When students looked to me for guidance, I continued to promote active learning by asking the question back to the group or asking students to recall previous classroom activities and remember what they had learned from them (K1, K2). You should complete this section against the relevant descriptor statements (D1-D3) in the UKPSF, making sure that you provide evidence against appropriate Dimensions of the Framework. In previous years where I would have suggested improvements myself, changing this dynamic has allowed me to informally assess the extent to which they will be able to apply the same criteria to their work as their lecturers will, and to be able to improve their work as a result. It also allowed the students to explore the reasons why they made certain decisions in their choices when questioned by myself. I regularly attend conferences and webinars to do with educational technologies and I am often invited to present my knowledge on Mahara, Moodle and Social Media usage in education at both regional and national events. creating a table with every single criterion in one column and specific examples As much of my teaching is confined to single sessions, I have been developing ways to engage in self-assessment to inform the teaching within the session, as well as how I can engage the class collaboratively in assessing their work and giving feedback [A3, A4, K2]. The framework seemed Other aspects of the academic role such as research, involvement in academic societies, administrations etc., may be relevant to the Fellowship application, but only in as much as they relate to learning and teaching in higher education. In order to make it clear to the students how the numerous ILOs from different lectures aligned with the assessment task (an exam), I created a revision guide and facilitated an interactive revision seminar (evidence 1) (K2, K4). Part of this was initially submitted through portfolio for Associate Fellowship (AFHEA) in 2020, and then was expanded for written application for Fellowship, and assessed in mid-2021. Me presenting at MoodleMaharaMoot in Leipzig, Germany 2014. By developing these guides, it has fostered more conversation within our librarian team about what accessible referencing teaching means, particularly in how we describe referencing in our classes so that it relies less on wholly visual information. As a comparison I did two more MOOCs, one from the same university on Emerging trends and technology in Education, and another from a different platform (Open2Study) from the Curtin University in Australia called Introduction to Astronomy. To achieve this, I practice, reflect upon and refine my approaches to pedagogy in ways which place students at the centre with a keen understanding of how they arrive at my classroom in terms of their knowledge, skills and desires. For this reason, many of the activities are chunked up to make each one manageable, giving the learner a sense of achievement upon completion. Sam attends and contributes to many conferences in the H.E sector and constantly reflects and considers how the knowledge gained on these continuing professional development activities can enhance her work. The main difference between Associate Fellowship and Fellowship is the need to engage with all five areas of activities, as well as all six areas of core knowledge and all four professional values. For future development, consider sharing your findings not just within academic librarianship but everyone who is engaged with developing academic thinking. Support for writing your application. As often happens with expectations, the reality turned out to be a bit different. 81112. Participation in this aspect of the activity was moderate, so for next year I need to explore classroom power and the ways in which I can encourage students to voice their critiques of class work. Published On: 04/02/2022 This is built upon and shaped by two particular theories in the field of information literacy which are used by teaching librarians to specifically inform librarian pedagogy. : Harvard University Press. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Design a site like this with WordPress.com. In future, I will develop this further for students to self-assess to further the knowledge construction. View all posts by Craig Owen. I believe its through my experiences as a teacher that I have been able to successful support SSU staff with technology enhanced practices. that I may be missing something important and that there is never enough As you write it, focus on your own work. As with the first, I had a great opportunity to experience life as a student taking a MOOC (both good and bad) and felt that I was now ready to start disseminating my new knowledge of MOOCs with my colleagues. ________________________________________________________________. Within this dynamic, I explored questions around engagement, particularly with others who had reused my referencing teaching methods I explored in Case Study 1, and decided that recapturing the co-created community with appropriate learning technologies was a key priority. London: UCL Press. When a lecturer calls me or walks into my office and requests instant support, I will always try to accommodate them. All HEA Fellowship applications need to be submitted as one . The feedback from both staff and students for these sessions is excellent and I have no hesitation in supporting Sams application for Fellow of the HE Academy. I know that I learn better by reading instructions and doing the activity as I go, however Im also aware that some people prefer to watch a video before giving the activity a try. Happy HEA applications, my friends! Bruce, C. (2020) Self-Advocacy as Precariousness