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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 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. More strategically, I sit on School Quality Panels for some of my subject areas, where my advice and experience is drawn upon as part of those quality processes. (Accessed: 19 December 2019). New Technologies and Disabled People,Canadian Journal of Disability Studies, 9(5), pp. I find the newly hyped MOOCs are having such a huge impact on my career and my confidence in role. All the content in this portfolio was from when I worked at Southampton Solent University, and successfully became a Fellow of the HEA in May 2015. The whole process took me around 6 months. Being a UK-based organization, HEA currently has limited training opportunities in Australia. The organisation was formed in 2018 with the merger of the Higher Education Academy (HEA), the Leadership Foundation and the Equality Challenge Unit. The University will support you in your direct application for Principal Fellow (D4) to the HEA by bearing the cost of the application and holding occasional workshops to guide you through the application process. This application was prepared over the course of 2019-2021. The Fellowships of the Higher Education Academy are concerned with teaching and learning in higher education. Every now and then Ill work together with my colleagues to put on workshops and seminars that support specific areas of technology enhanced teaching and learning (for example the twitter workshops mentioned in A2). MSc thesis. (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,Canadian Journal of Disability Studies, 9(5), pp. This workshop is further supported by an online guide that can be accessed by anyone at SSU (http://mycourse.solent.ac.uk/socialmedia-help). Preparing your HEA application Many colleagues have used our 'HEA Fellowships-on-one-page' handout, which is best printed out A3 in colour when working on your applications for Associate Fellowship, Fellowship, Senior Fellowship and Principal Fellowship. Students watch the videos before the lesson and complete the tasks. Cambridge, Mass. Disabled students routinely experience difficulties with university structures, bureaucracy and systems which are not designed around them this includes pedagogy and support mechanisms (Blunkett, Mitchell and Norton, 2020) [V1, V2, V4]. Ableism is also highly prevalent in academia itself (Brown and Leigh, 2020), with Gillberg (2020) specifically critiquing how ableism creates and maintains knowledge production and disciplines itself (Liersh, 2019) critical librarianship asks me to extend this to the work of librarians in HE, and bring disability out of being silent and sidelined (Williams and Hagood, 2019). You essentially need to prove to the HEA that you already meet requirements for one of their 4 levels of fellowship. In addition to my support, its my role to ensure that the SSU rules and regs with regards to assessments are met and that the technology does support the assessment. As often happens with expectations, the reality turned out to be a bit different. Finally during the third year of roll-out I was asked to support 12 units some with up to 5 separate cohorts meaning 15hrs of my support for that one unit. The YSJ Access and Participation plan (York St John University, 2019) outlines an above sector average proportion of disabled students (17.9% in 2017-18) with above average continuation rates but lagging attainment the disabled / non-disabled gap has increased over the last reporting period. Wisker, G. ed. I will also continue to nurture my Personal Learning Network as I have found this to be key to my professional success. I circulated around the room, listening to various conversations to get an understanding of what students understood. Dean, C.J. The types of activities I build into my sessions enable my learners to get involved and apply knowledge to their current situation. Abingdon: Routledge, pp. If you have any outstanding queries not addressed by the documents, or the Frequently Asked Questions, please contact the Fellowship Team at [email protected]. Liersch, U. In 2012 I was part of a team that contributed to theJISC ePortfolio Implementation Project, outcomes of which included a video case study from SSU and an ePortfolio Implementation Tool Kit (my key achievements and outputs are listed in A5). Brainstorming this table was the battle half won. Forsey, M., Low, M. and Glance, D. (2013) Flipping the sociology classroom: Towards a practice of online pedagogy, Journal of Sociology, 49(4), pp. Specifically, I have increasingly been called upon to comment on accessibility, and on information equity, as it pertains to the teaching and learning in those Schools. Applicants can review these project statements from successful fellowship applications for assistance in preparing their applications. Going beyond simply stating ILOs, Biggs (2003) argues that teachers need to engage in constructive alignment, wherein the assessment tasks mirror the ILOs, and the teaching methods reflect and engage with the activities required in the ILOs (K2). It IS helpful because it liberates me from a nagging