Mapping OERs to the UKPSF (2011) – a case study

Gillian JanesL&T ConsultantTeesside University

Overview• Background• The ‘journey’• Learning points• Next steps

Background• JISC/OER OMAC 3 funded project• Open Learning Units– Distance Learning– Digital Literacies– Employability – Achieving HEA Individual Recognition

• Previous experience of KSF (2004) mapping

Why map to UKPSF?• Enables staff to plan their learning and make

informed choices• Provides practical guidance for managers

undertaking professional development reviews with staff

• Explicitly links professional development activity to national professional recognition

BUT: - mapping comes with a HEALTH WARNING!

• Raises awareness of UKPSF which:– enables national recognition of staff commitment to

professionalism in L&T in HE and is a portable asset with UK-wide relevance, increasingly recognised by HE and FE institutions

– Provides an indicator of professional identity for HE practitioners, including the entitlement to use post-nominal letters – AFHEA, FHEA, SFHEA,PFHEA

UKPSF (2011)

What are the options?Associate Fellow Fellow Senior Fellow Principal Fellow

D1: D2: D3: D4:

Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning

Demonstrates a broad understandingof effective approaches to teaching and learning support as key contributions tohigh quality student learning.

Demonstrates a thorough understandingof effective approaches to teaching and learning support as a key contribution to high quality student learning.

Demonstrates a sustained record ofeffective strategic leadership in academic practice and academic development as a key contribution to high quality student learning.

3 Dimensions:

Areas of Activity

Professional Values

Core Knowledge

The ‘Mapping Journey’

Draft OL Unit Map

UKPSF ‘expert’

Experienced ‘mapper’

Unit developer

Draft map 1D2 (as participant) D3 (using in a broader way)A1 √ √A2 X - More focused on

support√

A3 √ √A4 √ X – already done unless modifying unit etc

A5 √ XK1 X – if subject is DL – yes

but unit is not discipline specific

X – if subject is DL – yes but unit is not discipline specific

K2 √ √K3 √ √K4 √ XK5 X √K6 √ √V1 √ √ - ? if colleagues rather than participants

V2 √ X –depends how the unit is used/offered

V3 X – RIT approach but not unit participants doing

X – RIT approach but not unit participants doing

V4 √ √

Draft map 2Distance Learning UnitA1 √A2 X A3 XA4 PartialA5 √K1 √K2 √K3 √K4 √K5 XK6 PartialV1 √V2 √V3 √V4 X

Learning from the process:• You need the ‘right’ people/expertise• Be ready for ‘head scratching’ and debate• The mapping process may lead to changes in

the object being mapped• Mapping alone is not enough• Potential users may be facing ‘multiple

mapping’

We’re not in a vacuum….• What about other Professional Frameworks? – CMALT– AUA– VITAE– CILIP– Others…

Details of the draft CILIP Professional Knowledge and Skills Base professional framework have been removed.

Please contact G.Janes@tees.ac.uk if you require further information on this.

Next steps • Piloting Open Learning Units and mapping

guidance

• Potential colloquium to consider joint mapping/synergies between Professional Frameworks

For further information or to get involved :

Project blog: http://eat.scm.tees.ac.uk/blog/

or contact G.Janes@tees.ac.uk