveness of teaching
K6 The implications of quality assurance and quality
enhancement for academic and professional practice
with a particular focus on teaching
Professional Values
V1 Respect individual learners and diverse
learning communities
V2 Promote participation in higher
education and equality of opportunity for
learners
V3 Use evidence-informed approaches and
the outcomes from research,
scholarship and continuing professional
development
V4 Acknowledge the wider context in which
higher education operates recognising
the implications for professional practice
Associate
Two of these
including CPD
K1 and K2
Values in
facilitating others’
teaching
https://www.heacademy.ac.uk/download/associate-fellow-hea-guidance-notes
Areas of activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student
support and guidance
A5 Engage in continuing professional development in subjects/disciplines
and their pedagogy, incorporating research, scholarship and the
evaluation of professional practices
10. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing in the subject area and at the level of the
academic programme
K3 How students learn, both generally and within their
subject/disciplinary area(s)
K4 The use and value of appropriate learning
technologies
K5 Methods for evaluating the effectiveness of teaching
K6 The implications of quality assurance and quality
enhancement for academic and professional practice
with a particular focus on teaching
Professional Values
V1 Respect individual learners and diverse
learning communities
V2 Promote participation in higher
education and equality of opportunity for
learners
V3 Use evidence-informed approaches and
the outcomes from research,
scholarship and continuing professional
development
V4 Acknowledge the wider context in which
higher education operates recognising
the implications for professional practice
Fellow
https://www.heacademy.ac.uk/download/fellow-hea-guidance-notes
Areas of activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student
support and guidance
A5 Engage in continuing professional development in subjects/disciplines
and their pedagogy, incorporating research, scholarship and the
evaluation of professional practices
11. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing in the subject area and at the level of the
academic programme
K3 How students learn, both generally and within their
subject/disciplinary area(s)
K4 The use and value of appropriate learning
technologies
K5 Methods for evaluating the effectiveness of teaching
K6 The implications of quality assurance and quality
enhancement for academic and professional
practice with a particular focus on teaching
Professional Values
V1 Respect individual learners and diverse
learning communities
V2 Promote participation in higher
education and equality of opportunity
for learners
V3 Use evidence-informed approaches and
the outcomes from research,
scholarship and continuing professional
development
V4 Acknowledge the wider context in which
higher education operates recognising
the implications for professional
practice
Senior
https://www.heacademy.ac.uk/download/senior-fellow-hea-guidance-notes
Co-ordination, support,
supervision,
management /
mentoring
Areas of activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student
support and guidance
A5 Engage in continuing professional development in subjects/disciplines
and their pedagogy, incorporating research, scholarship and the
evaluation of professional practices
12. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing in the subject area and at the level of
the academic programme
K3 How students learn, both generally and within
their subject/disciplinary area(s)
K4 The use and value of appropriate learning
technologies
K5 Methods for evaluating the effectiveness of
teaching
K6 The implications of quality assurance and quality
enhancement for academic and professional
practice with a particular focus on teaching
Professional Values
V1 Respect individual learners and diverse
learning communities
V2 Promote participation in higher
education and equality of opportunity
for learners
V3 Use evidence-informed approaches and
the outcomes from research,
scholarship and continuing professional
development
V4 Acknowledge the wider context in which
higher education operates recognising
the implications for professional
practice
Principal
https://www.heacademy.ac.uk/download/principal-fellow-guidance-and-application-template
Strategic leadership,
organisational policies,
championing integrated
approach to academic
practice
Areas of activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student
support and guidance
A5 Engage in continuing professional development in subjects/disciplines
and their pedagogy, incorporating research, scholarship and the
evaluation of professional practices
13. Areas of
activity
Knowledge Values Extras Word
count
Cost
(subscribing
/ non-
subscribing
institution)
Associate 2 of 5 K1 and K2 All (In
support
of others)
CPD (can use A5 as
one of your two areas)
1400 £100/£200
Fellow All All All - 3000 £200/£400
Senior
Fellow
All All All Co-ordination,
support,
supervision,
management/
mentoring. 2 case
studies
6000 £300/£600
Principal
Fellow
All All All Strategic leadership,
organisational
policies, championing
integrated education.
