practice-based CPD for growth Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi
Jul 14, 2015
practice-based CPD for growth
Chrissi NerantziAcademic DeveloperManchester Metropolitan University
@chrissinerantzi
Formal CPD?
• Conception that only formal CPD is proper CPD? (mentioned in: King, 2004; Crawford, 2009)
• non-formal, practice-based activities also CPD > the “invisible curriculum” (Blackmore & Castley, 2006)
• after PgCert no engagement in CPD (TESEP, 2007) > no formal engagement perhaps?
CPD when?
• reactive (Roscoe, 2002)
• self-driven (King, 2004)
• pro-active (Crawford, 2009)
• the need for ongoing (King, 2004; Mainka, 2007; Browne Report (2010); UK Quality Code, 2012)
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
Challengestime, workloadrapid changesless with more and betterjust-in-time, on-the job CPD needed
Work smart!
•What is it?•Why is it good for me?•How do I engage?•What do I get for it?
Overview
FLEX options 15/30 credits
FLEX [PSF: AFHEA, FHEA]
FLEX [PSF: AFHEA, FHEA]
FLEX [THEME]FLEX [THEME]
FLEX [Creativity,
FOS, named themes]
FLEX [Creativity,
FOS, named themes]
FLEXFLEX
Learning outcomes
On successful completion of this unit, students will be able to:
• Critically reflect on their engagement with CPD (focuses on the nature of the learning environment and culture within their specific discipline)
• Produce a critical narrative, which demonstrates the impact of their engagement with FLEX [brackets] on their practice and the student experience
EXAMPLENote: FLEX [brackets]: This iteration of FLEX has a focus on Creativity for Learning. This will be displayed on the transcript within the brackets > FLEX [Creativity for Learning]
indicative open pool of CPD opportunities linked to learning & teaching
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
indicative types of FLEX activities
observation of teaching/microteach session
presenting at a L& T 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 pedagogical 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
reading a L&T article, paper/book
discussion with a colleague around L&T
external examining validation panel visit, trip, exhibition
Participate/Lead a workshop at a conference
Participate/Lead a webinar
Participate in a workshop, informal course
Join a community
Participate in a tweetchat, lead one or join the organising team
Participate informally in another module
FLEX 15 FLEX 30
FLEX 1 FLEX 1
FLEX 2 FLEX 2
FLEX 3 FLEX 3
FLEX 4
FLEX 5
3 x 850 words or equivalent
5 x 1000 words or equivalent
FLEX 1
Trigger
Link to own practice
Analysis of the situation underpinned by relevant literature
Action planSpecific, based on an informed rationale and anticipate outcomes for students
Assessment Task (100% - Full and final element of Assessment – 2500/5000 words or equivalent)
Students are required to demonstrate the learning from 3/5 FLEX CPD activities linked to their teaching practice/supporting students and the impact this learning has had on their practice and the student experience.
• practice-based academic CPD for teaching tailored to priorities and aspirations• activities linked to current/past CPD, subject-specific or more generic• pick ‘n’ mix academic CPD activities per academic year• capture CPD in academic portfolio
What is it?
What can I get for it?
Successful engagement in FLEX can• help you gain 15 or 30 academic credits at Postgraduate level towards the
PgCert in LTHE/HE or the MA in HE• Work towards an HEA professional recognition (AFHEA or FHEA) and gain 15 or
30 credits of the above mentioned programmes• evidence CPD for PDR purposes
FLEX 15/30[PSF] (see FLEX [PSF] Handbook)
Co-accredited by the HEA to also award HEA Fellowships:
• FLEX15 [PSF] – Associate Fellow of the HEA
• FLEX30 [PSF] – Fellow of the HEA
Activities used as sections of the portfolio are chosen to align with the UKPSF (2011) : Descriptors for D1 & D2 and dimensions of practice
The UK PSF21
Areas of Activity (WHAT)
• Design and plan
• Teach/support
• Assess/give feedback
• Develop effective learning environments and approaches to student support/guidance
• Engage in CPD incorporating research, scholarship and evaluation of professional practices
Core Knowledge (HOW)
• Subject
• Appropriate methods of teaching and learning
• How students learn
• Use and value appropriate learning technologies
• Methods for evaluating effectiveness of teaching
• Quality assurance and quality enhancement
Professional Values (WHY)
• Respect individual learners and learning communities
• Promote participation and equality of opportunities
• Use evidence-informed approaches and the outcomes from research, scholarship and CPD
• Acknowledge the wider context in which HE operates recognising implications for professional practice
https://www.heacademy.ac.uk/ukpsf MMU PSF at http://www.celt.mmu.ac.uk/psf/index.php
Requirements of FLEX [PSF]
FLEX15 • 3 Sections aligned with 3 Areas of Activity
– Must incorporate AA5:CPD –this section must include reference to engagement with peer observation and dialogue with your FLEX mentor
– Must clearly reference CK1 (Subject knowledge) & 2 (Subject specific teaching and learning theory)
– Incorporate a mapping tool to demonstrate engagement with appropriate dimensions
FLEX30• 5 Sections aligned with 5 Areas of Activity
– Within AA5:CPD –this section must include reference to engagement with peer observation and dialogue with your FLEX mentor
– Must integrate engagement with all dimensions of practice– Incorporate a mapping tool to demonstrate engagement with all dimensions
Academic portfolio• develop reflective skills and habits• a personal and collaborative development space for teaching and research activities• evidence academic CPD that is recognised as such
image by Nate Steiner, source https://www.flickr.com/photos/nate/412783683/sizes/z/
Go digital!
