School of Science and Technology, University of Northampton

7 May 2013Alejandro Armellini

Shirley BennettInstitute of learning and Teaching in HE

Historical background …emerging focus on Professional Recognition...

• 2010 Browne Report suggested tying funding to the requirement for all staff new to teaching to complete a HEA recognised teaching qualification and publish information on teaching qualifications

• 2011 HE White paper emphasises the need to have well-qualified teachers and for institutions make public ‘the teaching qualifications, fellowships and expertise of their teaching staff at all levels’ (BIS, 2011: 9).

• 2011 (Nov) HESA announced that in the 2012-13 session the HESA return will, for the first time, include data about the teaching qualifications / recognition held by academic staff.

Sector Professional Standards Framework (UKPSF)

• Revised version launched November 2011• Framework for recognising and benchmarking teaching and

learning support roles HE• Description of the main dimensions of the roles of teaching and

supporting learning within the HE environmenthttp://www.heacademy.ac.uk/professional-recognition

The Framework has been developed by the Academy on behalf of the sector as a whole and so it is the property of all of those with a direct interest in the HE sector.

(http://www.heacademy.ac.uk/ukpsf#whatisframework)

Four Descriptors

• Associate Fellow of the AcademyDescriptor 1

• Fellow of the AcademyDescriptor 2• Senior Fellow of the AcademyDescriptor 3• Principal Fellow of the

AcademyDescriptor 4

Descriptors

• Descriptor 1: An Associate Fellow of the Academy (AFHEA)– Staff new to teaching; Staff with a specific role in teaching / supporting

learning e.g. Library or Careers staff; Graduate Teaching Assistant• Descriptor 2: A Fellow of the Academy (FHEA)

– Main category; Academic and/or Support staff holding substantive teaching and learning responsibilities

• Descriptor 3: A Senior Fellow of the Academy (SFHEA) NEW– Academic leadership role with respect to L&T or programme/subject

leadership role, builds on Descriptor 2.• Descriptor 4: A Principal Fellow of the Academy (PFHEA)NEW

– More senior leadership role with demonstrable impact, institutional strategic leadership and policymaking, slightly different and doesn’t directly build on the 1,2&3.

HEA targets by 2016 :

Change the way you think about Hull | 7 October 2009 | 6

• At least 50% of eligible academic staff in UK higher education to have achieved Descriptor 2 (Fellow).

• 2,000 academic staff to achieve Descriptor 3 (Senior Fellow)• 1,000 academic staff to achieveDescriptor4 (Principle Fellow)• At least 85% of subscribing HEIs to have a CPD framework

accredited against the 2011UK Professional Standards Framework.

Three Dimensions of Practice

Areas of Activity

Professional Values

Core Knowledge

Areas of Activity

A1• Design and plan learning activities and/or programmes of study

A2• Teach and/or support learning

A3• Assess and give feedback to learners

A4• Develop effective learning environments and approaches to student support

and guidance

A5

• Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Routes

Pre-2012 …

1 •PGCTHE

2•Direct

Entry

Now …

1 • PGCTHE

2• CPD

Framework

3• Direct

Entry

Practical Courses

(‘New Teacher’)

< Level 7

Practical Interventions:

Excellence and

innovation in L&T

(new and existing staff)

< Level 7

L&T Leader-ship, HE Policy,

Research Supervision

etc.

Level 7

EdD modules

Level 8

Associate Fellow

Fellow

Senior Fellow

20 Credits PGCTHE

60 creditsMasters

180 credits EdD

Peer ReviewMentoring

Scholarship

Level 7 Level 8Level 7Level 7

HEA accreditation

Qualifications

Courses in L&T

Leader-ship, HE Policy,

Research Super-

vision etc.

Level 7

EdD modules

Level 8

Associate Fellow

Fellow

Senior Fellow

20 Credits PGCert Masters EdD

Teacher Development Journey- Blend of Practical Skill& Academic Support

Peer ReviewMentoring

Scholarship

Application to practice

Application to practice

Application to practice

Level 7 Level 8Level 7Level 7

Practical Courses ‘New Teacher’