doubt Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/688(Accessed: 21 December 2020). (2016) Access Is Not Problem Solving: Disability Justice and Libraries,Library Trends, 64(3), pp. In: Chalmers, D. and Hunt, L. eds. The collaborative learning maintained here was particularly effective where this mirrors assessed group working. As with the last 2 cohorts, I will be supporting the submission and marking process to ensure that it adheres to SSUs assessment regulations, and that all students can receive their grades and feedback, including their completed rubric to show a breakdown of their marks. reflectively, I shared some writing tips in this Cracking 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. The framework seemed It took longer than I anticipated and came back with comments like reference HEA criteria more consistently in your application, which were easy to address. 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]. This Mahara portfolio has been compiledusing my officialportfolio submission originally created in MS Word. Focusing a Critical Lens on Universal Design for Learning,Canadian Journal of Disability Studies, 9(5), pp. Moving to teaching remotely in 2020, I worked with my team to emulate a team-based community of practice (Wenger, 2008; McCluskey-Dean, 2019) as a new area, team based idea generation and sharing became particularly important for creating space to co-evaluate our teaching practice and its effectiveness as a team [K5], comparing outcomes and critiquing each others teaching decisions [K6], particularly where these have disciplinary implications or explanations [K3]. In the seminar I gave all students a copy of the revision guide. Comment * document.getElementById("comment").setAttribute( "id", "a71359b85c2bcc9cba8b7e946cc0f326" );document.getElementById("bf5832db54").setAttribute( "id", "comment" ); document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Pronounced teach. Macquarie Universitys learning and teaching community blog. This way I know Im giving the best advice as I can and are therefore able to understand how my learners may feel when faced with a new piece of technology or teaching method. Round 2, 2023. In future, I will develop this further for students to self-assess to further the knowledge construction. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/689. This, then, was an explicit step in encouraging and facilitating student self-directed reading and revision (K3, K4, V1, V2). 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. CEED's Head of Educational Development, Dr Heather McKiggan-Fee, has put together a self-enrol Moodle course on Applying for HEA Fellowship which will take you step-by-step through the process of deciding which category of Fellowship you should apply for, and how to write an effective application. Guides on using Mahara, social media and online pedagogy have all been created using myCourse (covered in more detail underA4: Developing effective learning environments and approaches to student support and guidance). All HEA Fellowship applications need to be submitted as one . Abingdon, Oxon: Routledge, pp. Use Concrete Examples in Diversity Statements. I also enjoy writing and have written a report and contributed to two journal articles that have been published inDialogue(the SSU internal publication). 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]. This led me to think about what advice we give to our students at SSU about their own employability skills, and whether or not they knew how to exploit the free web for their own personal gains. 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 order to facilitate the kind of pedagogy outlined in this philosophy, my classroom (and by extension, my librarianship) is: I am also engaged in research and the sharing of this research. Fellow Reflective Account of Professional Practice Yes Documents included in this application template References Yes Word count of Reflective Account of Professional Practice: 2790 Date submitted: This is my first submission I am aware that the University of Leeds' accreditation by the HEA to award HEA Fellowships via PRiSE requires applicants (View criteria for HEA Senior Fellow, Principal Fellow) This idea of connected experiences and journeys in knowledge creation/discovery as part of information work is also part of my philosophy to move away from traditional forms of library instruction in one-shot paradigms, to the scaffolded building of knowledges. This application was prepared against the 2019 UK Professional Standards Framework (UKPSF)you will find this cross-referenced through markers for the Dimensions of Practice in square brackets (A1-A5, K1-K6, V1-V4). Tewell, E. (2015) A Decade of Critical Information Literacy: A Review of the Literature,Comminfolit, 9(1), pp. Published On: 04/02/2022 In this way, students were given key materials (the referencing guides and some resources) and asked to problem-solve how they would reference these resources. 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. This is an example of how Mahara can be used to build a portfolio of evidence. 