Forsey, M., Low, M. and Glance, D. (2013) Flipping the sociology classroom: Towards a practice of online pedagogy, Journal of Sociology, 49(4), pp. This approach is 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). 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. Think of your fellowship proposal as a part of a larger whole that includes the letter (s) from your recommender (s) and other supporting documents (e.g., your resume and transcript). For example, I will often ask them to think alone, do a short task, share outcomes with neighbour/peers and evaluate in groups to feedback to the rest of the class. Here I share some tips and insights on how to tackle the tricky 'reflective' writing style needed for the application. Bruce, C. (2020) Self-Advocacy as Precariousness in University Education,Canadian Journal of Disability Studies, 9(5), pp. It is a vital component of my role to always consider the pedagogy or process first, rather than try to build learning activities in order to use a specific technology. _____________________________________________________________. (2018)Effective personal tutoring in higher education. Required fields are marked *. I'm a 'long-term' Mq girl. We at SSU are deemed to be one of the front runners in the innovative uses of the myPortfolio software and are often asked to do virtual tours of our systems and help resources to other universities such as Manchester Metropolitan University, University of Bath and recently PACE University in New York using virtual classroom software. 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. 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. (1978)Mind in society: the development of higher psychological processes. Rather than conduct a more formal assessment, I devised a self-assessment which asked the students to rate themselves on a knowledge-confidence spectrum at the start of the class and then again at the end. 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. The whole process took me around 6 months. 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. As a four-part series I am openly publishing my case studies previously submitted for my Senior Fellowship of the Higher Education Academy. In previous years where I would have suggested improvements myself, changing this dynamic has allowed me to informally assess the extent to which they will be able to apply the same criteria to their work as their lecturers will, and to be able to improve their work as a result. I decided to choose a MOOC with a subject close to what I do professionally and chose Foundations of Virtual Instruction offered by University California, Irvine via Coursera (https://www.coursera.org/course/virtualinstruction). Olga (in the middle of the photo in the red top) gives an insiders view on what its like applying for HEA Fellowship here at Macquarie. This is an example of how Mahara can be used to build a portfolio of evidence. 515549. 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. creating a table with every single criterion in one column and specific examples My HEA Fellowship Portfolio by Sam Taylor Details For info. I am a great believer in the maxim Dont let the technological tail wag your pedagogical dog and will always consider what will be useful for the students to help them learn. I now work in Learning and Teaching, which I love. higher education. This approach also improves accessibility for a variety of students including those with processing and cognitive disabilities, and many disabled students have reflected with me that they have appreciated the availability of these to breakdown and repeat their knowledge learning [V1, V2]. The primary reason for my application for Associate Fellowship over Fellowship was the experience requirement, as I don't have the equivalent of three years of full time teaching. The new guidance has been used with focus groups of disabled students and the feedback has been incredibly positive, including feedback such as this would have helped my understanding of referencing so much and I would have been much more independent with this the latter is incredibly important for students self-determination and independence without asking for accommodations (Bruce, 2020) [V1, V2, K5, K6]. Round 1, 2023. Me presenting at Mahara UK in London 2010. Around the room I set up seven stations. Both critical information literacy and information landscapes centre the importance of lived experiences and that our experiences of information are contextually influenced by our existing knowledges and practices, and in this light, lend themselves well to the constructivist approaches to teaching I employ [V1, V3]. As often happens with expectations, the reality turned out to be a bit different. in a narrative. Referencing, as both a skill and representative of a wider set of ethical information behaviours, is one of my primary areas of teaching and my approach has evolved significantly over the past 2 years to its current iteration. I have 2 young kids and a dog, and I love meeting other Mq people, so give me a shout if you'd like to talk 'learning and teaching' or would like to brainstorm together. These statements are posted with the permission of the former (anonymous) AIIS fellows who wrote them. I teach across all programmes in an area best summarised as information literacy most recently updated to be defined as The ability to think critically and make balanced judgements about any information we find and use. 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. 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; + What are other people . Fellowship of the Higher Education Academy. 