Flexible CPD (FLEX) is a practice-based academic CPD program at MMU tailored to individual priorities and aspirations. Participants select 5 CPD activities per year and capture their development in an academic portfolio. This allows them to gain credits, meet CPD requirements, and work towards qualifications and professional recognition. The portfolio is intended to help participants reflect on and improve their teaching and research practices through collaborative learning and community support.
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Inside in-service teacher training (RISE)David Evans
In this study, we examine in-service teacher training to improve the quality of education in low and middle income countries. We propose an instrument to more consistently capture elements of the program.
This work is joint with Anna Popova and Violeta Arancibia.
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss the importance of the curriculum in schools and early years.
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Inside in-service teacher training (RISE)David Evans
In this study, we examine in-service teacher training to improve the quality of education in low and middle income countries. We propose an instrument to more consistently capture elements of the program.
This work is joint with Anna Popova and Violeta Arancibia.
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss the importance of the curriculum in schools and early years.
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
Learning-centered practices such as learning communities, capstone courses, studio courses, ePortfolio initiatives and service learning have remained at the margins, sparkling and fading over the years. In addition to developing such practices directly, institutions of higher education need also to promote conditions that will allow learning-centered education to flourish and become the new normal. This presentation at the 2015 Lilly Conference in Bethesda MD outlined seven such foundations, ranging from specific kinds of leadership to specific kinds of support services. The session, lasting 75 minutes, was highly interactive and the slides include some notes taken during the session, in blue.
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.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. FLEX
•What is it?
•Why is it good for me?
•How do I engage?
•What do I get for it?
•What else is in there for me?
3. FLEX
Academic Portfolio
(Teaching & Research)
Development
CPD Requirements
Qualifications
Promotion
Professional Recognition
4. What is FLEX
•practice-based academic CPD for teaching and research tailored to priorities and aspirations
•pick ‘n’ mix academic CPD activities per academic year
•capture development in an academic portfolio
•gain credits for academic CPD
•gain open badges (first MMU faculty pilot starts in 2014/15)
•meet CPD requirements (linked to PDR were applicable)
•aspirational engagement in academic CPD
5. Why is FLEX good for me?
•opportunity to monitor, reflect and review practice
•refresh your practice while in practice
•keep an up-to-date academic portfolio
•study towards academic credits/teaching qualification at postgraduate level
•work towards gaining professional recognition
•pro-active approach to development as a teacher and researcher
•use for PDP purposes
•meet CPD requirements
•remain in Good Standing
6. Purpose: A code to establish a set of principles and expectations for the maintenance of ‘good standing’ of learning and teaching staff alongside the award of HEA Fellowship
7. Fellows are expected to engage in a continuous process of
professional development and recording evidence.
http://www.heacademy.ac.uk/assets/documents/aboutus/Code_Of_Practice.pdf
For the benefit of colleagues, as Fellows we will:
8 Show due respect for the opinions of colleagues in the exchange of constructive
criticism and ideas.
9 Support and actively assist in the professional development of colleagues to ensure
the maintenance and enhancement of good practice and to protect learners from
poor practice.
10 Be aware and take account of, the educational goals, policies, standards and
regulations of our employing institution and beyond.
Fellowship of the HEA, Code of Practice
In our professional practice, as Fellows we will: 1 Act with respect, integrity and honesty. 2 Monitor and review regularly our work in order to maintain good standing. 3 Engage in appropriate activities to remain up to date with knowledge of learning and teaching, subject matter and assessment. 4 Be open to and conscientious in considering feedback from appraisals, peer and student observations.
For the benefit of learners, as Fellows we will:
5 Demonstrate our respect for learners by paying due regard to the way we conduct
ourselves in our professional lives.
6 Be fair and impartial in our engagement with learners.
7 Encourage the free exchange of ideas between ourselves and learners.
8. All staff who teach or support learning are expected to evidence the following:
professional values 1-4 are being maintained and incorporated into current practice
contemporary core knowledge is maintained and used to inform learning and teaching
9. MMU Strategy for Learning, Teaching and Assessment
•Principle 1: We will provide an excellent learning environment and outstanding student experience
•Principle 2: MMU provides an innovative, flexible, enterprising and internationalised curriculum
•Principle 3: Assessment at MMU is an integrated and integral part of learning and teaching
•Principle 4: Student progression, confidence and success will be achieved through outstanding personalised and individual support
•Principle 5: Programmes are responsive to quality enhancement procedures throughout the student lifecycle
•Principle 6: Staff are lifelong learners, fully engaged with their own professional development
http://www.celt.mmu.ac.uk/ltastrategy/index.php
10. How do I engage with FLEX?
Select five (5) FLEX activities. FLEX activities can be linked to
•current CPD
•past CPD and be subject-specific or generic. Successful completion of FLEX can
•support the submission of a PSF Fellowship application
•help you gain 15 or 30 academic credits at Postgraduate level towards the PGCAP or MA in Academic Practice
•Be evidence of CPD linked to learning & teaching
•help you gain open FLEX badges
All 5 FLEX activities can be linked to the same theme, such as assessment and feedback, curriculum design, inclusive learning and teaching, game-based learning, open educational practice, learning through making etc.
or select up to 5 different themes linked to learning and teaching.