Record of educational
impact
7000 £500/£1000
14. Categories: What they’re not
• A slide
– No fallback award!
• Or a ladder
– Seniority of job≠Level
• They ARE all
about teaching!
13 July 201914 Image credit https://www.tes.com/teaching-resource/ks3-science-revision-snakes-and-ladders-11462937
15. 3 minute activity
• List all of your teaching and learning support activities
– Any size of group including one-to-ones
– Online or in person
– Formal or informal
– Doesn’t have to be credit-bearing
Don’t think too hard!
16. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing in the subject area and at the level of
the academic programme
K3 How students learn, both generally and within
their subject/disciplinary area(s)
K4 The use and value of appropriate learning
technologies
K5 Methods for evaluating the effectiveness of
teaching
K6 The implications of quality assurance and quality
enhancement for academic and professional
practice with a particular focus on teaching
Professional Values
V1 Respect individual learners and diverse
learning communities
V2 Promote participation in higher
education and equality of opportunity
for learners
V3 Use evidence-informed approaches and
the outcomes from research,
scholarship and continuing professional
development
V4 Acknowledge the wider context in which
higher education operates recognising
the implications for professional
practice
Professional
standards
framework
Examples reused with
permission from
ALDinHE
https://aldinheprofdev.files.wordpress.com/2010/10/ld-maps-reversed-mapping-aug-2015.pdf
Areas of activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student
support and guidance
A5 Engage in continuing professional development in subjects/disciplines
and their pedagogy, incorporating research, scholarship and the
evaluation of professional practices
17. Areas of activity: What you do
• All teaching / learning support activities
• Any size of group, including one-to-one
• Formal or informal
• Face-to-face or online
• Includes CPD, reading etc.
18. A1 Design and plan learning activities and/or
programmes of study
• Planning & teaching sessions
• Creating learning materials for yourself or others, including
online resources
• Creating & facilitating staff development
• Using literature to inform practice of self and others
19. A2 Teach and/or support learning
• Formal and informal teaching sessions
• One to one appointments
• Supporting student peer mentoring activities
• Creating learning materials
• Creating & facilitating staff development
• Mentoring colleagues
20. A3 Assess and give feedback to learners
• Giving effective feedback (either formative or summative) to
students on assignments
• Provide feedback to students during sessions
• Helping students to understand and use feedback from
course tutors
• Reading about feedback or undergoing relevant CPD
Provide staff with overview of how students perceive
feedback
• More later!
21. A4: Develop effective learning environments and
approaches to student support and guidance
• Promoting inclusivity and diversity in learning
• Tailoring teaching for the needs of different groups or forms of learning
(e.g. distance learning / learning on placement)
• Designing and maintaining effective learning environments, both
physical and online
• Developing models and good practice for teaching and supporting
student learning
• Ensuring your availability to assist students
• Advising on curriculum design
• Developing a cycle of evaluation, review, and decision making
• Designing publicity materials
• Using literature to inform practice of self and others
22. A5: Engage in continuing professional development
in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the
evaluation of professional practices
• Using literature to inform the teaching and learning practice
of self and others
• Attending conferences or CPD sessions
• Peer discussion / reading groups or journal clubs
• Undertaking pedagogic research
• Groups, meeting, networking
23. Core Knowledge: What you know
• What you know
• How you implement it
13 July 201923
24. K1 The subject material
• Information literacy theory and practice
• Study skills
• Subjects you support
25. K2 Appropriate methods for teaching,
learning and assessing in the subject area and
at the level of the academic programme
• Level
• Subject
• Knowledge of the student dynamic
26. K3 How students learn, both generally and
within their subject/disciplinary area(s)
• Educational theory (doesn’t have to be too complex!)
• Theory / practice of information literacy
• Different student groups
27. K4 The use and value of appropriate learning
technologies
• Doesn’t need to be terribly technical
• “Appropriate” is the key word
• Awareness of how different student groups interact with
technology
– Mature students
– Distance learners
– Disability
– Preference!