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). Nothing brings him more sense of fulfillment than writing fellowship docs in orthopedics. assessors/trainers who talked us through HEA framework. All participants were handed a worksheet to fill out and keep in case they wanted to revisit what was covered. Kumbier, A. and Starkey, J. Robert Gordon University. For this reason, many of the activities are chunked up to make each one manageable, giving the learner a sense of achievement upon completion. Wisker, G. ed. Ill admit my motivation was somewhat dodgy to start with. I chose the latter approach as I find it easier to be reflective Overall, we were confident that you meet the benchmark standard for Descriptor 2 and wish you much success in your future teaching career. I believe its through my experiences as a teacher that I have been able to successful support SSU staff with technology enhanced practices. I submitted my application in February 2014. These sessions are advertised online so that staff can book in when it suits them. Class time is then used for clarification and interaction with the teacher and their peers. I have tried my best to showcase the following: Learning Technologist, Cranfield UniversityLearning Services, Building 70, Room 7, Defence Academy for the United Kingdom. St Albans: Critical Publishing. During the workshop we asked the more experienced users to buddy up with those who were new to Twitter. This allowed me to not only quickly and informally assess the class to determine the levels of differentiation needed in the planned activities, but also allowed me to track the distance travelled in terms of the students knowledge construction (coupled with my own personal assessment whilst supporting each group during the activity) [A3]. As seen above, I support the assessment and feedback process in a number of ways; I can help lecturers set-up assignment upload links in myCourse, to then mark and give feedback online and I can work alongside lecturers to design and review assessment briefs. Sam has been working with us since 2008 firstly as an e-Learning Support Officer before becoming a Learning Technologist. From doing this course I was able to experience what it was like being one of thousands of students on a MOOC, see how the course was designed and delivered, and update my knowledge on Virtual instruction. I explained to students that they needed to move around room, congregate at the stations they needed more help with, and help one another by discussing what they did and did not understand. Since gaining fellowship, I have shared my portfolio with a number of colleagues, currently writing their fellowship applications, to offer an example of what topics can be considered, how pedagogical literature can be woven into personal reflection, and how the application can be structured. It was during this course that I was able to build up enough confidence to successfully apply for a promotion to become a Learning Technologist. The main examples of where I support learning are listed below. 1. Brainstorming this table was the battle half won. 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. Use Concrete Examples in Diversity Statements. 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]. From previous experience this exercise causes the energy in the room lift as the student discussions get louder and louder. Chartered Institute of Library and Information Professionals (2018)Definition of information literacy. 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. . You should complete this section against the relevant descriptor statements (D1-D3) in the UKPSF, making sure that you provide evidence against appropriate Dimensions of the Framework. Feedback gained from those who attend say they feel really positive about the sessions as they are learning a lot from their peers. This is aimed at lecturers, specifically those who attended a presentation I did with fellow Learning Technologist, Julian Prior, titled Rethinking Pedagogy with New Technologies at the recent Solent Exchange 2013. As social media and networking involve an element of sharing your own personal data with the world, I knew that those attending my sessions would have very different experiences of using it and therefore I had to ensure that I was sensitive enough not to let those who dont want to use it feel isolated or singled out. What is HEA Fellowship? 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. Vygotsky, L.S. As part of this effort, UNSW offers the HEA Fellowship program accredited by Advance HE. I wish to confirm that the evidence of teaching/support of student learning drawn on for the application ofSam Tayloris correct, and that the applicant has been working in a professional capacity in education for a minimum of two years, of which at least one must have been in Higher Education. Click to share on LinkedIn (Opens in new window), Click to share on Twitter (Opens in new window), Click to share on Facebook (Opens in new window). This whole assessment review depended on obtaining feedback from many parties; teaching staff, students and myself as a learning technology specialist. Just to flag these sessions to you - I think they will be very valuable and I have to say the sort of development many of us will appreciate and 'buy into'. 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. HEA Fellowship is an international recognition of a commitment to professionalism in teaching and learning in higher education and demonstrates that your practice is aligned with the UK Professional Standards Framework (UKPSF). Hello Olga I am responsible for writing and building the myPortfolio Guide in myCourse (http://mycourse.solent.ac.uk/myportfolio). In the case studies that followed the contextual statement, it was made clear how you engage in all of the areas of activity. 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. (2020)Ableism in academia theorising experiences of disabilities and chronic illnesses in higher education. I like presenting at conferences too; any opportunity to get out there and show them what Solent are up to and how creative our lecturers and students are. Quite often a lecturer will arrange to come and see me with their draft assessment brief looking for advice on how to make it more engaging. 