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). Here are some tips on writing a diversity statement in academic or job application purposes. Chartered Institute of Library and Information Professionals (2018)Definition of information literacy. HEA is a subsidiary of UK-based Advance HE. Due to practical considerations about home WiFi and students feeding back that they struggled with live attendance living at home, I decided upon to asynchronous delivery but in a way that retained the group collaborative learning aspect, specifically for referencing learning. The topics to be covered include MOOCs, Open Badges, Polling technologies, OER, Audio in Education, Flipped Classroom Model and Virtual Classrooms. Once you've attended UCL Arena events that relate to your teaching, supervision, student support or leadership role, you can apply for one of the categories of Fellowship by submitting a written or multi-modal application to an internal panel of academic and professional assessors. My role as a Learning Technologist is to empower staff in using technology to enhance teaching and learning, thus improving the student learning experience. HEA the application forms. Working with a disabled staff member who uses a screenreader, I have been re-developing referencing guidance through aspects of Universal Design, but critically applied so it re-centers disabled people in its focus without deficit thinking (Baglieri, 2020; Connor, 2020; Douglas and Santinele Martino, 2020). (2010)Information literacy landscapes: information literacy in education, workplace and everyday contexts. Your email address will not be published. Li, M. (2020) Multimodal pedagogy in TESOL teacher education: Students perspectives, System, 94. doi: 10.1016/j.system.2020.102337. Douglas, P. and Santinele Martino, A. 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]. 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. 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. I am aware of the importance of accessibility and inclusivity and therefore try to make sure my support is available to as many people in as many ways as possible. 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. experiences of testing and rolling out an institution-wide system. 253259. For an entire year I worked hard to build upmy own personal profile and online network,researched statistics and quotes from businesses about their own recruitment methods with regards to googling prospective applicants. 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. Working alongside two senior members of the FBSE Business School, we were able to write a more focussed assignment brief that reflected what exactly the lecturers wanted to see that also aligned with the learning outcomes of the unit: To further support the lecturers and students I agreed to develop tasks to be drip-fed into the unit to help keep them on track, along with an example of what the myPortfolio page should look like and a template to copy: It is hoped that the students will now be more focussed on what is asked of them, rather than upload lots of documents thataren'treferred to in the 3000 wordreflection, thus reducing the time wasted by the lecturers opening every document hunting for their relevance. 2019 UK Professional Standards Framework (UKPSF), https://infolit.org.uk/definitions-models/(Accessed. You may identify specific career milestones, influential professional development activities, engagement with significant others, etc. The Fellowship categories available through the Education Excellence Program pathway are Associate Fellow, Fellow and Senior Fellow. I'm a senior lecturer in Psychology at Anglia Ruskin University, Cambridge. Most HEA events, like workshops, seminars and reading groups, take place in the UK. View all posts by ThomasPeachLib, Your email address will not be published. I am regularly asked to meet with peers, both virtually and in person, in order to try and work together to identify solutions to common problems and share experiences of success and lessons learned. If you want to join our growing community of fellows, we can support you through the application process. A n increasing number of academic and professional staff are now applying for HEA fellowships. In my teaching sessions I explicitly state the Intended Learning Outcomes (ILOs), that is, what students should be able to do by the end of the session (K2). Below, I share with you my portfolio in the hope that you too might glean some ideas and inspiration for your own fellowship applications and critical reflections on your teaching. doi: 10.1353/lib.2019.0008. 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. I have tried my best to showcase the following: Learning Technologist, Cranfield UniversityLearning Services, Building 70, Room 7, Defence Academy for the United Kingdom. 2 case studies (1500 words each) that evidence 2 particular examples of your leadership in relation to teaching and learning, and that demonstrate your . If you are submitting an application before 31 December 2023, you can still use the 2011 version of the PSF. Many of my learning activities, workshops and training sessions involve an element of show and tell using real examples, and are often generic by nature, but can be re-packaged for specific audiences where necessary. Written essays and reports, although still very important,aren'talways themost appropriate method for testing and challenging students. 