Can one chameleon make a difference?
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DESCRIPTIONpersonal perspectives, opportunities and dilemmas of an academic developer 27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden invited seminar
<ul><li>1.Can one chameleon make a difference?personal perspectives, opportunities anddilemmas of an academic developerChrissi Nerantzi, Academic Developer @chrissinerantzi27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden</li></ul><p>2. my brief Overview of educational- andacademic development(accreditation, programs etc.)and the new eLearninglandscape in the UK context Your way of working asacademic developer at Salfordand your experiences Experiences from FDOL131 Discuss perspectives on thechanging learning landscapeand the role of academicdevelopers and the challengeswe are facing and theopportunities we have inflexible, distance, open andonline learning.what we aregoing to do Getting to know each other the UK HE landscape throughmy eyes + what aboutSweden? Academic Development inthe UK, my perspective + andin Sweden? My way + your way ourway ;) Open, is this a new thing? 3. The UK landscape through my eyes 4. UK HE 5. White Paper Students at the Heart of the SystemOur university sector has a proud history and a world-class reputation, attracting students from across the world. Highereducation is a successful public-private partnership: Government funding and institutional autonomy. This White Paper builds on thatrecord, while doing more than ever to put students in the driving seat.We want to see more investment, greater diversity and less centralised control. But, in return, we want the sector to becomemore accountable to students, as well as to the taxpayer.Our student finance reforms will deliver savings to help address the large Budget deficit we were left, without cutting the quality ofhigher education or student numbers and bringing more cash into universities. They balance the financial demands of universities withthe interests of current students and future graduates. Students from lower-income households will receive more support thannow and, although many graduates will pay back for longer, their monthly outgoings will be less and the graduate repaymentsystem will be more progressive. No first-time undergraduate student will have to pay upfront fees. We are also extending tuitionloans to part-time students, increasing maintenance support and introducing a new National Scholarship Programme.But our reforms are not just financial. We want there to be a renewed focus on high-quality teaching in universities so that it has thesame prestige as research. So we will empower prospective students by ensuring much better information on different courses. Wewill deliver a new focus on student charters, student feedback and graduate outcomes. We will oversee a new regulatory frameworkwith Higher Education Funding Council for England (HEFCE) taking on a major new role as a consumer champion. We will tackle themicro-management that has been imposed on the higher education sector in recent years and which has held institutions back fromresponding to student demand. We must move away from a world in which the number of students allocated to each university isdetermined in Whitehall. But universities will be under competitive pressure to provide better quality and lower cost.Responding to student demand also means enabling a greater diversity of provision. We expect this to mean more highereducation in further education colleges, more variety in modes of learning and wholly new providers deliveringinnovative forms of higher education. The Coalition will reform the financing of higher education, promote a betterstudent experience and foster social mobility. Our overall goal is a sector that is freed to respond in new ways to theneeds of students.David Willetts, source http://webarchive.nationalarchives.gov.uk/+/http://discuss.bis.gov.uk/hereform/introduction/ 6. student(s) 7. Quality: What does really matter?class size: 1 tutor 20 students tutor load: 1 classtutor full-timetutor has teaching qualificationstudents: time on taskclose contactstudent tutorinteractions andrelationship foreducational gainsfocus on formativeassessmentquick feedbackfor learning intellectual challengepositiveresearchenvironmenttutors asreflectivepractitionersactive learningcollaborativeand social learningclear and highexpectationspeer assessmentlearning hours matterprogrammeteams to worktogethersocialrelationshipsprogramme teamstudents as partnersstudents using feedbackProf. Graham Gibbstoday: evidence-based practice 8. Gibbs, G (2012) Implications of Dimensionsof quality in a market environment, York:The Higher Education AcademyGibbs, G (2010) Dimensions of quality, York:The Higher Education Academy, pp. 19-37Prof. Graham Gibbs 9. http://www.qaa.ac.uk 10. http://www.enhancementthemes.ac.uk/ 11. student voice 12. NSS focus on satisfaction instead of engagement 13. rewarding good teaching practice 14. http://www.heacademy.ac.ukThe