2-3 months later I got an email confirming my fellowship. 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. Some students will even open up their existing LinkedIn accounts to share the before and after profiles. (2019) Disability, the Silent D in Diversity,Library Trends, 67(3), pp. HEA Fellowship provides academic and professional staff with recognition of their practice, impact and leadership of teaching and learning across four categories, from Associate Fellow to Principal Fellow. You may identify specific career milestones, influential professional development activities, engagement with significant others, etc. Upcoming Fellowship deadlines Monday 5th December 2022 I feel its really important for lecturers to feel that theres always somewhere there to help them when in need to technology advice. If you're interested in this professional recognition programme, please visit their webpages and look through the Professional Standards Framework (PSF). 2019 UK Professional Standards Framework (UKPSF), https://infolit.org.uk/definitions-models/(Accessed. Referencing as a skill is one which often requires problem solving, and as such, I moved towards a Problem-Based Learning model (Brodie, 2013) [A2, A4, K2]. The HEA Fellowship is administered by Advance HE in the UK, whose goal is to bring the higher education sector together to share teaching strategies and practice. In the spirit of disclosure I'll tell you that not long after the deadline for applications had passed . It was then agreed that all induction materials and demonstrations that I would normally offer in a face-to-face class would be delivered online, drastically reducing the amount of hours I would be needed to be in a classroom. The Monash Education Academy (MEA) is accredited to offer routes to Fellowship through Advance HE. From my examples above it is possible to see that I utilise a number of different methods for facilitating learning and the types of environments & settings used to support my training. Most of my knowledge and experience comes from CPD and personal development activities that I have undertook so that I am able to confidently design learning activities that align to my objectives and outcomes. 24-43. There are usually only between two and three participants in each, allowing for better support, however staff are able to book a one-to-one with me if they dont feel confident learning in a group. (Accessed: 19 December 2019). Available at:https://ray.yorksj.ac.uk/id/eprint/3258/. Recently, HR asked if I could combine my generic workshop with an overview of myPortfolio to the new intake of SSU Graduate Associates. 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). When a lecturer calls me or walks into my office and requests instant support, I will always try to accommodate them. Consider your audience; write for an intelligent, non-specialist (i.e., make sure the terminology will be understandable to someone outside your field). 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. On gaining Fellowship you become part of a community of Fellows and you will need to familiarise yourself with the Fellowship Code of Practice. In future, I will develop this further for students to self-assess to further the knowledge construction. (2016) Access Is Not Problem Solving: Disability Justice and Libraries,Library Trends, 64(3), pp. The Fellowships of the Higher Education Academy are concerned with teaching and learning in higher education. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/703. HEA Associate . The HEA defines 'good standing' as "continuing to work in accordance with the standard indicated by the relevant Fellow Descriptor of the UKPSF (HEA, 2013:2). 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. Being a UK-based organization, HEA currently has limited training opportunities in Australia. Brodie, L. (2013) Problem-based learning. Either way, I will write and build the activities into their myCourse pages (see evidencebelow). Participation in this aspect of the activity was moderate, so for next year I need to explore classroom power and the ways in which I can encourage students to voice their critiques of class work. 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. In my work with first year English Language students, students were grouped by their weekly working groups and received engagement marks for their participation and engagement with the learning tasks, receiving marks for submitting 2 finished references to the group document. By developing these guides, it has fostered more conversation within our librarian team about what accessible referencing teaching means, particularly in how we describe referencing in our classes so that it relies less on wholly visual information. This, then, was an explicit step in encouraging and facilitating student self-directed reading and revision (K3, K4, V1, V2). New Technologies and Disabled People,Canadian Journal of Disability Studies, 9(5), pp. This was always delivered as a group learning activity to support the social construction of knowledge, particularly for 1st year students still forming cohort bonds [K2, K3, V1]. I often try to identify opportunities where I can support student learning, including staff in need of training. 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? both simplified and refreshing at the same time, as it was the first time I saw Some people break their HEA applications into specific points while others tell Therefore, when discussing assessments in this context Ill be describing the process in which my learners (staff or students) can prove thatthey'vemet my learning outcomes and objectives. 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. This application was prepared over the course of 2019-2021. I briefly touched on this during A2 where I gave examples of how I use online technologies to support student learning. As a four-part series I am openly publishing my case studies previously submitted for my Senior Fellowship of the Higher Education Academy. As you write it, focus on your own work. 