in University Education,Canadian Journal of Disability Studies, 9(5), pp. I chose the latter approach as I find it easier to be reflective Further, your contributions towards scholarship through your own research outputs and your editorial contributions demonstrate how you routinely incorporate the outputs from research into your practice (D2.5). experiences of testing and rolling out an institution-wide system. Hattie, J. and Timperley, H. (2007) The Power of Feedback,Review of Educational Research, 77(1), pp. This way I know Im giving the best advice as I can and are therefore able to understand how my learners may feel when faced with a new piece of technology or teaching method. This approach also improves accessibility for a variety of students including those with processing and cognitive disabilities, and many disabled students have reflected with me that they have appreciated the availability of these to breakdown and repeat their knowledge learning [V1, V2]. As seen above, I support the assessment and feedback process in a number of ways; I can help lecturers set-up assignment upload links in myCourse, to then mark and give feedback online and I can work alongside lecturers to design and review assessment briefs. This activity more accurately reflects the natural way in which they will need to approach referencing in future a process of decision making using the information to hand as well as your past experiences and knowledge [K2, K3, V1]. My research and teaching focus on gender, sex, sexuality, embodiment, dance, sport, media and qualitative methods. thanks, Your email address will not be published. (ever felt that way?). Essentially, its mission is to improve learning outcomes by raising the quality and status of teaching in higher education. This idea of connected experiences and journeys in knowledge creation/discovery as part of information work is also part of my philosophy to move away from traditional forms of library instruction in one-shot paradigms, to the scaffolded building of knowledges. Fel. Faculty of Medicine, Health and Human Sciences, HEA Fellowship Program @ MQ now open for 2019 applications. Relevant to those who can demonstrate a sustained record of effectiveness and evidence of supporting others in learning and teaching. Students fedback enjoyed the breakout rooms and joint experience in Word in this module, but some experienced their submissions being accidently deleted which introduced assessment anxiety to the process, and I decided that in future, engagement marks would need more consideration when using open tools [K4, K5, K6]. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/703. As with the last 2 cohorts, I will be supporting the submission and marking process to ensure that it adheres to SSUs assessment regulations, and that all students can receive their grades and feedback, including their completed rubric to show a breakdown of their marks. UVU is the first American institution to be accredited by the HEA to offer fellowship recognition to faculty, administrators, and staff supporting learning. I have had to find ways of breaking up the workshop into smaller chunks of learning in order to keep my audience engaged. It focuses on a journey of personal growth since the time of my original Fellowship and demonstrates a sustained impact on learners and learning through: Undertaking a wider range of roles and responsibilities in a informed and reflective manner; Undertaking activities relating specifically to range of pathways in higher education - Me leading a Mahara developers workshop at Catalyst HQ in Auckland, New Zealand 2015. Tell your story with examples that the reader may be able to relate to. From looking at the bookings I could see that we were to expect 50 participants ranging from administrators to lecturers, HR managers to support service staff. I then got the green light from my referees (people who vouched that what I wrote is not a fable or wishful thinking), and sent my draft to the HEA. Please choose which you would like to copy: Updated on 25 July 2018, 10:53 AM; 35290 page visits from 29 September 2015 to 4 March 2023, core knowledge needed to carry out those activities at the appropriate level, professional values that I adhered to whilst performing these activities, A2: Teaching and/or supporting student learning, A3: Assessing and giving feedback to learners, A4: Developing effective learning environments & approaches to support & guidance, A5: Engage in CPD in subjects/disciplines and their pedagogy, background as a dancer and dance teacher/choreographer, Building up your online professional profile, my own personal profile and online network, http://mycourse.solent.ac.uk/socialmedia-help, Using Technology to Support your Graduate Associate Position, https://www.coursera.org/course/virtualinstruction, https://portal.solent.ac.uk/it-and-media/learning-technologies/staff-profiles/steve-hogg.aspx. From experience, I knew that the face-to-face induction part was fairly useless as most students wouldnt open myPortfolio again until I saw them during the clinic session, meaning I would have to go over the whole induction process again. In my work with first year English Language students, students were grouped by their weekly working groups and received engagement marks for their participation and engagement with the learning tasks, receiving marks for submitting 2 finished references to the group document. Below, I share with you my portfolio in the hope that you too might glean some ideas and inspiration for your own fellowship applications and critical reflections on your teaching. Either way, I will write and build the activities into their myCourse pages (see evidencebelow). 