the conference’s programme is outlined overleaf · 2013-11-26 · the half-day conference is...
TRANSCRIPT
Who should attend? The half-day conference is aimed at all academic staff - teaching + research, research-only and teaching-only - and postgraduate research students who are interested in professional development and the CPD opportunities available at the University. It will be suitable for individuals from all disciplines and with all levels of experience. What will be covered? This conference will promote the CPD opportunities available to academic staff and research students. In particular it will:
Introduce the Academic CPD project and its outputs
Promote research integrity
Provide an update from HEA on learning and teaching development and innovation
Showcase new development resources for academics, including the new Epigeum research ethics & integrity and university & college teaching courses
Contribute to the discussion on the role CPD in enhancing the student experience
The conference’s programme is outlined overleaf
Continuing Professional Development (CPD) is the ongoing updating of knowledge and skills related to professional occupations. For academics this involves teaching and research practices, as well as more general personal development. This event will highlight some of the CPD opportunities available at Sheffield Hallam, and explain how they fit into and respond to broader developments across the sector. Logistical matters such as accessing and recording CPD, will be addressed alongside keynote overviews from the University's Chancellor, Professor the Lord Winston, and Professor Phil Levy from the Higher Education Academy.
PROGRAMME
About the speakers:
Professor the Lord Winston is Chancellor of Sheffield Hallam University. He is also Professor of Science & Society, and Emeritus Professor of Fertility Studies, at Imperial College London
Professor Phil Levy is Deputy Chief Executive (Academic Practice) at the Higher Education Academy
Professor Ann Macaskill is Professor of Health Psychology and Head of Research Ethics at the University. She is also Chair of the Academic CPD Working Group
Dr David Lefevre is Director of Educational Technology at Imperial College London and Chairman of its spin-out eLearning company Epigeum
Dr Sally Bradley is Professional Recognition Adviser in the Quality Enhancement and Student Success section of SLS
Jackie Cawkwell is CPD Manager in the Quality Enhancement and Student Success section of SLS
Dr Keith Fildes is Researcher Development Adviser in the Research and Innovation Office
Booking
Reserve your place at this conference by going to: https://shuacademiccpd.eventbrite.co.uk/. You do not need to print out the ticket generated through your booking. Places are limited, so if the site has stopped accepting bookings, please email [email protected] to be added to the waiting list.
Time Item Lead
12.45–13.00
Registration + tea and coffee
13.00–13.30
Academic CPD project Background and drivers Researcher resources Epigeum online courses
Professor Ann Macaskill Dr Keith Fildes Dr David Lefevre
13.30–14.15
Good research practices – what is research integrity and why is it important? Keynote presentation
Professor the Lord Winston
14.15–14.35
Tea and coffee break
14.35–14.50
Developing your academic profile at SHU CPD at SHU Programme
Jackie Cawkwell
14.50–15.20
Learning and teaching development and innovation Presentation on sector developments
Professor Phil Levy
15.20–15.50
The role of CPD in enhancing the student experience and promoting teaching excellence – a step change for SHU? Perspectives on how SHU could respond to the future of teaching and learning
Dr Sally Bradley
15.50–16.00
Closing questions and remarks Professor Ann Macaskill
Dr Keith E. Fildes 21 November 2013
Academic CPD Project and Researcher Resources
Academic CPD and Researcher Resources
Delivered by a range of directorates - QESS, RIO, HR, Library,
Secretariat, Careers, Finance, H&S + locally
Accessed from different places and located on different platforms
(Wordpress, SharePoint, Blackboard, CORE, intranet)
Organic evolution without University-wide oversight or co-ordination
Academic CPD project to improve SHU's offer - make more
cohesive and support the expansion of provision
Internal and external drivers for this agenda, including: student
experience, HEA accreditation, research funders' expectations, REF
environment, QAA
Academic CPD at SHU
Academic CPD and Researcher Resources
Academic CPD Portal
https://portal.shu.ac.uk/sites/acpd
Academic CPD and Researcher Resources
SHaRD (Sheffield Hallam Researcher Development) Programme -
new offer - 25 themes under five broad sections: Research
Essentials, Research Skills, Communicating Research, Managing
Research, Career Management
o http://shardprogramme.wordpress.com/
o http://shardprogramme.wordpress.com/upcoming/
Resources ('on demand CPD')
- Epigeum - Research Skills and Research Integrity suites (now on
Blackboard site called 'Academic CPD Online Courses'). Research
