This case study draws upon Case Study 1 and 2 within the context of becoming a remote worker during the COVID-19 pandemic, to explore my approach to transforming the pedagogies outlined there into a remote, online environment. In the revision guide I also reproduced the essential reading list, which would help students comprehend every ILO, and I asked students to jot down which ones they had and had not read. This led me to think about what advice we give to our students at SSU about their own employability skills, and whether or not they knew how to exploit the free web for their own personal gains. 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. New York: Routledge. During the summer of 2013 we upgraded our myPortfolio software and therefore needed to update all of the support materials. I have built an activity and short demonstration of the Flipped Classroom model using myCourse (http://mycourse.solent.ac.uk/flip). 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. Liersch, U. 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. I also knew that by creating how to videos and support materials for the distance learners on the MSc Shipping Operations unit that they could do their own induction themselves I would only be needed if anything technical was going wrong. Not only do I act as an extra pair of eyes highlighting areas that could appear to be confusing for students, I can also suggest new ways in which technology could be introduced to enhance the process and outcomes. Oxford, ASKe: Oxford Centre for Staff and Learning Development. Consider your audience; write for an intelligent, non-specialist (i.e., make sure the terminology will be understandable to someone outside your field). Rebooting Inclusive Education? In the seminar I gave all students a copy of the revision guide. 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. 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]. There are many definitions of CPD but to me its more about what can I do in order to do my job as best I can?, and the way I do this is to regularly look to peers and colleagues in other universities to see what theyre working on and evaluate the possibility of utilising the outcomes at SSU. It also allowed the students to explore the reasons why they made certain decisions in their choices when questioned by myself. MMus Music, The University of Huddersfield, 2015. The application is your own. . Chandos information professional series. In this video, Gillian will introduce the Principal Fellow of HEA, also referred to as Descriptor 4. My approach to teaching and training is based on the Active Learning Theory, one which I am very familiar with from mybackground as a dancer and dance teacher/choreographer. Fellowship of the HEA is awarded to teaching and learning professionals who can demonstrate they meet Descriptor 2 criteria of The UK Professional Standards Framework (UKPSF). 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). This example shows how feedback from students led to a review of the current assessment, resulting in a more coherent and focussed brief. Here I share some tips and insights on how to tackle the tricky 'reflective' writing style needed for the application. Quality Evaluation Learning and Teaching Unit PhD co-supervisor "Authentic Leadership: The Development and Measurement of a Contemporary Leadership Theory in an Australian Context". The Higher Education Academy (HEA) is the national (UK) body which "champions teaching excellence" and seeks to inspire and improve teaching in higher education. The Fellowship categories available through the Education Excellence Program pathway are Associate Fellow, Fellow and Senior Fellow. Fel. I have created many online tutorials and guides to advise staff and students on using technology to support teaching and/or learning. HEA Fellowship - Swansea Application Route Example Reference Features Headed paper please as appropriate Dated Signature, name and role Note: this is taken from a reference supported for a successful applicant. If you're interested in this professional recognition programme, please visit their webpages and look through the Professional Standards Framework (PSF). Douglas, P. and Santinele Martino, A. 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. Through a disability lens, and my experiences of working with disabled students, I consider referencing stylistics as an ableist practice for particular disabilities (dyslexia, blindness etc), and by extension I see how library referencing support (whilst adhering to the Accessibility regulations and WCAG standards) is not actually pedagogically accessible [A2]. Use Concrete Examples in Diversity Statements. Focusing a Critical Lens on Universal Design for Learning,Canadian Journal of Disability Studies, 9(5), pp. 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). To support the lecturers, I will now work with them individually to decide how the induction process would go; some will still book an IT room where the students will work through the videos in one session, others will drip-feed 10 minute activities week by week to be completed as homework. 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. Cambridge, Mass. From previous experience this exercise causes the energy in the room lift as the student discussions get louder and louder. My role as a Learning Technologist is to empower staff in using technology to enhance teaching and learning, thus improving the student learning experience. Invited speaker: JISC RSC South East eLearning Fair: Weaving Employability into the Curriculum, Invited speaker: Highbury College Higher Education Conference. A learning technologist will facilitate each session alongside someone who has trialled or uses the technology in their teaching. These can be done in my own time and do not affect my job, are free and often open my mind to new ideas and ways of learning. focussed academics with a focus on senior and principal fellowships. Therefore I invite the lecturer to come and see me with their assessment brief, work out what processes and outcomes the students are expected to demonstrate, then work together to build up learning activities that utilise Mahara's many tools and functions. Round 1, 2023. As a teacher librarian, my aim is to motivate and empower students with purposeful, appropriate and ethical information behaviours for whichever contexts they may find themselves in. 