< Level 7

Beginning Teaching

Moderating Online Groups

Making Feedback work

Ensuring Achievement &

Performance

Contemporary L&T Culture & Context

in UoN

Getting the most from Peer

Observation

Practical Courses – Innovation in L&T

< Level 7

CAIeRO

Designing for collaborative

learning

E-moderating

Linking your Teaching & Research

Designing Authentic

Assessment

OEP/OER in C21 HE

Peer Obs for Development

Evaluating Your Practice

Qualification

Recognition

ASSOCIATE FELLOW (D1) FELLOW (D2)For: Staff new to teaching or with a limited teaching portfolio; staff who support student learning. Route through Provision: - Choose at least 1 from Blue, 2 from Grey and 1 from either Green or Pink- Engage in processes of application to practice, reflection, peer observation, mentoring, and acquaintance with relevant HE L&T Literature. Assessment For D1:Text/Audio/Video Blog reflecting on a period of teaching and/or learning support.+ 2 References

For: Established staff with a substantive teaching role and able to provide evidence of broad based effectiveness across all 5 Areas of Activity. Route through Provision: - Choose at least 1 from each of Purple, Blue, Green and Red and 2 Grey- Engage in processes of sustained application to practice, critical reflection, peer observation, mentoring, and reading of relevant HE L&T Literature. Assessment for D2:Development of NILE site, with Rationale and Self-Evaluative Critique of teaching practice.+ 2 References (1 may be external to UoN)+ Record of engagement in CPD activities mapped to UKPSF

Provision

Teacher Need

Design of Courses & Activities (A1)

Teaching & Supporting Learners (A2)

Assessment and Feedback (A3)

Learning Environment & Support (A4)

Professional Development & Qualification (A5)

CAIeRODesigning for

Collaboration

New Approaches to designing L&T

Beginning

Teaching

Moderating

Online Groups

eModerating

Innovations for Effectiv

e Feedba

ck

Designing

Authentic

Assessment

Technology for Assessment

(Learning Tech Team)

Supporting

Achievement

& Performance

Contemporary

L&T Culture

& Context in UoN

OER/OEP in C21 HE

Peer Observation

for Development

(incl OL)

Investigating & Evaluati

ng Teachin

g

Reading

Circles to Explore the

Research behind

Innovatio

nsHow can I develop a course that meets students’ needs? X X X X X X

I want to be a better teacher X X X X X

I need to develop my skills for online / distance learning – Help!

X X X X X X X X

I need to improve student retention. How can I help my students? X X X X

Why waste time on writing feedback? Students don’t read it! X X

My teaching is in a rut – What new ideas could make it more exciting? X X X X X X X X

I need to get professional recognition as a HE Teacher – what do I do?

X X x

I would like to gain academic credit for this training – is this possible?

x X X

http://www.heacademy.ac.uk/Your CareerProfessional Recognition Service

Become a Fellow of the Higher Education Academy

Open Northampton

School of Science and Technology7 May 2013

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Open Northampton

AimTo put Northampton on the global OER-OEP map within 24 months.

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Open Educational Resources (OERs)

• Teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions (UNESCO, 2012)

Principles• A commitment to enhancing Northampton’s OER/OEP global presence and

practice.• An understanding of the openness agenda across the Higher Education sector and

its funders.• A recognition of the dual purpose of OER and OEP: enhancing L&T and maximising

Northampton’s visibility and academic offerings globally.• An awareness of the different existing open repositories for research and Learning

and Teaching (L&T) material, and the lessons learned from those experiences.• An understanding of open licences, particularly Creative Commons (

http://creativecommons.org/choose/).• The University Library’s key advisory role.• The Marketing Department as a major stakeholder.• All six schools as major contributors and beneficiaries.• A phased, scalable approach, with detailed evaluation at different stages.

Draw map of course

Gather my materials & borrow materials from

colleagues

Review learning outcomes & assessment

Download stuff

Identify gaps

‘Write’ the rest

Check consistency & go

Build a storyboard

Create a scaffold

Draft a blueprint

Select and adapt OERs

Gather materials & identify gaps

Design missing bits

Reality check, adjust & go

Format

ContentText &

graphicsAudio Video Slides (eg

PowerPoint)Other (eg

Adobe Presenter)

What I already have

What I find and reuse as is

What I find, tweak and use

What I find, repurpose and use

What I create for this module

Design PlannedEnhancement

Strategic Enhancement

Delivery Just-in-timeEnhancement

ReflectiveEnhancement

As is Repurposed

OER use

Curr

icul

um

Nikoi, S., Rowlett, T., Armellini, A. & Witthaus, G. (2011). CORRE: A framework for evaluating and transforming teaching materials into Open Educational Resources. Open Learning, 26(3), 191-207.

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OER repositories (1)

JORUMOER CommonsMIT OpenCourseWareOpenLearn (Open University) iTunesU

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OER repositories (2)

Thank you