Leaders, Statistical Methods and Supervision coming in 2014
- Pansophix guides, videos and recommended reading
o http://shardprogramme.wordpress.com/resources/
Researcher Resources
Academic CPD and Researcher Resources
RDF Planner - an online development management system for
DNA, PDP, accessing development and then recording CPD
(ePortfolio). Practicality aligns SHU's provision with the professional
standards framework for researchers - Vitae's Researcher
Development Framework
o http://shardprogramme.wordpress.com/cpd/
o http://shardprogramme.wordpress.com/framework/
SHaRD, resources and the Planner will continue to be rolled-out
incrementally through 2014
Researcher Resources
Academic CPD Conference
Developing Your Academic Profile
Jackie Cawkwell - CPD Manager
Academic CPD Portal
• All the following information and resources can
be accessed via the Academic CPD web portal
through this link:
https://portal.shu.ac.uk/sites/ACPD/ltd
Follow the Learning & Teaching Development tab
Staff new to teaching in HE or new to
SHU
• Induction+ Open access online resource for all
staff involved in teaching at SHU or teaching a
SHU course in a partner organisation
http://tinyurl.com/qyjduay
• Teaching Essentials Online resource providing
all SHU staff with one place to access learning,
teaching and assessment (LTA) resources
Taught teaching and learning courses
• Researchers Who Teach Short non-
accredited course designed for all research
staff who teach and for Associate Lecturing
staff with less than 30 hours teaching
• Postgraduate Certificate Learning &
Teaching in HE Formal accredited course for
both experienced and newly appointed
academic staff and staff supporting learning
Other professional development
opportunities
• CPD at SHU events Informal CPD sessions for all
colleagues to share their practice
https://blogs.shu.ac.uk/inspire/
• Learning & Teaching Conference An annual event which recognises the commitment and interests of academic staff and students
• Get published Student Engagement and Experience Journal
Professional Recognition for your
Teaching
• Fellowship of the Higher Education Academy Our own internal recognition panels can award HEA fellowship status for:
Associate Fellow
Fellow
Senior Fellow
Involves a reflective account of how practice demonstrates achievement of the UK Professional Standards Framework & a record of CPD activities
Opportunities beyond SHU
• Academic Calls External
conferences in UK HE sector
https://blogs.shu.ac.uk/academiccalls/
• Professional bodies
• HEA Subject Centres
Professor Philippa Levy, HEA DCE (Academic) Academic CPD Conference, SHU
21 Nov 2013
Learning and teaching development and
innovation - sector developments
“Courses of higher
education should be
available for all those
who are qualified by
ability and attainment to
pursue them and who
wish to do so”
The Robbins Principle 2
Looking back
Diverse UK policy landscapes and continuous change
3
The current landscape
Students at the heart, at the centre
Teaching quality
“Teachers who have teaching qualifications … have been
found to be rated more highly by their students than
teachers who have no such qualification” (Gibbs 2010,
Dimensions of Quality)
Providing training and development for those who teach
through a teaching development programme is likely to
support individual teachers to be more student-centred and to keep up to date on current teaching practices and
pedagogies that can have a significant positive impact on the student learning experience (Parsons et al 2012, Impact of
Teaching Development Programmes in Higher Education)
i 4
Qualified to teach
5
HEA accredited CPD
• development
mapped to
professional
standards
• career progression
• remaining in good
standing
Capacity for innovation and
development is at the heart
of the UKPSF (Aim 2)
‘Foster dynamic approaches
to teaching and learning
through creativity,
innovation and
continuous development in diverse academic and/or
professional settings’
6
UKPSF, development & innovation
7
Flexible learning
PACE
• e.g. accelerated and decelerated programmes, part-time learning, recognition of prior learning and associated credit frameworks
PLACE
• e.g. work-based learning and the exchange of effective practice through employee learning and employer engagement
MODE
• e.g. the use of digital technologies to support learning (‘e-learning’, ‘technology-enhanced learning’)
• Learning empowerment
• Future-facing education
• Decolonising education
• Transformative
capabilities
• Crossing boundaries
• Social learning
“Conveners of PGCE HE
programmes could consider
ways to address flexible
pedagogy themes and to
support the CPD needs of
educators to take these
pedagogical developments
forward” (Ryan & Tilbury 2013)
8
“New pedagogical ideas”
• Social platforms
• Mobile and BYOD
• Open - OERs & MOOCs
• Digital literacies
• Learning design
Appropriate pedagogies: how to
use digital technologies to achieve
desired transformations of learning &
teaching?