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. I have tried my best to showcase the following: Learning Technologist, Cranfield UniversityLearning Services, Building 70, Room 7, Defence Academy for the United Kingdom. Be sure to also reference Fellowship Instructions for NIH and Other PHS Agencies PDF and "PHS Fellowship Supplemental Form" on page 26 of Annotated Form Set for NIH Grant ApplicationsFORMS-F Series PDF. 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). Application for Senior Fellowship of the Higher Education Academy: Complete Reflective Commentary LJ 2 Lindsay Jordan Reflective Commentary My application for Senior Fellowship is based on many years' experience with university-wide teaching and learning advisory responsibilities. I also useSlideShareto publish my presentations, and to date have had over 10,000 hits on my PowerPoint slides. Supporting Statement Guidance - Associate Fellowship Thank you for agreeing to provide the supporting statement required to corroborate an application for Associate Fellowship of the Higher Education Academy (HEA). Me leading a Mahara developers workshop at Catalyst HQ in Auckland, New Zealand 2015. This would re-introduce the kind of knowledge construction I did on-site with peer-review exercises. The PSF sets out the professional standards for higher education. Tom, your written claim for Fellowship (D2) was very enjoyable and engaging to read. Lloyd, A. HEA Associate . Sam is an excellent Learning Technologist and very much valued here in the Learning Technologies department of Southampton Solent University. In other words, I expected HEA to show up at my doorstep and make me a world-class learning and teaching professional. Ill admit my motivation was somewhat dodgy to start with. (eds) Leadership and Diversity in Psychology: Moving beyond the limits. 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). 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 . experiences of testing and rolling out an institution-wide system. Kumbier, A. and Starkey, J. Senior Fellow HEA 2014 (case studies) These documents form my application for a Senior Fellowship of the Higher Education Academy. Particularly important was the variety in teaching rooms which I was scheduled in, which meant that developing different variations of activities using both technological and non-technological solutions [A1, A2, K2, K4]. Abingdon, Oxon: Routledge, pp. On reflection, this method of teaching really suited the participants as those who managed to pick up the technology quickly were able to either help those around them or make discoveries of their own and share them with the class. it). (2013) Short videos improve student learning in online education, Journal of Computing Sciences in Colleges, 28(5), pp. 471485. 192199. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/688(Accessed: 21 December 2020). It IS helpful because it liberates me from a nagging doubt York St John University (2019)Access and participation plan: 2020-21 to 2024-25. If you could, how would you? educating your staff and students about copyright. A1 Design and plan learning activities and/or programmes of study, Intended Learning Outcomes and Constructive Alignment. Some students will even open up their existing LinkedIn accounts to share the before and after profiles. Either way, the mid-unit clinic is only successful if the students have carried out the tasks set prior to the session. Sessions that I often deliver include Turnitin, myCourse and myPortfolio. Baglieri, S. (2020) Toward Inclusive Education? My intention is to create training resources for teaching librarians to improve the accessibility of their teaching when it comes to visually impaired students. Vygotsky, L.S. Me presenting at Mahara UK in London 2010. The Poison information services will be provided free of cost to healthcare professionals and the public. All fellowship. In: Chalmers, D. and Hunt, L. eds. I have also presented at the national Mahara UK Conference for the past four years, building up my reputation as someone to go to about using ePortfolios to support assessment and employability. Change). The research reported here was supported by the UK Engineering and Physical Sciences Research Council (EPSRC), EPSRC-LWEC Challenge Fellowship EP/N02950X/1. I will also continue to nurture my Personal Learning Network as I have found this to be key to my professional success. For the most part, the activity took the focus away from me, and enabled more confident students to share their knowledge and understanding of the ILOs, and thus engage in the higher order skill of teaching their fellow students. Thank you for your interest in applying to be a Fellow of the Higher Education Academy (FHEA). 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 am aware of the importance of accessibility and inclusivity and therefore try to make sure my support is available to as many people in as many ways as possible. MSc thesis. 2019 UK Professional Standards Framework (UKPSF), https://infolit.org.uk/definitions-models/(Accessed. (View criteria for HEA Senior Fellow, Principal Fellow) Being a UK-based organization, HEA currently has limited training opportunities in Australia. One aspect of my role that I really enjoy is working with academics to develop their unit assessment briefs. 