FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial College London 24 April 15

Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi

FLEX: Good Standing Pilot

(Jan-June 2015)

E-portfolios for Teaching and Learning in HE, 24 April 2015, Imperial College London

Kath Botham Academic Developer

Manchester Metropolitan University

@kathbotham

Dr Peter Gossman Academic Developer

Manchester Metropolitan University

Context

• MMU PSF Scheme (Kath Botham, lead)

• FLEX CPD Scheme (Chrissi Nerantzi, lead)

• PGCAP (Dr Peter Gossman, lead)

• HEA Pilot Project “Remaining in Good Standing” “Strategic Enhancement Programme Career Progression and Staff Transitions” Strand – currently running with 10 institutions

Drivers

The UK PSF

• Dimensions of practice explicitly relate to CPD and academic development (UK PSF, 2011) – Engage in CPD incorporating research, scholarship and

evaluation of professional practices

– Use evidence-informed approaches and the outcomes from research, scholarship and CPD

• Requirement for new schemes accredited by HEA to incorporate mechanisms to demonstrate good standing

• MMU Scheme due for re-accreditation in 2016

4

http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf MMU PSF at http://www.celt.mmu.ac.uk/psf/index.php

The UK PSF

Institutional :

• 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

Institutional: MMU Learning, Teaching and Assessment Strategy

• as a process and product (Keegan, 2009) • self-evaluation, active monitoring, interpretation

of experiences, reflection and critique of practice (e.g. Klenowski, 2004; Donelly, 2003)

• identifying knowledge gaps, leading to new objective setting and further activity (Ellis & Goodyear, 2010)

• portfolio: use for developing the habit of mind that views collaborative learning as a way of coming to know in teaching (Grant & Huebner, 1998)

Use of e-portfolio for development

Personalisation

Link to sample portfolio by Neil Currie https://asboallstar.wordpress.com/

• Developing reflective habits • Developing a scholarly

approach to learning and teaching

• Opportunities for distributed professional conversations

“It [The portfolio] has really helped me to begin my journey as a reflective practitioner and really think and reflect on the impact my teaching has on my students. It has also helped me think about why I am teaching.” PGCAP participant, University of Salford

Practitioner’s voice

FLEXible CPD

What is it? • practice-based academic CPD for teaching tailored to priorities

and aspirations • activities linked to current/past CPD, subject-specific or generic • pick ‘n’ mix academic CPD activities per academic year • capture CPD in academic portfolio • get recognition for CPD can be combined with academic credits

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

What can I get for it?

Successful completion of FLEX can be used to: • Support the submission of a PSF

Fellowship application • Submitted for an academic award

(15 or 30 academic M level credits) • Annual FLEX award • Evidence of CPD for PDR purposes

“I have enjoyed the process, I feel I have learned a lot and have read a lot in doing so. In reflecting on my own practice, I have realised ways in which I can improve and why I should so by looking at theory.

I have enjoyed the feedback process which I think works really well and I feel this method of reflecting on a blog is quite apt for a modern day student. I would like to use this a little going forward with my students on a smaller scale as a reflective log book maybe. In some of my units we get the groups of students to hand in a written log of the groups contributions and attendance etc. each week, so this would work great digitally.

I have realised the importance of reflecting and the importance of theory. I only wish I had more time to do it.” FLEX, MMU

Developing reflective practice

Public FLEX portfolio Dr Sam Illingworth: http://classroombeing.tumblr.com/post/92718631419/flex-1-exploring-the-role-of-the-expert

Project Summary

• HEA-supported pilot project

• Use of e-portfolio (Wordpress) as a tool for demonstrating HEA Fellowship good standing

• Participants: 5 / 3 PGCAP graduates (3 FHEA + 2 SFHEA and FSEDA)

• Use of FLEX (Flexible CPD)

