To align this ILO with my teaching method, I employed a practical in-class activity where students analysed how racist news media language constructed riots differently, depending on whether they were undertaken by white or black US citizens (K2, K3). All the content in this portfolio was from when I worked at Southampton Solent University, and successfully became a Fellow of the HEA in May 2015. Start early. This often allows room for me to think and sometimes learn something new from the outcomes shared by the group. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Enter your email address to follow this blog and receive notifications of new posts by email. The lecturer could instead request a reflective journal or blog, digital portfolio, video or something else that will demonstrate that the students have met the intended outcomes. Key guides for effective teaching in higher education series. 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. A place where I can write and think about: queerness; mental health; libraries and being a library worker; education and pedagogy; learning anti-racism. Change), You are commenting using your Twitter account. I feel its really important for lecturers to feel that theres always somewhere there to help them when in need to technology advice. specific categories. 6. 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. York St John University (2019)Access and participation plan: 2020-21 to 2024-25. What are other people . This, then, was an explicit step in encouraging and facilitating student self-directed reading and revision (K3, K4, V1, V2). 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]. I did my PhD here and taught on different courses, ranging from 1st year to PhD students. doi: 10.1353/lib.2019.0008. For example, I will often ask them to think alone, do a short task, share outcomes with neighbour/peers and evaluate in groups to feedback to the rest of the class. HEA is a subsidiary of UK-based Advance HE. The workshop was run by one of the HEA-accredited Some students will even open up their existing LinkedIn accounts to share the before and after profiles. Focusing a Critical Lens on Universal Design for Learning,Canadian Journal of Disability Studies, 9(5), pp. Assessment can be formative, as well as summative. Change). This site is aimed at all staff and students with the hope that it can support them for whatever purpose. You should complete this section against the relevant descriptor statements (D1-D3) in the UKPSF, making sure that you provide evidence against the relevant Dimensions of the Framework. This example shows how feedback from students led to a review of the current assessment, resulting in a more coherent and focussed brief. Associate Fellow of the Higher Education Academy (AFHEA) 2020, International Association of Accessibility Professionals (IAAP) 2020, Chartered Institute of Library and Information Professionals (CILIP) 2020. The pedagogical rationale underpinning this activity is that the students were able to engage in active learning through the means of collaborative peer dialogue, wherein each station provided the scaffolding for students existing knowledge and understanding to be activated and reviewed (Robb, 2013) (K2, K3, V3). Available at:https://ray.yorksj.ac.uk/id/eprint/3258/. Focusing a Critical Lens on Universal Design for Learning, https://cjds.uwaterloo.ca/index.php/cjds/article/view/690, Arriving At Thriving: Learning from disabled students to ensure access for all | Policy Connect, https://www.policyconnect.org.uk/research/arriving-thriving-learning-disabled-students-ensure-access-all(Accessed, Self-Advocacy as Precariousness in University Education, https://cjds.uwaterloo.ca/index.php/cjds/article/view/703, Connor, D. J. Workshops and seminars provide excellent opportunities to network and share ideas and experiences; the 7 Edutech Wonders sessions and Half Hour Huddles aim to inspire and encourage those in the room to put forward ways in which they could implement their new/updated knowledge. 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. _____________________________________________________________. 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. I often attend and get invited to present at Solent events, delivering sessions such as the "Digital Researcher?, "Rethinking Pedagogy with New Technologies" and "Why Social Media Matters". 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]. Oxford: Chandos. There is also a Canvas Site with a recording of the information session along with examples of applications and additional guidance documents. As this was developed over this term, I am now in a position to more clearly articulate and explore teaching options with academic staff I work with, as well as provide examples of how these sessions function based on the 32 times I have now taught variations on this workshop (conversations which have started to happen more clearly). I have had to find ways of breaking up the workshop into smaller chunks of learning in order to keep my audience engaged. The students will then be able to use their creativity in order to meet the assessment criteria. Hello Olga You should use this section to describe how through your career you have developed your teaching practice and in the case of Senior Fellowship, influenced others practice. Feedback gained from those who attend say they feel really positive about the sessions as they are learning a lot from their peers. 2-3 months later I got an email confirming my fellowship. I have researched and presented on copyright education (Peach, 2018) and, most recently, conducted postgraduate research into art pedagogy and its implications for librarians information literacy pedagogy (Peach, 2019) [A5]. (eds)Ableism in academia theorising experiences of disabilities and chronic illnesses in higher education. In: Chalmers, D. and Hunt, L. eds. View all posts by ThomasPeachLib, Your email address will not be published. This allowed me to not only quickly and informally assess the class to determine the levels of differentiation needed in the planned activities, but also allowed me to track the distance travelled in terms of the students knowledge construction (coupled with my own personal assessment whilst supporting each group during the activity) [A3]. (eds) Leadership and Diversity in Psychology: Moving beyond the limits. Tell your story with examples that the reader may be able to relate to. 