Mapping OERs to the UKPSF (2011) – a case study
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Mapping OERs to the UKPSF (2011) – a case study
Gillian JanesL&T ConsultantTeesside University
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Overview• Background• The ‘journey’• Learning points• Next steps
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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
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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!
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• 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
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UKPSF (2011)
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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.
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3 Dimensions:
Areas of Activity
Professional Values
Core Knowledge
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The ‘Mapping Journey’
Draft OL Unit Map
UKPSF ‘expert’
Experienced ‘mapper’
Unit developer
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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 √ √
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Draft map 2Distance Learning UnitA1 √A2 X A3 XA4 PartialA5 √K1 √K2 √K3 √K4 √K5 XK6 PartialV1 √V2 √V3 √V4 X
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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’
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We’re not in a vacuum….• What about other Professional Frameworks? – CMALT– AUA– VITAE– CILIP– Others…
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Details of the draft CILIP Professional Knowledge and Skills Base professional framework have been removed.
Please contact [email protected] if you require further information on this.
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Next steps • Piloting Open Learning Units and mapping
guidance
• Potential colloquium to consider joint mapping/synergies between Professional Frameworks
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For further information or to get involved :
Project blog: http://eat.scm.tees.ac.uk/blog/
or contact [email protected]