414440. Wisker, G. ed. It is a vital component of my role to always consider the pedagogy or process first, rather than try to build learning activities in order to use a specific technology. At the end of most of my presentations I will often tell SSU staff to pop in to see me and bring their mugs so I can fill them with tea. Sam has an excellent approach to her work and is professional in all aspects and is very well respected by her colleagues. In one-to-one tutorial settings, I aim to approach my teaching and support around the students own personal epistemology (Billett, 2009) as evolving out of constructivism again being shaped through its relationship with information literacy (Swanson, 2006) V1, V3]. A particular focus that term was to move away from lecture or seminar formats which require me to stand and tell students about the mechanics of referencing for the duration, which has been the request from academics in previous years. Having a toddler who wakes me up around 5 am every morning, that is simply not feasible for me. 1. In this video, Gillian will introduce the Principal Fellow of HEA, also referred to as Descriptor 4. The objective was to give the lecturers and staff an opportunity to experience of what it was like to study as a student using the Flipped Model of course delivery, giving them an idea of how they can use myCourse themselves to facilitate this method of teaching. What is HEA Fellowship? Building effective online learning environments is one area I feel very confident in, whether its helping a lecturer design a course page on myCourse for hundreds of students, or build a myCourse page for a specific piece of technology. Given this initial feedback, I hope to release this guidance to the wider university this year, to seek feedback from more disabled students, and also present with disabled staff and students at a conference later this year to share these developments with the sector [V4]. Dean, C.J. Oxford: Chandos. 2.VI Successful engagement in appropriate teaching practices related to the Areas of ActivityAccept, 2.V Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practiceAccept, 2.VI Successful engagement in continuing professional development in relation to teaching, learning assessment, scholarship and, as appropriate, related academic or professional practicesAccept, Test Applicants can review these project statements from successful fellowship applications for assistance in preparing their applications. The UK Professional Standards Framework (UKPSF) was developed by the Higher Education sector in the United Kingdom in 2011. I have tried my best to showcase the following: Learning Technologist, Cranfield UniversityLearning Services, Building 70, Room 7, Defence Academy for the United Kingdom. Your email address will not be published. There is a show and tell opportunity where you are able to see how and what other folk are doing on myCourse with the functions. This would re-introduce the kind of knowledge construction I did on-site with peer-review exercises. (1978)Mind in society: the development of higher psychological processes. Fellowship of the Higher Education Academy is an indicator of professional and PFHEA (Principal Fellow of the Higher Education for example, within work-based. Your email address will not be published. Abingdon, Oxon: Routledge, pp. As a new Senior HEA Fellow, I thought Id share my personal experience of navigating HEA application and my thoughts on the process while they are fresh in my mind. There are usually only between two and three participants in each, allowing for better support, however staff are able to book a one-to-one with me if they dont feel confident learning in a group. In 2010 I was inspired by a presentation by Sheffield Hallams Educational DeveloperSue Beckinghamat the Future of Technology in Education conference held at Senate House, University of London. Fr Stephen Reilly published, "Parish renewal in the image of Barnabas and Paul, sons of encouragement" in the journal "Pastoral Review" and "Catholic Schools: Catholic High School Liturgy: A Faithful Presence Within" in the journal "Catechetical Review". The PSF sets out the professional standards for higher education. (view criteria for HEA Fellow, Principal Fellow) Descriptor 3: Senior Fellow of the HEA HEA is a subsidiary of UK-based Advance HE. I am applying to start a PhD programme to research disabled students experiences of information and research during their University study, using democratic participatory methods to co-create research and outcomes. Ill admit my motivation was somewhat dodgy to start with. All the experience and evidence included in an application for fellowship must relate to teaching and/or support for learning practice related to higher education provision such as: + level 4 or above within the Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland, or equivalent; + My current research is investigating UK HE teaching librarians contextual and nuanced knowledges of screen-readers and screen-reader accessibility to understand the extent to which the pedagogies of information literacy are sufficiently developed with a disability lens. So when it comes to Australia, HEA Fellowships are currently more like accreditation or a seal of approval for your practice. Orthopedics. These sessions are advertised online so that staff can book in when it suits them. I also hope that the number of last minute support requests from the students will be reduced as everything has been covered and demonstrated in the videos. As time went on, I noticed something interesting. 