e.g. flipped classroom
9
ePedagogies
from Conole, 2013
HEA PVC Network
MOOCs
Badges to accredit learning
Learning analytics
Seamless learning
Crowd learning
Digital scholarship
Geo-learning
Learning from gaming
Maker Culture
Citizen inquiry
10
Into the future
An interactive timeline of UK MOOCs
http://www.dipity.com/sbayne/UK-MOOCs
Bayne & Ross (forthcoming 2014) – HEA Report
http://www.michaelbransonsmith.net/blog/2012/12/19/day-of-the-mooc-now-
animated/
New spaces
Inter-disciplinarity
Problem-based learning and
action methodologies
New ‘literacies’ –
‘psychological literacy’,
‘STEM literacy’
Online laboratories
11
Development & innovation in the
disciplines: STEM
Inter-disciplinarity – e.g. LSE100
Authentic data (online)
Simulation and mobile learning
12
Development & innovation in the
disciplines: social sciences & health
13
Students as partners
“The future of HE must be based on engaged
partnership and shared responsibility between
academics and students” (Paul Ramsden 2008)
Diverse policy landscapes: students ‘at the heart’ ‘at the centre’
Engagement through partnership – including but beyond ‘you said, we did’ (UUK
2013) and ‘student voice’
Quality Assurance Agency Quality Code (2012) and theme for Institutional
Review (2013-15)
Partnership’ embedded in Scottish and Welsh enhancement themes, student
partnership agreements (Scotland)
A Manifesto for Partnership (NUS 2012)
Numerous initiatives across UK HE providers
‘New Hefce-funded Student Engagement Partnership (2013)
The Welsh vision for HE: ‘from engagement to full partnership’ … ‘true
partnership relies upon an environment where the priorities, content and
direction of the learning experience are all set by students and staff in
partnership’ (Policy Statement 2013)
14
The environment
15 Talking about partnership…
For belonging
and community
For learning and
research
For quality
enhancement
For graduate
capabilities
For
transformational
HE, for a better
world
Co-creators, producers not consumers
‘Pedagogies of partnership’ e.g.
