School of Science and Technology, University of Northampton 7 May 2013 Alejandro Armellini Shirley Bennett Institute of learning and Teaching in HE
Nov 07, 2014
School of Science and Technology, University of Northampton
7 May 2013Alejandro Armellini
Shirley BennettInstitute of learning and Teaching in HE
Historical background …emerging focus on Professional Recognition...
• 2010 Browne Report suggested tying funding to the requirement for all staff new to teaching to complete a HEA recognised teaching qualification and publish information on teaching qualifications
• 2011 HE White paper emphasises the need to have well-qualified teachers and for institutions make public ‘the teaching qualifications, fellowships and expertise of their teaching staff at all levels’ (BIS, 2011: 9).
• 2011 (Nov) HESA announced that in the 2012-13 session the HESA return will, for the first time, include data about the teaching qualifications / recognition held by academic staff.
Sector Professional Standards Framework (UKPSF)
• Revised version launched November 2011• Framework for recognising and benchmarking teaching and
learning support roles HE• Description of the main dimensions of the roles of teaching and
supporting learning within the HE environmenthttp://www.heacademy.ac.uk/professional-recognition
The Framework has been developed by the Academy on behalf of the sector as a whole and so it is the property of all of those with a direct interest in the HE sector.
(http://www.heacademy.ac.uk/ukpsf#whatisframework)
Four Descriptors
• Associate Fellow of the AcademyDescriptor 1
• Fellow of the AcademyDescriptor 2• Senior Fellow of the AcademyDescriptor 3• Principal Fellow of the
AcademyDescriptor 4
Descriptors
• Descriptor 1: An Associate Fellow of the Academy (AFHEA)– Staff new to teaching; Staff with a specific role in teaching / supporting
learning e.g. Library or Careers staff; Graduate Teaching Assistant• Descriptor 2: A Fellow of the Academy (FHEA)
– Main category; Academic and/or Support staff holding substantive teaching and learning responsibilities
• Descriptor 3: A Senior Fellow of the Academy (SFHEA) NEW– Academic leadership role with respect to L&T or programme/subject
leadership role, builds on Descriptor 2.• Descriptor 4: A Principal Fellow of the Academy (PFHEA)NEW
– More senior leadership role with demonstrable impact, institutional strategic leadership and policymaking, slightly different and doesn’t directly build on the 1,2&3.
HEA targets by 2016 :
Change the way you think about Hull | 7 October 2009 | 6
• At least 50% of eligible academic staff in UK higher education to have achieved Descriptor 2 (Fellow).
• 2,000 academic staff to achieve Descriptor 3 (Senior Fellow)• 1,000 academic staff to achieveDescriptor4 (Principle Fellow)• At least 85% of subscribing HEIs to have a CPD framework
accredited against the 2011UK Professional Standards Framework.
Three Dimensions of Practice
Areas of Activity
Professional Values
Core Knowledge
Areas of Activity
A1• Design and plan learning activities and/or programmes of study
A2• Teach and/or support learning
A3• Assess and give feedback to learners
A4• Develop effective learning environments and approaches to student support
and guidance
A5
• Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
Routes
Pre-2012 …
1 •PGCTHE
2•Direct
Entry
Now …
1 • PGCTHE
2• CPD
Framework
3• Direct
Entry
Practical Courses
(‘New Teacher’)
< Level 7
Practical Interventions:
Excellence and
innovation in L&T
(new and existing staff)
< Level 7
L&T Leader-ship, HE Policy,
Research Supervision
etc.
Level 7
EdD modules
Level 8
Associate Fellow
Fellow
Senior Fellow
20 Credits PGCTHE
60 creditsMasters
180 credits EdD
Peer ReviewMentoring
Scholarship
Level 7 Level 8Level 7Level 7
HEA accreditation
Qualifications
Courses in L&T
Leader-ship, HE Policy,
Research Super-
vision etc.