471485. Moreover, even if students were not asking or answering questions, they could still benefit from listening to conversations about relevant issues they needed clarifying (K3, V1). This application was prepared over the course of 2019-2021. This, then, was an explicit step in encouraging and facilitating student self-directed reading and revision (K3, K4, V1, V2). This guidance and the template have been designed to help you structure your supporting statement to provide the Today I saw 2 elements of mycourse which really got me thinking about how I could use them.There is no pressure to do it yourself and you could simply sit back, enjoy your lunch and watch and learn. Writing a Good Application for HEA Associate Fellowship - YouTube The Doctoral Academy (formerly University Graduate College) presents some top tips on Writing a Good Application for HEA. I'm a senior lecturer in Psychology at Anglia Ruskin University, Cambridge. Evidencing A4: Develop effective learning environments and approaches to student support and guidance. (Accessed: 3 October 2019]. Copyright Information & Technologies in Education (CITE) Forum for Higher Education (HE). (LogOut/ Through my online networks I am able to keep up with my peers and stay up-to-date with the latest news and issues to do with my role, however sometimes its great to have more in depth conversations where detailed experiences can be shared. London: UCL Press, pp. From doing this course I was able to experience what it was like being one of thousands of students on a MOOC, see how the course was designed and delivered, and update my knowledge on Virtual instruction. Each student is to be given a worksheet (below) where they can work through a series of about me questions that could hopefully form the start of their profile on LinkedIn, a professional networking site . Comment * document.getElementById("comment").setAttribute( "id", "a71359b85c2bcc9cba8b7e946cc0f326" );document.getElementById("bf5832db54").setAttribute( "id", "comment" ); document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Pronounced teach. Macquarie Universitys learning and teaching community blog. The Higher Education Academy (HEA) is a national body that champions teaching quality and focusses on the contribution of teaching as part of the wider student learning experience. 2041. This way, those who feel uneasy about using social media can then make up their own minds whether or not to look into building up a professional profile. In previous years, I have not engaged in any form of assessment or self-assessment for this workshop, however in developing a new workshop (as outlined in Case Study 1), the Problem-Based Learning aspect (Brodie 2013) allowed me to plan the workshops with differentiated activities/resources to account for variations in prior experiences [V3]. This site is aimed at all staff and students with the hope that it can support them for whatever purpose. Available at:https://blog.yorksj.ac.uk/lgbt/2019/10/11/diversity-in-information-resources-working-towards-inclusion-2/. Abingdon: Routledge, pp. The purpose of the self-assessment was also to encourage students to identify what they needed to do next to develop their learning or their confidence, such as to consolidate the class learning through practice, or to seek further support from me [V1]. Quite often a lecturer will arrange to come and see me with their draft assessment brief looking for advice on how to make it more engaging. Before beginning my teaching career I had obtained . Peach, T. (2018) If you could, how would you? educating your staff and students about copyright. Finally during the third year of roll-out I was asked to support 12 units some with up to 5 separate cohorts meaning 15hrs of my support for that one unit. Here I share some tips and insights on how to tackle the tricky 'reflective' writing style needed for the application. I often get email requests from lecturers asking me to "come and teach their students Mahara", without knowing what exactly the lecturers want their students to do with it. I am a great believer in the maxim Dont let the technological tail wag your pedagogical dog and will always consider what will be useful for the students to help them learn. Although this sounded quite exciting, we knew it would be a challenge to ensure that the pace of the session would be suitable for all who attended. It was during this time that I decided to re-evaluate my support offer and see if I could do anything differently. 145163. As part of my CPD I undertook an online course on Emerging Trends and Technologies in Education where I was able to learn about new initiatives going on at other universities around the world. I wish to confirm that the evidence of teaching/support of student learning drawn on for the application ofSam Tayloris correct, and that the applicant has been working in a professional capacity in education for a minimum of two years, of which at least one must have been in Higher Education. It includes detailed guidance from Advance HE as well as . Senior Fellowship of the Higher Education Academy (SFHEA) is an advanced level of professional standing that evidences expertise in teaching and learning in higher education. 