1. 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 chose the latter approach as I find it easier to be reflective 1130. Going beyond simply stating ILOs, Biggs (2003) argues that teachers need to engage in constructive alignment, wherein the assessment tasks mirror the ILOs, and the teaching methods reflect and engage with the activities required in the ILOs (K2). You can achieve recognition by applying direct to Advance HE or by using accredited routes - many universities run taught programmes which are accredited and are also 'accredited' to award certain categories of Fellowships themselves (see here for an explanation of the different routes). I'm a 'long-term' Mq girl. HEA Fellowship is acknowledged in the Monash Education Performance Standards. During this term, I switched to a spectrum which asks student to rate their confidence in their referencing skills and knowledge, to purposefully centre the student and their emotions without prioritising knowledge over skills or centring a deficit model of knowledge [A2, A3, K3]. Orthopedics. Cambridge: Harvard University Press. I have no fear in designing and building activities into my sessions that hands control over to the participants. Once the list was completed, I would ask the class to review the list against the referencing criteria and point out to me and the class what could be improved. The latter has featured as part of wider doctoral research into information literacy at York St John University (Dean, 2019) [A5] which has resituated my own understandings of my teaching as part of the wider teaching community, helping me to navigate how to talk about information literacy with academics in more nuanced ways [V3]. 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]. The Fellowships of the Higher Education Academy are concerned with teaching and learning in higher education. 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. 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. An example of this would be my work to support staff wanting to use the Mahara ePortfolio system that we call myPortfolio. Answer (1 of 4): Most fellowships are paid, providing financial support in the form of a stipend, salary, or grant. The Advance Higher Education Fellowship is an internationally recognised program. The two previous years have involved students (mostly SSU lecturers) compiling a myPortfolio page to display evidence to support a 3000 word reflective report, however students took more time and effort uploading evidence and notes taken in class rather than focus on the main piece of work itself. Robert Gordon University. I submitted my application in February 2014. A Theoretical and Hands-on Introduction to Foucauldian DiscourseAnalysis. Here are some tips on writing a diversity statement in academic or job application purposes. 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. 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. As mentioned at the start of this application, I have undertaken a PGCert in Teaching Post Compulsory Education and Training where I was able to hone my skills as a teacher and understand the importance of mentoring and support students and their needs, classroom management and professional practices (lesson plans, schemes of work, resources and assessment). During the activity I took the role of process facilitator (Nash, 2009) (K2). 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 also offer support in a number of other ways listed below: These hands-on-training sessions cover many aspects of what we support in the Learning Technologies team. Tewell, E. (2018) The Practice and Promise of Critical Information Literacy: Academic Librarians Involvement in Critical Library Instruction,College & Research Libraries[Post-print], 79 (1). Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/703. Tony is our much illustrious writer. The main examples of where I support learning are listed below. I often try to identify opportunities where I can support student learning, including staff in need of training. 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). Connor, D. J. The success of each session of learning entirely depends on how motivated the learners are and their reasons for learning. the HEA code Teche post. This was fine for the first year as I only had three units to support. Recently, HR asked if I could combine my generic workshop with an overview of myPortfolio to the new intake of SSU Graduate Associates. UQ is supporting academic and professional staff and HDR students to apply for an HEA Fellowship through the HEA@UQ program. I submitted my application in February 2014. For Associate Fellow, please write two 500 word case studies, For Fellow, please write four 500 word case studies For Senior Fellow, please write two 2000 word case studies. Either way, I will write and build the activities into their myCourse pages (see evidencebelow). The organisation was formed in 2018 with the merger of the Higher Education Academy (HEA), the Leadership Foundation and the Equality Challenge Unit. Hattie, J. and Timperley, H. (2007) The Power of Feedback,Review of Educational Research, 77(1), pp. (2020)Ableism in academia theorising experiences of disabilities and chronic illnesses in higher education. This list contains the 'stuff' that you will write about when you undertake the reflective narrative. I find the newly hyped MOOCs are having such a huge impact on my career and my confidence in role. Students watch the videos before the lesson and complete the tasks. 487496. and Cigas, J. 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. 