• Using technology eg social media to further your own T&L
practice
28. K5 Methods for evaluating the effectiveness
of teaching
• Reflection on what has and hasn’t worked for you
• Reflective cycle – how you have modified your practice
following reflection
• Peer review
• Evaluating impact of teaching
– Feedback
– Performance
– Knowledge before / after
29. K6 The implications of quality assurance and
quality enhancement for academic and
professional practice with a particular focus on
teaching
• Formal stuff: staff-student liaison, exam boards, course
approval / review
• Institutional level: QAA code, subject benchmarks, TEF
• Where your practice fits
– Graduate attributes
– Employability
• Reflection on literature
31. V1 Respect individual learners and diverse
learning communities
• Going beyond “one size fits all”
• How have you modified your teaching to fit particular
needs?
• One-to-one support, particularly for vulnerable individuals
• Supporting academic staff in making their teaching
accessible
• CPD / reading on inclusivity
32. V2 Promote participation in higher education
and equality of opportunity for learners
• Enhancing accessibility of service / building to groups such
as disabled students, part-time learners, returners to
education
• Raising staff awareness of student diversity
• CPD / reading on inclusivity
33. V3 Use evidence-informed approaches and
the outcomes from research, scholarship and
continuing professional development
• Doesn’t have to be formal CPD, can be reading, feedback,
conversations, emulating others
• Show how evidence has influenced your practice
• References!
34. V4 Acknowledge the wider context in which
higher education operates recognising the
implications for professional practice
• Legislation eg Equality Duty
• Standards eg QAA
• Institutional and internal strategies
• Internal and external networks
35. Assessment: the final frontier
13 July 201935 Image credit https://www.jpl.nasa.gov/spaceimages/details.php?id=PIA13123
36. Really easy: do what you’re doing
• Informal feedback
• One-to-one interactions
BUT:
• Word count!
37. Still pretty easy: tweak what you’re doing
• In-class activities
– Posters
– Group presentations
– Reports
• Worksheets
• Online exercises
• (Tell the students they’re getting formative feedback, it can’t
hurt the NSS scores…)
38. Quite easy: muscle in
• Assessed presentations
• Second-marking
– Mini-projects
– Portfolios
• Get on staff mailing lists
• No new skills
A few bits of admin
https://flic.kr/p/8gSrJW
39. More work: an assessment of your own
• Online tests
– Quick to create and mark
– Hard to avoid shallow assessment
– Success by guesswork
– Easy solution to institutional issues?
• Essays / reports / exams
• Annotated bibliography
• Wikipedia critique
• Search strategies
• Comment on Turnitin draft
40. Unfamiliar subject? What you mark
• Grammar/spelling
• Quality of sources
• Referencing
• Delivery
• Sense
41. Other advantages
• “Will this be on the exam”?
• Students who need your instruction most engage with it the least
• Break through the module barrier!
• Tailor assessments to your library’s strengths
• Make appropriate to level of information literacy
• Discover students’ research interests
• Tailor teaching to assessment
• Promote under-used resources
42. Shut up and write!
13 July 201942
• Choose one area of activity and
start to write
• Add in values and knowledge
• Relate everything to Teaching
and Learning
• Explain library language
• “I” not “we”
• Some hopefully handy hints:
https://www.slideshare.net/JenniferRowland8/reflective-
writing-for-hea-fellowship-for-librarians
43. Resources used
• Northampton’s UKPSF self-audit tool
• https://mypad.northampton.ac.uk/candoun/files/2015/09/2.01.-UKPSF-
Audit-Tool-2-23aba1q.pdf
• QAA code http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-
code
• ALDinHE toolkit https://aldinheprofdev.files.wordpress.com/2010/10/ld-
maps-reversed-mapping-aug-2015.pdf
• HEA main page https://www.heacademy.ac.uk/individuals/fellowship
• HEA advice for learning support staff
https://www.heacademy.ac.uk/system/files/downloads/UKPSF%20Dimensio
ns%20of%20the%20framework%20-
%20staff%20in%20learning%20support%20roles.pdf
• HEA Fellowship category tool
https://www.heacademy.ac.uk/individuals/fellowship#section-2
13 July 201943