210219. Utilising Teams Breakout rooms, I monitored the progression of all 27 groups over the course of a week, supplementing feedback on questions and ideas as they problemed solved referencing together. One aspect of my role that I really enjoy is working with academics to develop their unit assessment briefs. all the criteria. My role in this is to mainly organise and facilitate these sessions along with my colleagues, giving the floor to the academics, hopefully to inspire them. With over a decade of HE teaching, including 6 years of programme leadership experience, I currently lecture on BA (Hons) Graphic Design for Digital Media at GCU. I also enjoy writing and have written a report and contributed to two journal articles that have been published inDialogue(the SSU internal publication). I now work in Learning and Teaching, which I love. My intention is to create training resources for teaching librarians to improve the accessibility of their teaching when it comes to visually impaired students. Due to practical considerations about home WiFi and students feeding back that they struggled with live attendance living at home, I decided upon to asynchronous delivery but in a way that retained the group collaborative learning aspect, specifically for referencing learning. Disabled students routinely experience difficulties with university structures, bureaucracy and systems which are not designed around them this includes pedagogy and support mechanisms (Blunkett, Mitchell and Norton, 2020) [V1, V2, V4]. Overall, we were confident that you meet the benchmark standard for Descriptor 2 and wish you much success in your future teaching career. More strategically, I sit on School Quality Panels for some of my subject areas, where my advice and experience is drawn upon as part of those quality processes. 93112. I centre my pedagogy around a basis in constuctivism, particularly social constructivism (Vygotsky, 1978), with a humanist lens. Though engagement was good, assessment of the Collaborative Word documents became more generalised (to avoid giving individual feedback in a mass group setting which may not be appropriate) which is not ideal, but gives space for students to assess their own submissions against the generalised feedback. These sessions have been devised to try and create opportunities for SSU staff to show and tell their experiences of using a particular online tool or technology. This portfolio contains all my evidence and reflections as required for my application to become a Fellow of the Higher education Academy. The topics to be covered include MOOCs, Open Badges, Polling technologies, OER, Audio in Education, Flipped Classroom Model and Virtual Classrooms. The first is the theory of information landscapes (Lloyd, 2010) which aims to theorise and understand the ways in which people move contextually in, amongst and between socially constructed information in their lives, which itself relies heavily on social constructivism (Vygotsky, 1978). I find the newly hyped MOOCs are having such a huge impact on my career and my confidence in role. We are able to award Fellowship in all categories - Associate Fellow, Fellow, Senior Fellow and Principal Fellow - to our staff at our four campuses. ____________________________________________________________. You can see what other Universities are up to, meet like-minded professionals and potentially make contacts that may provide opportunities for collaboration. You are clearly a very reflective practitioner who puts the student experience at the heart of your work and you commitment to all of the professional values came through in abundance. Referencing as a skill is one which often requires problem solving, and as such, I moved towards a Problem-Based Learning model (Brodie, 2013) [A2, A4, K2]. Some people break their HEA applications into specific points while others tell New Technologies and Disabled People,Canadian Journal of Disability Studies, 9(5), pp. Fellowship Exemplar Principal Fellowship Application Form: HEA Guidance on the UKPSF Areas of Activity, Higher Education Academy Fellowships. To some technology is seen as a necessary evil and I can hopefully help them to see the benefits rather than the inconvenience. This application was prepared against the 2019 UK Professional Standards Framework (UKPSF)you will find this cross-referenced through markers for the Dimensions of Practice in square brackets (A1-A5, K1-K6, V1-V4). I chose to also create bespoke videos specifically for this unit to ensure that the students will know exactly what to include in their myPortfolio page. I started with Key guides for effective teaching in higher education series. Being a UK-based organization, HEA currently has limited training opportunities in Australia. Oxford, ASKe: Oxford Centre for Staff and Learning Development. I feel its really important for lecturers to feel that theres always somewhere there to help them when in need to technology advice. My HEA Fellowship Portfolio by Sam Taylor Details For info. The whole process took me around 6 months. It would be nice to showcase some of the teaching sessions and key ideas within them to help new or novice lecturers build interactivity and inclusivity into their sessions. A Senior Fellowship application should really include evidence of institutional impact. I will use a lot of annotated screen shots and images, as well as video, along with text instructions, in the hope that it will cover the many styles of learning the learners may have. From my examples above it is possible to see that I utilise a number of different methods for facilitating learning and the types of environments & settings used to support my training. In this section, you should provide examples of work, in the form of case studies, to evidence your effectiveness in relation to your role. The point at which I see the students in their learning journey is before any summative or formativeassessment, and usually the academics have no initial assessment of their referencing skills or knowledge. The Advance Higher Education Fellowship is an internationally recognised program. Higher Education Academy (HEA) Fellowship The University of Sunderland is accredited by the Higher Education Academy to award Fellowship aligned to the UK Professional Standards Framework (UK PSF).
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