DInfSc thesis. Freire, P. (1985)Pedagogy of the oppressed. 515549. 2019 UK Professional Standards Framework (UKPSF), https://infolit.org.uk/definitions-models/(Accessed. HEA is a subsidiary of UK-based Advance HE. Your email address will not be published. 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. 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. 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. New York: Routledge. Prior to my current role I was an associate lecturer delivering BTEC National diplomas in Performing Arts and Sport and Exercise Science. the HEA code Teche post. When I was preparing to submit for Fellowship (FHEA), I struggled to find enough examples of written applications which werent from an academic lens, particularly in a librarian context where our relationship to certain aspects of the UK Professional Standards Framework (UKPSF)such as assessmentis somewhat different. I submitted my application in February 2014. 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. 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. 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. London: UCL Press. This evolution has occurred as my confidence has increased and the demand for my time in the number of workshops delivered increases, leading to the need for developing workshops which form a universal base that can be adapted easily and quickly to suit the subject area, the subjects ways of learning, the level of study, and the physical learning environment [A1, A2, A4, K2, K4, V4], in an effort to make efficient use of my time and begin to teach smarter (Race and Pickford, 2007, p.1). Moreover, even if students were not asking or answering questions, they could still benefit from listening to conversations about relevant issues they needed clarifying (K3, V1). This Mahara portfolio has been compiledusing my officialportfolio submission originally created in MS Word. https://blog.yorksj.ac.uk/lgbt/2019/10/11/diversity-in-information-resources-working-towards-inclusion-2/, The Practice and Promise of Critical Information Literacy: Academic Librarians Involvement in Critical Library Instruction, http://crl.acrl.org/index.php/crl/article/view/16616, Flipping the sociology classroom: Towards a practice of online pedagogy, Multimodal pedagogy in TESOL teacher education: Students perspectives, Toward Inclusive Education? 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 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). 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). All HEA Fellowship applications need to be submitted as one . 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. MOOCs (Massive Open Online Courses) became big news in 2013 with many top universities worldwide signing up to be part of the story. We are able to award Fellowship in all categories - Associate Fellow, Fellow, Senior Fellow and Principal Fellow - to our staff at our four campuses. The types of activities I build into my sessions enable my learners to get involved and apply knowledge to their current situation. One Principal Lecturer emailed the following to her course team: This afternoon I went to the first of the 'half hour huddles' run by LTU (Sam, Andrew and Christina). 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. You essentially need to prove to the HEA that you already meet requirements for one of their 4 levels of fellowship. Therefore the approach I took was to show them why having a professional online presence now matters, suggest a few examples of sites that can be used, present case studies of students who have successfully gained employment through their online presence, and showcase some real-life examples where it goes horribly wrong. Chartered Institute of Library and Information Professionals (2018)Definition of information literacy. 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. Li, M. (2020) Multimodal pedagogy in TESOL teacher education: Students perspectives, System, 94. doi: 10.1016/j.system.2020.102337. 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. I have a broad knowledge of online platforms, systems and tools that can be used to engage learners, as well as experience ofdesigning, building and delivering support to staff in how to use them. The second is critical information literacy (Elmborg, 2006; Tewell, 2015; Tewell, 2018) which itself is drawn heavily from critical pedagogy and the writings of Freire (1985) to theorise the discernment and interrogation of power structures in information and its use [A5, K3, V1, V2, V3]. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/707. (2008)Working one-to-one with students: supervising, coaching, mentoring, and personal tutoring. 253259. 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. Robert Gordon University. 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 is an application for Fellowship. HEA fellowship - A portfolio example In 2016 I gained fellowship of the Higher Education Academy. In this video, Gillian will introduce the Principal Fellow of HEA, also referred to as Descriptor 4. All the experience and evidence included in an application for fellowship must relate to teaching and/or support for learning practice related to higher education provision such as: + level 4 or above within the Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland, or equivalent; + During this year I was rewarded with invites to present my knowledge and experience of using Moodle and Mahara at universities and colleges across the south of England, I was invited to be a technical reviewer for a book on Mahara calledMahara 1.4 Cookbook, I received information regarding jobs across the globe (including some addressed to me directly) and became the go to person for advice on the uses of Mahara, as recommended by my online network. Abingdon, Oxon: Routledge, pp. 