– Also a mechanism for Good Standing

• Use of peer support & feedback

Jan 2015: Ethical Approval and Project start

Jan – Feb 2015: Prospective participants approached and recruited

Feb 2015: Participant Meeting 1: • Intro to pilot project • Support setting up portfolios • Development of buddy system

Feb – Mar 2015: Participants started creating reflective Good Standing account

March 2015: Participant meeting 2:

• share progress • discuss and agree way forward

Project Timeline

Mar - April 2015 – Participants working on Good Standing account,

– Share and get feedback with buddy

April - May 2015 – Complete Good Standing account

– Professional discussion with buddy (recommend award)

– Submit portfolio for Good Standing Award

June 2015 Participant meeting 3: – Final feedback/award agreed (Future PSF Team Moderate)

– Institutional PSF celebration

– HEA Project event

July 2015 also share findings at MMU CELT conference

Project timeline (cont)

Remaining in Good Standing for Associate Fellow/Fellows/Senior Fellows/Principal

Fellows 1 FLEX activity

academic portfolio

piloted

Structure of the Good Standing account 1. What I did? 2. Why I did it? 3. What I learnt? 4. What my future plans for development will be? Case study, critical incident or CPD activities 1000 – 1500 words or equivalent (1 inherent Flex Award or overall summary of Flex portfolio activities)

Potential Benefits Challenges

Creating opportunities for ongoing reflection

Engagement/ Project timescale

Opportunities for professional conversations/ Sharing portfolio with others

Lack of familiarity with technology

Creating a record of CPD Initial feedback from participants: • Time or lack of it • Reluctance to take ownership of CPD, Prioritise

CPD areas and ongoing link to practice enhancement

• Limited sharing • Fear of peer review • Other priorities • Inexperience at reflective practice/writing • Demonstrating development of own practice

specific difficulties for Academic Developers

Capturing personal development

Capturing achievements

Provides evidence of both process and product of learning

working towards multiple goals: academic credits, the annual FLEX Award/Good Standing Award

Continued use portfolio to capture further ongoing CPD, achievements, use for Prof. Recognition, career progression

emerging idea: Reflective game, pre-portfolio

UK PSF Game by Shirley Bennett, Northampton University

Finally

• Project work in progress

• Welcome any comments or suggestions

• Any Questions?

We asked you: Do you use an e-portfolio for your development?

Responses: 21

yes: 7

no: 13

maybe: 1

This is what you said…

33%

62%

5%

Do you use an e-portfolio?

yes

no

maybe

How important is modelling of practices?

• Donnelly, R (2003) Integrating the use of teaching portfolios with experiential learning in a postgraduate certificate in third level learning and teaching. Teacher Development 7 (2), 245-264.

• Ellis, R & Goodyear, P (2010) Students’ experiences of e-learning in higher education: the ecology of sustainable innovation. New York: Routledge.

• Keegan, H. (2009). Formal to Informal - Education to Industry; easing the transition through Social Media. Online Educa Berlin. December 2009.

• Klenowski, V (2002)Developing portfolios for learning and assessment: processes and principles. London: RoutledgeFalmer.

• Nerantzi, C. & Currant, N. (2011) Using e-portfolios for learning and assessment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford, Centre for Recording Achievement, available at www.recordingachievement.org

• Nerantzi, C., Currant, N., Avramenko, A. & Harvey, V. (2011) Feedback conversations in a blended classroom, TEAN STOREHOUSE, athttp://www.cumbria.ac.uk/AboutUs/Subjects/Education/Research/TEAN/TeacherEducatorsStorehouse/Assessment/Assessment.aspx

•

• Smith, C. & Nerantzi, C. (2013) ePortfolios: Assessment as learning using social media, in: Miller, D & Volk, B, E-Portfolio an der Schnittstelle von Studium und Beruf, Muenster: Waxmann, pp. 147-166.

References

Contact details

• Chrissi Nerantzi : [email protected]

• Kath Botham : [email protected]

• Dr Peter Gossman : [email protected]