inquiry-based and social learning, peer
tutoring, Learning Partnerships model
(Baxter-Magolda 2009), and more
An affinity with empowering
technologies
Teaching for engaged learning - a
strong evidence base: principles and
practices fostering engagement with
studying in ways that bring learning
gains (e.g. Gibbs 2010; 2012)
Robust measures of engagement (US
National Survey of Student
Engagement NSSE)
16
Engagement with learning
Inquiries that engage
students with open-ended
questions
Research projects –
curricular and co-curricular
Communicating and
authoring
e.g. BCUR, journals
A strong evidence base
17
Engagement with research
Inquiries that engage
students with open-ended
questions
Research projects –
curricular and co-curricular
Communicating and
authoring
e.g. BCUR, journals
A strong evidence base
18
Engagement with research
Pedagogical consultants and
ambassadors
Co-designers of courses, co-
creators of learning and teaching
resources (e.g. OERs)
Institutional researchers and
scholarship of teaching and
learning (SoTL) practitioners
Strategy and policy developers and
advisers, contributors to decision-
making and governance, sharing
leadership
Emergent evidence base
19
Engagement with development &
innovation
“Nearly 60% of students want to be
more involved in the design of their
education” NUS/QAA 2012
• The impacts of policy changes on student approaches to
learning in contemporary HE: implications for student
engagement (HEA, March 2014)
• Pedagogic stratification and the shifting landscape of
higher education (HEA, March 2014)
• The Pedagogy of the MOOC, the UK view (HEA,
February 2014)
20
Development underpinned by
research and evidence
21
1. That that teaching and learning are fundamental core missions of our
universities and colleges
2. That active student involvement is essential in governance, curricular
design, development and review, quality assurance and review
procedures
3. That the preference of research over teaching in defining academic
merit needs rebalancing
4. That academic staff are employed not just to teach, but to teach
well, to a high professional standard
5. That it is a key responsibility of institutions to ensure their academic
staff are well trained and qualified as professional teachers and not
just qualified in a particular academic subject
Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions
(Report to the EC 2013, Guiding Principles, p.15) http://ec.europa.eu/education/higher-
education/doc/modernisation_en.pdf
High Level Group on the
Modernisation
of Higher Education, 2013
22
1. That this responsibility extends to ensuring new staff have a teaching
qualification or equivalent on entry or have access to credible
teacher training courses in the early years of their career
2. That this responsibility extends to providing opportunities for
continuous professional career development as a professional
teacher and not just as a subject/discipline specific academic
3. That it is a key responsibility of academic staff to ensure they are
qualified to teach and able to teach well
4. That this responsibility extends over their entire career from start
to finish so that they remain up-to-date and proficient in the very
best pedagogical practices and all that excellence in teaching
requires.
This understanding of teaching as a high-priority contractual obligation to
the students who are partners in the co-creation of knowledge
underpins our report.
High Level Group on the
Modernisation
of Higher Education
23
Thank You
The role of CPD in enhancing the student experience and promoting
teaching excellence
Dr Sally Bradley
Professional Recognition Adviser
Teaching quality, student experience or learning experience?
Teaching Qualifications, Continuing Professional Development: An old
conversation?
UK Professional Standards Framework 2011
• But what does this mean for staff at SHU?
Where does CPD happen in our daily lives?
Continuing Professional Development - informal activities
– presenting internal seminars, such as the CPD programme
– updating, and delivery of teaching
– secondment and work shadowing
– sitting on internal recognition panels
– mentoring and supervision
– reading and reviewing journal articles
– undertaking research and the presentation of papers
– peer supported review
– extending range and scope of teaching practice
– undertaking research ethics training
– external examining
– discussion and networking
– consultancy activity
– observing and reviewing teaching practice
– participating in meetings, conferences and seminars
– critical review and preparation of teaching materials
Realising our Potential:
HEA Accredited
CPD Scheme
Appraisal CPD Activities
PSR Research and Scholarship
HEA recognition
Comments from staff who have engaged in the internal recognition
scheme • HEA Application?! It’s one of those things you do unwillingly- realise
it was worth it- and will others to do it!
• I began my application for HEA accreditation longer ago than I care to recall. It just seemed like too much effort, between the teaching and research activities, to complete, edit, reflect...and find two referees. But when I completed the process, to have others acknowledge my work, made this one of my most life enhancing experiences.
• Going through the process of writing my HEA Fellowship application made me reflect on my journey, discipline my writing and realise how far I had come in understanding my teaching and learning.
• I've come through this process feeling it was a genuinely rewarding process - not a means to an end.
For more information on
• Professional Recognition at SHU
• Screencasts
• News and events