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]. More strategically, I sit on School Quality Panels for some of my subject areas, where my advice and experience is drawn upon as part of those quality processes. University teaching in focus: a learning-centred approach. In the seminar I gave all students a copy of the revision guide. This application was prepared over the course of 2019-2021. a complex topic of teaching at Higher Ed broken down into a finite number of During the workshop we asked the more experienced users to buddy up with those who were new to Twitter. Billett, S. (2009) Personal epistemologies, work and learning,Educational Research Review, 4(3), pp. As shown above, I always try to ensure that I understand as much about my subject area as possible. If you are submitting an application before 31 December 2023, you can still use the 2011 version of the PSF. 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. DInfSc thesis. Tasks are to review applications and participate in site visits for PT residency and fellowship programs for initial accreditation and reaccreditation. 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. New Technologies and Disabled People, https://cjds.uwaterloo.ca/index.php/cjds/article/view/707, Dyslexia: Shackles far beyond the written word, https://apis.officeforstudents.org.uk/accessplansdownloads/2024/YorkStJohnUniversity_APP_2020-21_V1_10007713.pdf, Actively inclusive and rejects bigotry, striving for equity (Peach and McCluskey-Dean 2019) [V1, V4]. This approach is Olga Kozar on 29 August, 2018. And you do it by writing a story about your work, your values and, in the case of a Senior Fellowship, by adding two detailed case studies. As my relationships with academics and programmes have deepened, so has my ability to teach within these paradigms. The session was titled Using Technology to Support your Graduate Associate Position and lasted two hours, meaning that I had to ensure that I was able to keep my audience engaged and allowed time for reflection, activity, interaction with their peers and opportunities for feedback (see below): ___________________________________________________________. As HEA doesnt allow the sharing of examples of successful applications electronically, Im happy to meet with anybody whos interested. In this role I am improving the accessibility of information literacy research to improve and enrich the teaching of librarians internationally [V3, V4], and access to this pedagogy and information behaviour scholarship has further enriched my understanding of teaching in this area. 487496. The application is your own. I reused the self-assessment tools developed in Case Study 2, and new communication channels added via the Questions function in Mentimeter, and by adding questions drop-boxes to Moodle, so that feedback points for students were included to submit learning questions for further development. London: Policy Connect. Many of my learning activities, workshops and training sessions involve an element of show and tell using real examples, and are often generic by nature, but can be re-packaged for specific audiences where necessary. CEED's Head of Educational Development, Dr Heather McKiggan-Fee, has put together a self-enrol Moodle course on Applying for HEA Fellowship which will take you step-by-step through the process of deciding which category of Fellowship you should apply for, and how to write an effective application. Ableism is also highly prevalent in academia itself (Brown and Leigh, 2020), with Gillberg (2020) specifically critiquing how ableism creates and maintains knowledge production and disciplines itself (Liersh, 2019) critical librarianship asks me to extend this to the work of librarians in HE, and bring disability out of being silent and sidelined (Williams and Hagood, 2019). They are then invited to share their answers with those sat next to them, giving them the opportunity to fine-tune their responses with their neighbours feedback. ____________________________________________________________. specific categories. 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). Certified Professional in Accessibility Core Competencies IAAP, candidate 2021. I also enjoy writing and have written a report and contributed to two journal articles that have been published inDialogue(the SSU internal publication). 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. Academic development, developing teaching materials, pedagogic research in higher education and designing and delivering workshops are all suitable examples of teaching and learning and in higher education and supporting these activities. In the case studies that followed the contextual statement, it was made clear how you engage in all of the areas of activity. With over 65 international members and over 127,000 HEA Fellows across the world, the HEA Fellowship . There are more than 150,000 HEA fellows in the world. Specifically, I have increasingly been called upon to comment on accessibility, and on information equity, as it pertains to the teaching and learning in those Schools. 414440. For example, one ILO from a lecture I gave on a qualitative research methods module was: analyse the way inwhich language constructs particular versions of reality (K1). 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. In future, I will develop this further for students to self-assess to further the knowledge construction. _____________________________________________________________. 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. By the way, if you are stuck for ideas on how to write Armed with evidence of personal success, I went about pulling my experiences and findings into a workshop that could be delivered to students and staff at all levels. In this way, students were given key materials (the referencing guides and some resources) and asked to problem-solve how they would reference these resources.
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