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. This is just one example of an application, so please take this alongside other examples you find, or are provided with from your mentor or institution. Career and Leadership Services Sample Cover Letters . 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. 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]. Assessment can be formative, as well as summative. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/689. The YSJ Access and Participation plan (York St John University, 2019) outlines an above sector average proportion of disabled students (17.9% in 2017-18) with above average continuation rates but lagging attainment the disabled / non-disabled gap has increased over the last reporting period. Relevant to those who can demonstrate a sustained record of effectiveness and evidence of supporting others in learning and teaching. The whole process took me around 6 months. This application was prepared over the course of 2019-2021. With over 65 international members and over 127,000 HEA Fellows across the world, the HEA Fellowship . We are developing further content around exemplars and will be continually updating this section of the website over coming months, so please do check regularly for updates and new content. 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. all the criteria. In: Chalmers, D. and Hunt, L. eds. I have had to find ways of breaking up the workshop into smaller chunks of learning in order to keep my audience engaged. With students walking, talking and mingling, a dynamic environment emerged where students combined cognitive activity with physical movement and interaction. (Accessed: 3 October 2019]. Next to each ILO, I included a self-evaluation scale and instructed students to evaluate their current ability, from 1 (low) to 5 (high). HEA fellowship - A portfolio example In 2016 I gained fellowship of the Higher Education Academy. The written application was submitted alongside two references, which I havent included here. It will be interesting to see if the students do actually follow my guidance, compile and submit a more focussed assessment, thus improving the average grade for that cohort. Most of what I teach can be found in myCourse, however I do appreciate that some staff really need that face-to-face contact time with me, either as thats how they learn best or perhaps they dont have the confidence as yet to do it on their own. University teaching in focus: a learning-centred approach. It was promoted by the Higher Education Academy (HEA, now Advance HE) as a way of recognising individual university teachers' contribution to learning and teaching.The framework allows eligible staff engaged in teaching and learning to apply for four categories of . Sometimes fellowships include other benefits like health insurance, travel or relocation grants, funding for dependents, discretionary funding for language classes, or housing. As a result, I have become more engaged with the practices within those schools, and my position as a teaching colleague is more respected [K1, K5, V2]. Academy of Geriatric Physical Therapy Increasingly, HEA Fellowship is being considered in recruitment and promotion decisions in higher education institutions across the world. (LogOut/ (2019) Identifying and facilitating a community of practice in information literacy in higher education. Use actual, real examples in your life. The Fellowship application process is not something you can accomplish quickly. You articulately framed your claim for Fellowship at D2 in relation to your professional role, straddling the boundary between professional support and academic engagement. Once you've attended UCL Arena events that relate to your teaching, supervision, student support or leadership role, you can apply for one of the categories of Fellowship by submitting a written or multi-modal application to an internal panel of academic and professional assessors. The tasks set will help the students with building up a portfolio for their assessment (an example portfolio will be made available to them from the start to show them what theyre aiming for, (seeA3: Assessing and giving feedback to learners). Olga Kozar on 29 August, 2018. As time went on, I noticed something interesting. 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. Advance HE is a UK-based member-led, sector-owned charity that promotes excellence in higher education across the world. Blunkett, D., Mitchell, K. and Norton, P. (2020)Arriving At Thriving: Learning from disabled students to ensure access for all | Policy Connect. Evidencing A4: Develop effective learning environments and approaches to student support and guidance. When a lecturer calls me or walks into my office and requests instant support, I will always try to accommodate them. 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. Feedback gained from those who attend say they feel really positive about the sessions as they are learning a lot from their peers. In order to facilitate the kind of pedagogy outlined in this philosophy, my classroom (and by extension, my librarianship) is: I am also engaged in research and the sharing of this research. This application was prepared over the course of 2019-2021. 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. It empowers us as citizens to reach and express informed views and to engage fully with society (Chartered Institute of Library and Information Professionals, 2018). This does not, however, change the fact of referencing styles as exclusionary and these access methods are not full disability justice (Kumbier, A. and Starkey, 2016) [V4]. As a result of these conversations, I have begun drafting guidance for our team on what inclusive pedagogy in referencing classes could look like, so that this work impacts on students beyond just my areas of support [A4, K3].