11. FLEX example route 2a
open pool of CPD opportunities
FLEX light
FLEX unit (15/30 credits at Level 7)
CPD requirements (UK PSF, SLTA, RKE)
unit assessment (UK PSF, SLTA, RKE)
FLEX activities
academic portfolio
12. FLEX examples
•see CELT website, a wide internal and external generic and discipline specific CPD offer http://www.celt.mmu.ac. uk/flex/opportunities.php#.UpHikNLwmSo
•up-to-date crows sourced offers via Twitter @mmu_celt #flexcpd
•share CPD activities you have found via Twitter using @mmu_celt #flexcpd
13. The FLEX process
1.Where are you now and what would you like to achieve and by when?
2.Create an action plan (consider using the GROW model)
3.Select 5 FLEX activities (1 or up to 5 different learning and teaching themes)
4.Discuss and agree activities with FLEX co-ordinator including time frame for completion
5.Engage in FLEX, capture reflections in your portfolio
6.Share your portfolio with colleagues, the FLEX co-ordinator for feedback
7.After completion of the 5 FLEX activities register for the FLEX unit
8.Submit your portfolio for assessment
9.A passing mark will give you 15/30 credits. Use these towards the PGCAP/MA.
10.You can collect up to FLEX 30 credits for the PGCAP or the PgDip. This is 50% of the programme.
14. FLEX light
•tailor the FLEX approach further if you are not interested in gaining academic credits
•establish reflective habits via portfolio based development and become a lifelong and lifewide learner
•make it work for your PDP/CPD requirements
•consider using the evidence when applying for Fellowships of the HEA
•use evidence for Remaining in Good Standing
Guidelines for managers will be available soon
15. ... I want to teach well, it is essential that I explore my inner terrain. But I get lost in there, practising self-delusion and running in self-serving circles. So I need the guidance that a community of collegial discourse provides - to say nothing of the support such a community can offer to sustain me in the trials of teaching and the cumulative and collective wisdom about this craft that can be found in every faculty worth its salt.”
Palmer, P. J. (2007) The courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass, p. 146
“If...
16. Academic portfolio
•develop reflective skills and habits
•a personal and collaborative development space for teaching and research activities
•evidence academic CPD
image by Nate Steiner, source https://www.flickr.com/photos/nate/412783683/sizes/z/
17. FLEX activity
open pool of CPD opportunities
academic portfolio
brief description of FLEX activity
critical reflection and development points
value/impact on practice & evidence
FLEX unit (15/30 credits at Level 7)
CPD requirements (UK PSF, SLTA, RKE)
FLEX light
unit assessment (UK PSF, SLTA, RKE)
18. indicative open pool of CPD opportunities
planning a session
flexible learning
formative assessment
supporting students in the classroom
supporting students outside the classroom
using stories
large group teaching
collaborative learning
summative assessment
tutorials
developing digital literacies
using LEGO(R) Serious(R) Play
small group teaching
creating learning communities
assessment as learning
dialogic feedback
inclusive learning and teaching
using audio to develop reflection
flipped classroom
social media for learning
portfolios for learning
using the Socratic dialogue
game-based learning
using video in the classroom
supporting students
using the VLE creatively
inclusive assessment
group assessment
problem-based learning
work-based learning
blended learning
using smart devices for learning and teaching
peer assessment
self-assessment
project-based learning
learning through making
19. indicative types of FLEX activities
observation of teaching/
microteach
presenting at a/an conference/event
participating in a webinar
participating in an open course
carry out evaluation of teaching activity
participating in an internal workshop
attending a conference/event
leading a webinar
leading an open course
co-facilitating an open course
co-facilitating workshop
pedagogical research
participating in an external workshop
using self-study resources
networking
mentoring
coaching
creating resources for students
professional discussion with colleagues
(funded) project
participating in a project
leading a project
participating in a short course
leading a short course
creating resources for staff development
curriculum development activity
curriculum enhancement activity
reflection on practice
team-teaching
evaluating a student survey
discipline specific pedagogic activity
generic pedagogic research
peer review
listening event
creating/adapting open educational resources
20. FLEX in your curriculum
A flexible curriculum
for flexible learning and development
•Consider introducing FLEX units into your undergraduate/postgraduate programmes
•Replace existing units with FLEX. Less is more!
•Make your programmes more attractive to professionals
•FLEX unit specifications are available for you to adapt
Support is available to make this happen! Get in touch.
21. GETTING READY TO PILOT ACROSS HOLLINGS FACULTY: INTRODUCING ACADEMIC PORTFOLIOS & OPEN BADGES
Anita Mitchell & Chrissi Nerantzi
from September 2014
22. Flexible CPD (FLEX)
FLEX CPD has been designed and developed by Chrissi Nerantzi
c.nerantzi@mmu.ac.uk @chrissinerantzi
photographs by Chrissi Nerantzi unless otherwise stated.
23. Author FLEX has been designed and developed by Chrissi Nerantzi c.nerantzi@mmu.ac.uk @chrissinerantzi
Editor's Notes
interactive illustration at http://www.tagxedo.com/artful/388539b05b454213URL player http://www.tagxedo.com/art/388539b05b454213 frame <iframeframeborder="0" src="http://www.tagxedo.com/art/388539b05b454213" width="300" height="300" scrolling="no"></iframe>observation of teachingpeer review activitiescurriculum development enhancement activitiesteaching practiceParticipating leading academic development sessionsseminars workshopsface-to-face blended onlineparticipating leading short courses learning teachingparticipating internal external activities webinars open courses etc.self-directed development accessing studying online resourcespapers or booksattending presenting at events conferencesengaging in generic pedagogical researchsubject-specific pedagogic researchcoaching mentoring colleaguesparticipating leading sessions PGCAP MA in Academic Practice