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). 145163. I also enjoy writing and have written a report and contributed to two journal articles that have been published inDialogue(the SSU internal publication). Participants in this pathway will be provided with a mentor who is an accredited HEA Fellow who will support the development of their application. (Click on the icon to your left to view the . Having a toddler who wakes me up around 5 am every morning, that is simply not feasible for me. You made appropriate reference to both the dimensions of the framework and the scholarship of learning and teaching an impressive aspect of your work that continued throughout the claim. and Cigas, J. The pedagogical rationale underpinning this activity is that the students were able to engage in active learning through the means of collaborative peer dialogue, wherein each station provided the scaffolding for students existing knowledge and understanding to be activated and reviewed (Robb, 2013) (K2, K3, V3). reflectively, I shared some writing tips in this Cracking Certified Professional in Accessibility Core Competencies IAAP, candidate 2021. application. Most HEA events, like workshops, seminars and reading groups, take place in the UK. Tony is our much illustrious writer. The main difference between Associate Fellowship and Fellowship is the need to engage with all five areas of activities, as well as all six areas of core knowledge and all four professional values. Your explanation of planning, creation of learning environments for learning and delivery of sessions all aligned nicely with your philosophical position. The collaborative reference lists produced as a result of the problem-based learning in Case Study 1 also provided a great opportunity to explore ways to get the students to peer-review and assess the list against the criteria set out in the referencing guidance used [A3, K2]. Peach, T. (2019)A contextual exploration of attitudes and approaches to art pedagogy, information literacy and employability at a Higher Education Institution: identifying opportunities for a librarian through an interview with faculty. I am the Academic Liaison Librarian for the subjects of: Languages, Linguistics and TESOL; Fine Art, Photography and Illustration; Design; Music; Music Production; Media Production; Drama, Theatre and Dance; Computer Sciences; Data Science; Mathematics. Round 2, 2023. HEA fellowship - A portfolio example In 2016 I gained fellowship of the Higher Education Academy. 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]. You essentially need to prove to the HEA that you already meet requirements for one of their 4 levels of fellowship. A Senior Fellowship application should really include evidence of institutional impact. My role in this is to mainly organise and facilitate these sessions along with my colleagues, giving the floor to the academics, hopefully to inspire them. 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. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/688(Accessed: 21 December 2020). Associate Fellow (D1 AFHEA) Some teaching and/or supporting learning responsibilities students, GTAs, contract researchers, In order to apply for post. 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. There are more than 150,000 HEA fellows in the world. During the summer of 2013 we upgraded our myPortfolio software and therefore needed to update all of the support materials. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/707. It IS helpful because it liberates me from a nagging doubt Just drop me a line any timeu and we can meet up for a HEA chat. Peach, T. and McCluskey-Dean, C. (2019)Diversity in information resources: working towards inclusion. It took me probably 1-2 months to draft it. 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. This Mahara portfolio has been compiledusing my officialportfolio submission originally created in MS Word. Billett, S. (2009) Personal epistemologies, work and learning,Educational Research Review, 4(3), pp. Connor, D. J. Some people break their HEA applications into specific points while others tell their story. 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. ____________________________________________________________. I will also include links to social media sites that are owned by key industry players. 6. Each one had a piece of paper which detailed one of the ILOs and the essential readings which were directly relevant to it (evidence 2). 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. (2020) I dont like to be told that I view a student with a deficit mindset: Why it Matters that Disability Studies in Education Continues to Grow, https://cjds.uwaterloo.ca/index.php/cjds/article/view/689, Introduction: Disability Studies in EducationCritical Conversations, https://cjds.uwaterloo.ca/index.php/cjds/article/view/688(Accessed. Give detail about the specific context; sometimes there is a need to make the institutional and discipline context more explicit. As part of my CPD I undertook an online course on Emerging Trends and Technologies in Education where I was able to learn about new initiatives going on at other universities around the world. You are clearly a very reflective practitioner who puts the student experience at the heart of your work and you commitment to all of the professional values came through in abundance. One example of how I have designed and planned learning are the ongoing Building up your online professional profile workshops aimed at students at all levels and stages of their education. A particular focus that term was to move away from lecture or seminar formats which require me to stand and tell students about the mechanics of referencing for the duration, which has been the request from academics in previous years.