UK PSFrecognition - accreditation 15. The Dimensions of the UK ProfessionalStandards Framework15Areas of Activity (WHAT) Design and plan Teach/support Assess/give feedback Develop effectivelearning environmentsand approaches tostudentsupport/guidance Engage in CPDincorporating research,scholarship andevaluation ofprofessional practicesCore Knowledge (HOW) Subject Appropriate methods ofteaching and learning How students learn Use and valueappropriate learningtechnologies Methods for evaluatingeffectiveness ofteaching Quality assurance andquality enhancementProfessional Values(WHY) Respect individuallearners and learningcommunities Promote participationand equality ofopportunities Use evidence-informedapproaches and theoutcomes fromresearch, scholarshipand CPD Acknowledge the widercontext in which HEoperates recognisingimplications forprofessional practice 16. The Descriptors of the UK ProfessionalStandards Framework16D1Associate Fellowearly careerresearchers with someteachingstaff new to teachingincluding part-timestaffstaff supportingacademic provision(learningtechnologists, librarystaffdemonstrators,technicians with someteachingresponsibilitiesexperienced staff newto teaching or withlimited teachingportfolioD2FellowEarly career academicsin full teaching roleAcademic related,support staff withsubstantive teachingresponsibilitiesStaff with teaching-only responsibilities,including within work-based settingsD3Senior FellowExperienced staff whodemonstrate impactand influence throughleading, managingorganisingprogrammes,subjects/disciplinaryareasExperienced subjectmentors and staffsupporting those newto teachingExperienced staff withdepartmental and/orwider teaching andlearning supportadvisoryresponsibilitiesD4Principal FellowHighlyexperiences/seniorstaff with wide-rangingacademic/academic-related strategicleadershipresponsibilities linkedto teaching andsupporting learningStaff responsible forinstitutional strategicleadership and policy-making in teachingand learningStaff who havestrategic impact andinfluence in relation toteaching and learningthat extends beyondtheir own institution 17. The landscape in Swedenthrough your eyes 18. Academic Development in the UK,my perspective 19. At the heart of academic development arepeople, networks and communities. (Neame(2011) 20. Academic Development Academic Developers Academics Academic related internal offer: Academic Development Units HEA accredited institutional (cross-) disciplinary PgCerts, CPD Frameworks, non-accredited open workshops, consultancy, support, research activities Academic Developers within Faculties/Departments L & T/TEL champions/fellows external offer (HEA, SEDA, ALT, JISC etc.) networks (social media) conferences projects and research open educational practices, open educational resources working with learning technologists, IT, academics, professional services, managers, leaders influence and implement strategy and policy within an institution introduce and spread innovative practices 21. Changing nature of AcademicDevelopment emergence from a focus on the classroom to a focus on the learningenvironment changing emphasis from individual teachers to a focus on courseteams and departments, and also leadership in teaching a parallel change from a focus on teaching to a focus on learning a developing emphasis from change tactics to change strategies a changing focus from quality assurance to quality enhancement a changing focus from fine tuning of current practice totransforming practice in new directionsGibbs, 2013, 5-9Prof. Graham Gibbs 22. SEDA: Developing the Developerhttp://www.seda.ac.uk/ 23. SEDA Values1. An understanding how people learn2. Scholarship, professionalism and ethical practice3. Working in, and developing learningcommunities4. Working effectively with diversity and promotinginclusivity5. Continuing reflection on professional practice6. Developing people and processessource: http://www.seda.ac.uk/professional-development.html?p=2_1_1 24. http://www.heacademy.ac.uk/cll 25. http://www.jisc.ac.uk/ 26. http://jiscdesignstudio.pbworks.com 27. http://www.jorum.ac.uk/ 28. http://www.alt.ac.uk/http://www.alt.ac.uk/ 29. http://www.nmc.org/publications/2013-horizon-report-higher-ed 30. social media Professional communitiesand networks LinkedIn Twitter Instagram YouTube Facebook 31. Academic Developmentin Sweden,your perspective 32. My way ;) 33. So, what do I do?PGCAPT & L projects supportSupport academics andprogramme teams, VC DTAWinnersPGR Students teachingprogrammeObservations of teachingT&L ResourcesTeaching Essentials programmeHEA Fellowship supportResearch... 34. 38Postgraduate Certificate inAcademic Practice (PGCAP) 35. At present there are very few barriers to teachingin higher education. It is almost the onlyprofession in which someone can work withoutany qualification or licence to practice. Studentsgo to university to learn, and good teaching isintegral to effective learning. But there is as yet norequirement that academics who teach studentsin Higher Education should hold a teachingqualification or be qualified to teach.