How? Reflective Cycle (Gibbs, 1988)
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1. Description
What happened?
2. Feelings
What were you thinking and
feeling?
3. Evaluation
What was good and bad about
the experience?
4. Analysis
What sense can you make
of the situation?
5. Conclusion
What else could you have
done?
6. Action plan
If it arose again, what
would you do?
own perspective
link to theory
colleagues
students
Brookfield Critical Lenses
describing
feeling
analysing
reasoning
stepping back
being self-critical
exploring options
linking to action
“... the process by which we research the assumptions informing our own practice by viewing these through four complementary lenses – the lenses of our students’ eyes, colleagues’ perceptions, literature and our own autobiography. [...] Finally, we can review our personal autobiographies as learners so that we can make visceral connections to, and gain a better understanding of, the pleasures and terrors our own students are experiencing.” (Brookfield, 2006, 26)
A reflective model might be useful!
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)unit assessment (UK PSF, SLTA)
CPD requirements (UK PSF, SLTA)
Example portfolios…Colleagues Units completed
Dr Marilena Antoniadou Generic FLEXhttp://marilenaantoniadou.blogspot.co.uk/
Olivia Glasser Generic FLEX and Creativity unithttps://cpdoliviaglasser.wordpress.com/
Marcin Wozniak Generic FLEX and Creativity unithttps://cpdmarcinwozniak.wordpress.com/
Matthew Crossley FLEX 15 [Creativity for Learning]https://cpdmatthewcrossley.wordpress.com/
Daniel Orwin FLEX 30 [Creativity for Learning]https://danielorwin.wordpress.com/
Learning outcomes
On successful completion of this unit, students will be able to:
• Critically reflect on their engagement with CPD (focuses on the nature of the learning environment and culture within their specific discipline)
• Produce a critical narrative, which demonstrates the impact of their engagement with FLEX [brackets] on their practice and the student experience
Note: FLEX [brackets]: This iteration of FLEX has a focus on Creativity for Learning. This will be displayed on the transcript within the brackets > FLEX [Creativity for Learning]
FLEX 15 FLEX 30
FLEX 1 FLEX 1
FLEX 2 FLEX 2
FLEX 3 FLEX 3
FLEX 4
FLEX 5
3 x 850 words or equivalent
5 x 1000 words or equivalent
FLEX 1
Trigger
Link to own practice
Analysis of the situation underpinned by relevant literature
Action planSpecific, based on an informed rationale and anticipate outcomes for students
Assessment Task (100% - Full and final element of Assessment – 2500/5000 words or equivalent)
Students are required to demonstrate the learning from 3/5 FLEX CPD activities linked to Creativity for Learning and the impact this learning has had on their practice and the student experience.
Academic CPDProfessional Recognition HEA
(AFHEA, FHEA), Good Standing
FLEX developmental CPD programme
Academic qualifications (PgCert, MA in HE)
Informal CPD
FLEX 15 (D1) FLEX 30 (D2) Formal route
Informal route
FLEXFLEX
Academic Portfolio
(Teaching & Research)
Academic Portfolio
(Teaching & Research)
DevelopmentDevelopment
CPD Requirements
CPD Requirements
QualificationsQualificationsBadgesBadges
PromotionPromotion
Professional RecognitionProfessional Recognition
Teaching & Learning Conversations, monthly webinars
Learning and Teaching in Higher Education, weekly tweetchats, every Wednesday 8-9pm
Creativity for Learning in HE, MMU unit and open course, ongoing engagement
Bring your own device for learning, 5-day open learning event
Also available:• open
Assessment course
• Open Programme Leadership course
http://www.celt.mmu.ac.uk/flex
Workshop series
Flexible, Open and Social Learning, open course
OER with creative teaching ideas, use and contribute
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The wheel of teachingWhere are you now? Date:
33
References
Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm
Crawford, K. (2009) Continuing Professional Development in Higher Education: Voices from Below, EdDthesis, University of Lincoln, available at http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf
King, H. (2004) Continuing Professional Development in Higher Education: what do academics do?, in: Educational Developments, Issue 5.4, Dec. 2004, pp. 1-5, available at http://www.seda.ac.uk/resources/files/publications_25_Educational%20Dev%205.4.pdf
Mainka, C. (2007) Putting Staff first in Staff Development for Effective Use of Technology in Teaching, in: British Journal of Educational Technology, Vol. 38, No. 1, pp. 158-160.
Roscoe, J. (2002) ‘Continuing Professional Development in Higher Education’ Human Resource Development International 5(1), pp. 3-9.
The UK Quality Code for Higher Eduction (2012) Glouchester: Quality Assurance Agency, available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx
All FLEX resources, access to and participation in open courses are free to all colleagues working at collaborative partner institutions.
If your institution is interested in gaining academic credits for FLEX, as part of the PgCert or the MA in Higher Education or as a stand-alone CPD unit, please get in touch with CELT to discuss your specific needs. MMU and your institution would have to come to a separate agreement regarding this.
Please contact Chrissi Nerantzi at [email protected]
For Collaborative Partners
This workshop/course counts towards FLEX, which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities, work towards up to 30 credits of the PgCert/MA in Higher Education and help in preparation for an application for professional recognition with the HEA.
FLEX activities need to have a focus on learning and teaching. To find out more about FLEX and how to submit your claim, please visit FLEX at http://www.celt.mmu.ac.uk/flex/ or on Twitter using the hashtag #flexcpd
FLEX co-ordinators: Chrissi Nerantzi at [email protected] & Mike Lowe at [email protected]
FLEX, practice-based CPD