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. I'm a senior lecturer in Psychology at Anglia Ruskin University, Cambridge. My networks can be accessed via my link below: Appropriate methods for teaching and learning in the subject area and at the level of the academic programme, How students learn, both generally and within their subject/ disciplinary area(s), The use and value of appropriate learning technologies, Methods for evaluating the effectiveness of teaching, The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching, Respect for individual learners and diverse learning communities, Promote participation in higher education and equality of opportunity for learners, Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development of learning communities, Acknowledge the wider context in which higher education operates recognising the implications for professional practice, For the attention of Southampton Solent University Professional Recognition Group. 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. In my teaching sessions I explicitly state the Intended Learning Outcomes (ILOs), that is, what students should be able to do by the end of the session (K2). , Dr Ismail O. Zembat and his international colleagues published an edited book entitled, "Quantitative Reasoning in . The Massachusetts Institute of Technology (MIT) is a private land-grant research university in Cambridge, Massachusetts.Established in 1861, MIT has played a key role [citation needed] in the development of modern technology and science, and is one of the most prestigious and highly ranked academic institutions in the world. 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. Students were more actively engaged with these tools and ways of collaboratively learning as referencing became a co-construction of knowledge, and gave them practical examples of referencing which I found them referring back to in tutorials. Gillberg, C. (2020) The significance of crashing past gatekeepers of knowledge: Towards full participation of disabled scholars in ableist academic structures, in Brown, N. and Leigh, J. A sample from Olga's HEA Fellowship application The next step was to decide on the overall style of my application. After students completed the self evaluation task, I set up a carousel learning activity. 2019 UK Professional Standards Framework (UKPSF), https://infolit.org.uk/definitions-models/(Accessed. Fellowship of the Higher Education Academy. You essentially need to prove to the HEA that you already meet requirements for one of their 4 levels of fellowship. I submitted my application in February 2014. experiences of testing and rolling out an institution-wide system. During the workshop we asked the more experienced users to buddy up with those who were new to Twitter. The collaborative reference lists produced as a result of the problem-based learning in Case Study 1 also provided a great opportunity to explore ways to get the students to peer-review and assess the list against the criteria set out in the referencing guidance used [A3, K2]. The PSF sets out the professional standards for higher education. View all posts by Craig Owen. 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. Me leading a Mahara developers workshop at Catalyst HQ in Auckland, New Zealand 2015. The next step was to decide on the overall style of my application. 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 - In 2012 I was part of a team that contributed to theJISC ePortfolio Implementation Project, outcomes of which included a video case study from SSU and an ePortfolio Implementation Tool Kit (my key achievements and outputs are listed in A5). In: Chalmers, D. and Hunt, L. eds. Referencing, as both a skill and representative of a wider set of ethical information behaviours, is one of my primary areas of teaching and my approach has evolved significantly over the past 2 years to its current iteration. Your email address will not be published. JSS Academy of Higher Education and Research Poison Information at JSS Hospital, Mysore with the objective to improve the health of the public by minimizing or preventing the illness and death due to poisoning. If you work as part of a delivery team, be clear about what your role is in that team and the contribution you make to it. 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. Each one had a piece of paper which detailed one of the ILOs and the essential readings which were directly relevant to it (evidence 2). 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. reflectively, I shared some writing tips in this Cracking In the spirit of disclosure I'll tell you that not long after the deadline for applications had passed . It also allowed the students to explore the reasons why they made certain decisions in their choices when questioned by myself. 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. I explained to students that they needed to move around room, congregate at the stations they needed more help with, and help one another by discussing what they did and did not understand. Rather than conduct a more formal assessment, I devised a self-assessment which asked the students to rate themselves on a knowledge-confidence spectrum at the start of the class and then again at the end. This list contains the 'stuff' that you will write about when you undertake the reflective narrative. I had read many news articles on these MOOCs but felt that in order to really understand the hype I had to have a go and complete one of these courses. 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. I was also able to gain an insight to new technologies and trends in education which I have shared with my fellow Learning Technologists at SSU and have come up with a series of One hour Wonders of educational technology for my colleagues to attend. 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. However, it was a strategic narrative, as I needed to include (and reference!) Dean, C.J. So armed with the HEA framework, I set off writing my I like presenting at conferences too; any opportunity to get out there and show them what Solent are up to and how creative our lecturers and students are. This whole assessment review depended on obtaining feedback from many parties; teaching staff, students and myself as a learning technology specialist.