(Craig Mahoney, 2011, HEA Speech) 36. l onger programmes more effectivelearning towards credits seems toincrease motivationchanges to teacher attitudes andconceptionspositive association betweenparticipating in teacherdevelopment programmes anddevelop learner-centred teachingmethodsimpact may more readily achievedfor established teacherssubstantial potential for transfer topractice among novice or aspiringteachers where a critical mass ofpedagogic knowledge is achievedparticipants become morecomfortable with TELricher exchange in cross-disciplinaryprogrammesresearch gap of such programmes:real impact on the studentexperience 37. The PGCAP an exciting opportunity to learnand develop with colleagues fromdifferent disciplines andprofessional areas to be open, creative, andexperiment in a safe environmentand within a learning community to discuss, debate and challengeanything linked to teaching andlearning, practice and theory to engage in conversations aboutteaching and learning at theUniversity of Salford gain a recognised TeachingQualification in HE a programme accredited by theHEA and NMCreflectionactive experimentationlinking theory andpracticemodelling variety ofcreative learning andteaching approachesresearch-informedteachinginnovatePGCAPstudentpeersmoduletutorpersonaltutorfeedbackbuddyactionlearningsetmentorpersonallearningnetwork 38. PGCAP structure and modulesfrom September 2013 (to be approved)Learning and Teachingin HE (LTHE)Assessmentand Feedbackfor Learning(AFL)Flexible,Distance andOnlineLearning(FDOL)AcademicLeadership forLearning Gains(ALLG)all modules: 30 credits at Level 7 (MA) 39. What is teamwork? 40. visualising theories together 41. learning students names 42. social media portfolios 43. reflecting: preparation for professional discussionhttp://stripgenerator.com/ 44. learning journeys 45. students capturing their learning journeys 46. learning through games 47. active experimentationstudentscreatingresourcesstudentssharingexperiencescapturingcollaborativeactivitiessharingreflectionshaving funlearningtogether 48. 52 49. Researching togetherpublicationsNerantzi, C (work-in-progress) A quick n dirty OER video series or food for thought for teachers studying towards the Postgraduate Certificate in Academic PracticeNerantzi, C and Despard, C (submitted) Lego models to aid reflection. Enhancing the summative assessment experience in the context of Professional Discussions within accreditedAcademic Development provision, Innovations in Education and Teaching InternationalNerantzi, C (submitted) Using web-conferencing technologies to enable wider learning conversations for professional development, Education and Culture DG, Lifelong LearningProgramme, Education, Audiovisual and Executive Agency (University of Salford is a partner)Nerantzi, C, Lace-Costigan, G, Jackson, R, Currie, N, Despard, C and Peters, L (2013) Tweet-tweet who is there? Using Twitter in teacher education, Madhouse of Ideas, available athttp://madhouseofideas.org/?page_id=502Nerantzi, C (2013) OER video series Food for thought: CPD on-the-go and for teachers in Higher Education, OER13 Conference Proceedings, Nottingham 26 and 27 March 2013Nerantzi, C (2013) An open peer observation experiment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford, Issue 14.1, March 2013,Educational Developments Magazine, SEDA, pp. 15-19.Nerantzi, C and Currant, N (2011) Using e-portfolios for learning and assessment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford, Centre forRecording Achievement, available at www.recordingachievement.orgNerantzi, C (2011) To act, or not to act, upon feedback? A case study in Academic Development, Students experience and student feedback, HEA Education Subject Centre, availableat http://escalate.ac.uk/studentfeedbackNerantzi, 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/TeacherEdNerantzi, C (2011) I didnt know this was possible exploring technology-enhanced learning and teaching approaches within Academic Development, Working with Diverse Groups ofLearners in the Digital Age, HEA Education Subject Centre ESCalate Publication, available at http://escalate.ac.uk/8538book chaptersNerantzi, C and Hannaford, L (accepted) Action learning sets flipping the classroom, advantages and challenges. An example from Academic DevelopmentSmith, C and Nerantzi, C (in print) ePortfolios: Assessment as learning using social media, Waxmann publishers, series Gesellschaft for Medien in der Wissenschaft (Association forMedia in Science, www.gmw-online.de) (more details will follow)Nerantzi, C (2013) Using Voicethread to enable media-rich online collaborative learning, in: Middleton, A ed. Digital Voices, Sheffield: MELSIG.Nerantzi, C (2013) Sell your bargains Playing a mixed-reality game with academics to spice-up teaching in HE, Cases on Digital Game-Based Learning: Methods, Models and Strategies,Information Science Reference, H...</p>
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