Level 7
EdD modules
Level 8
Associate Fellow
Fellow
Senior Fellow
20 Credits PGCert Masters EdD
Teacher Development Journey- Blend of Practical Skill& Academic Support
Peer ReviewMentoring
Scholarship
Application to practice
Application to practice
Application to practice
Level 7 Level 8Level 7Level 7
Practical Courses ‘New Teacher’
< Level 7
Beginning Teaching
Moderating Online Groups
Making Feedback work
Ensuring Achievement &
Performance
Contemporary L&T Culture & Context
in UoN
Getting the most from Peer
Observation
Practical Courses – Innovation in L&T
< Level 7
CAIeRO
Designing for collaborative
learning
E-moderating
Linking your Teaching & Research
Designing Authentic
Assessment
OEP/OER in C21 HE
Peer Obs for Development
Evaluating Your Practice
Qualification
Recognition
ASSOCIATE FELLOW (D1) FELLOW (D2)For: Staff new to teaching or with a limited teaching portfolio; staff who support student learning. Route through Provision: - Choose at least 1 from Blue, 2 from Grey and 1 from either Green or Pink- Engage in processes of application to practice, reflection, peer observation, mentoring, and acquaintance with relevant HE L&T Literature. Assessment For D1:Text/Audio/Video Blog reflecting on a period of teaching and/or learning support.+ 2 References
For: Established staff with a substantive teaching role and able to provide evidence of broad based effectiveness across all 5 Areas of Activity. Route through Provision: - Choose at least 1 from each of Purple, Blue, Green and Red and 2 Grey- Engage in processes of sustained application to practice, critical reflection, peer observation, mentoring, and reading of relevant HE L&T Literature. Assessment for D2:Development of NILE site, with Rationale and Self-Evaluative Critique of teaching practice.+ 2 References (1 may be external to UoN)+ Record of engagement in CPD activities mapped to UKPSF
Provision
Teacher Need
Design of Courses & Activities (A1)
Teaching & Supporting Learners (A2)
Assessment and Feedback (A3)
Learning Environment & Support (A4)
Professional Development & Qualification (A5)
CAIeRODesigning for
Collaboration
New Approaches to designing L&T
Beginning
Teaching
Moderating
Online Groups
eModerating
Innovations for Effectiv
e Feedba
ck
Designing
Authentic
Assessment
Technology for Assessment
(Learning Tech Team)
Supporting
Achievement
& Performance
Contemporary
L&T Culture
& Context in UoN
OER/OEP in C21 HE
Peer Observation
for Development
(incl OL)
Investigating & Evaluati
ng Teachin
g
Reading
Circles to Explore the
Research behind
Innovatio
nsHow can I develop a course that meets students’ needs? X X X X X X
I want to be a better teacher X X X X X
I need to develop my skills for online / distance learning – Help!
X X X X X X X X
I need to improve student retention. How can I help my students? X X X X
Why waste time on writing feedback? Students don’t read it! X X
My teaching is in a rut – What new ideas could make it more exciting? X X X X X X X X
I need to get professional recognition as a HE Teacher – what do I do?
X X x
I would like to gain academic credit for this training – is this possible?
x X X
http://www.heacademy.ac.uk/Your CareerProfessional Recognition Service
Become a Fellow of the Higher Education Academy
Open Northampton
School of Science and Technology7 May 2013
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Open Northampton
AimTo put Northampton on the global OER-OEP map within 24 months.
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Open Educational Resources (OERs)
• Teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions (UNESCO, 2012)
Principles• A commitment to enhancing Northampton’s OER/OEP global presence and
practice.• An understanding of the openness agenda across the Higher Education sector and
its funders.• A recognition of the dual purpose of OER and OEP: enhancing L&T and maximising
Northampton’s visibility and academic offerings globally.• An awareness of the different existing open repositories for research and Learning
and Teaching (L&T) material, and the lessons learned from those experiences.• An understanding of open licences, particularly Creative Commons (
http://creativecommons.org/choose/).• The University Library’s key advisory role.• The Marketing Department as a major stakeholder.• All six schools as major contributors and beneficiaries.• A phased, scalable approach, with detailed evaluation at different stages.
Draw map of course
Gather my materials & borrow materials from
colleagues
Review learning outcomes & assessment
Download stuff
Identify gaps
‘Write’ the rest
Check consistency & go
Build a storyboard
Create a scaffold
Draft a blueprint
Select and adapt OERs
Gather materials & identify gaps
Design missing bits
Reality check, adjust & go
Format
ContentText &
graphicsAudio Video Slides (eg
PowerPoint)Other (eg
Adobe Presenter)
What I already have
What I find and reuse as is
What I find, tweak and use
What I find, repurpose and use
What I create for this module
Design PlannedEnhancement
Strategic Enhancement
Delivery Just-in-timeEnhancement
ReflectiveEnhancement
As is Repurposed
OER use
Curr
icul
um
Nikoi, S., Rowlett, T., Armellini, A. & Witthaus, G. (2011). CORRE: A framework for evaluating and transforming teaching materials into Open Educational Resources. Open Learning, 26(3), 191-207.
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OER repositories (1)
JORUMOER CommonsMIT OpenCourseWareOpenLearn (Open University) iTunesU
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OER repositories (2)
Thank you