#DAPP162 week 2 The HEA Landscape
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This document discusses the UK Professional Standards Framework (PSF) for higher education teaching. It provides an overview of the PSF descriptors and dimensions. The descriptors outline four levels of experience and responsibility - Associate Fellow, Fellow, Senior Fellow, and Principal Fellow. The dimensions cover areas of activity, core knowledge, and professional values that are important for teaching in higher education. The document also discusses changes in higher education, including the student experience and employability, and how these may influence teaching practices.
#DAPP162 week 2 The HEA Landscape
- 1. The HE Landscape PgCert > #DAPP162 with Chrissi Nerantzi @chrissinerantzi http://www.celt.mmu.ac.uk/ week 2 https://static.pexels.com/photos/1562/italian-landscape-mountains-nature.jpg
- 2. Recap: Session 1: Observation of Teaching, reflection and the UK PSF You will be able to: • Explain the assessment requirements of the unit >>> Observation 1 to organise and write up in next 2 weeks • Begun to develop your own approach as a reflective practitioner: theory, approaches & practice • recognise the importance of observation of teaching and discuss key characteristics of how to conduct effective observations • Outline the UK Professional Standards Framework (PSF) and recognise its importance for own professional development
- 3. intended learning outcomes By the end of this session, you will have had the opportunity to: • discuss Higher Education recent past, present and the future • identify how changes in the sector in influence your own teaching practice HE institutional context 3
- 4. the UK PSF
- 5. The Descriptors of the UK Professional Standards Framework 5 D1 Associate Fellow •early career researchers with some teaching •staff new to teaching including part-time staff •staff supporting academic provision (learning technologists, library staff •demonstrators, technicians with some teaching responsibilities •experienced staff new to teaching or with limited teaching portfolio D2 Fellow •Early career academics in full teaching role •Academic related, support staff with substantive teaching responsibilities •Staff with teaching- only responsibilities, including within work- based settings D3 Senior Fellow •Experienced staff who demonstrate impact and influence through leading, managing organising programmes, subjects/disciplinary areas •Experienced subject mentors and staff supporting those new to teaching •Experienced staff with departmental and/or wider teaching and learning support advisory responsibilities D4 Principal Fellow •Highly experiences/senior staff with wide- ranging academic/academic- related strategic leadership responsibilities linked to teaching and supporting learning •Staff responsible for institutional strategic leadership and policy- making in teaching and learning •Staff who have strategic impact and influence in relation to teaching and learning that extends beyond their own institution
- 6. The Dimensions of the UK Professional Standards Framework 6 Areas of Activity (WHAT) • Design and plan • Teach/support • Assess/give feedback • Develop effective learning environments and approaches to student support/guidance • Engage in CPD incorporating research, scholarship and evaluation of professional practices Core Knowledge (HOW) • Subject • Appropriate methods of teaching and learning • How students learn • Use and value appropriate learning technologies • Methods for evaluating effectiveness of teaching • Quality assurance and quality enhancement Professional Values (WHY) • Respect individual learners and learning communities • Promote participation and equality of opportunities • Use evidence-informed approaches and the outcomes from research, scholarship and CPD • Acknowledge the wider context in which HE operates recognising implications for professional practice
- 7. the recent past, the present and the future https://c1.staticflickr.com/1/642/22301220359_f9932d98e9_b.jpg
- 8. In pairs discuss the following questions and draw up a list of 5 things in rank order of importance to share: • How has Higher Education changed since you were an undergraduate? • What are universities for in 2016? Reflect and discuss (labels)
- 9. Prize ;)Prize ;) Quiz 1 https://farm8.static.flickr.com/7799/16697171583_7c33584c4b.jpg
- 10. Prize ;)Prize ;) Quiz 2 https://farm8.static.flickr.com/7799/16697171583_7c33584c4b.jpg
- 11. Higher Education Timeline Take a pack for each table, spread them out and undertake an analysis of typologies. When you do this, discuss the historical timeline!
- 13. MMU T&L 6 Principles: 1. Learning environment/student experience 2. Innovative, flexible, enterprising, Internationalised curriculum 3. Integrated assessment integral to T & L 4. Student progression / individualised support 5. Quality enhancement processes 6. Staff professional development
- 14. Topics for further exploration • Student as consumer - partner • NSS • Online learning • Open learning • Graduate employability • Policy drivers for research/gaining a PhD alongside other commitments • Measurement of student engagement in learning • Academic labour/work-life balance in the current political’ climate
- 19. Activity: what does it all mean for me? • Choose one of the areas to begin exploring with a colleague • Share knowledge, opinion, questions, insights • Use devices, library or other resources (HEA/THES, L&T literature) to expand the frame. • Think about your own disciplinary perspectives; how do these impact on the issue? • Think about your own values and beliefs • Think about MMU policies (LTA principles) • Produce a short summary of the topic • Share!
- 20. intended learning outcomes By the end of this session, you will have had the opportunity to: • discuss Higher Education recent past, present and the future • identify how changes in the sector in influence your own teaching practice HE institutional context 23
- 21. PgCert > #DAPP162 with Chrissi Nerantzi @chrissinerantzi http://www.celt.mmu.ac.uk/ week 3 Homework: 1. Do one peer observation and reflect on it 2. what can you remember about your ILTA learning theory? We are back on the 9th of November Designing for Learning and Learning Theories https://pixabay.com/static/uploads/photo/2015/03/05/09/53/stage-curtain-660078_960_720.jpg