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 with the first, I had a great opportunity to experience life as a student taking a MOOC (both good and bad) and felt that I was now ready to start disseminating my new knowledge of MOOCs with my colleagues. JSS Academy of Higher Education and Research Poison Information at JSS Hospital, Mysore with the objective to improve the health of the public by minimizing or preventing the illness and death due to poisoning. Use actual, real examples in your life. To some technology is seen as a necessary evil and I can hopefully help them to see the benefits rather than the inconvenience. 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). Academy of Geriatric Physical Therapy Either way, I will write and build the activities into their myCourse pages (see evidencebelow). Ill admit my motivation was somewhat dodgy to start with. This often allows room for me to think and sometimes learn something new from the outcomes shared by the group. I have had to find ways of breaking up the workshop into smaller chunks of learning in order to keep my audience engaged. 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. I will use a lot of annotated screen shots and images, as well as video, along with text instructions, in the hope that it will cover the many styles of learning the learners may have. Copyright Information & Technologies in Education (CITE) Forum for Higher Education (HE). 145163. 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. In the revision guide I also reproduced the essential reading list, which would help students comprehend every ILO, and I asked students to jot down which ones they had and had not read. 6. I consider myself more as a facilitator of learning rather than a teacher as I rely on my participants to follow my advice and guidance, reflect on how it can affect their everyday practices, and finally share it with their peers. The other areas are: Evidencing A2: Teach and/or support learning. Ive made my written application and my feedback available here so that other librarians have an open example of what a successful written application looks like. Once the list was completed, I would ask the class to review the list against the referencing criteria and point out to me and the class what could be improved. Bruce, C. (2020) Self-Advocacy as Precariousness in University Education,Canadian Journal of Disability Studies, 9(5), pp. Some people break their HEA applications into specific points while others tell Give detail about the specific context; sometimes there is a need to make the institutional and discipline context more explicit. This would re-introduce the kind of knowledge construction I did on-site with peer-review exercises. 515549. 93112. As much of my teaching is confined to single sessions, I have been developing ways to engage in self-assessment to inform the teaching within the session, as well as how I can engage the class collaboratively in assessing their work and giving feedback [A3, A4, K2]. thanks, Your email address will not be published. The HEA offers four grades of fellowship . I chose to also create bespoke videos specifically for this unit to ensure that the students will know exactly what to include in their myPortfolio page. (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. This site is aimed at all staff and students with the hope that it can support them for whatever purpose. Sam has been working with us since 2008 firstly as an e-Learning Support Officer before becoming a Learning Technologist. View all posts by Craig Owen. 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. 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 a narrative. 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. 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. Required fields are marked *. doi: 10.4324/9780429432606. (LogOut/ This does not, however, change the fact of referencing styles as exclusionary and these access methods are not full disability justice (Kumbier, A. and Starkey, 2016) [V4]. Vygotsky, L.S. Please list any other relevant qualifications or awards you have obtained from formal professional development undertaken: I have completed Post Graduate Certificate in Higher Education from the -------- University in August 2018. (view criteria for HEA Fellow, Principal Fellow) Descriptor 3: Senior Fellow of the HEA University of Sheffield. Thousand Oaks, CA: SAGE Publications. Associate Fellow (D1 AFHEA) Some teaching and/or supporting learning responsibilities students, GTAs, contract researchers, In order to apply for post. From previous experience this exercise causes the energy in the room lift as the student discussions get louder and louder. Available at:http://crl.acrl.org/index.php/crl/article/view/16616. 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. Feedback gained from those who attend say they feel really positive about the sessions as they are learning a lot from their peers. (2020) Rebooting Inclusive Education? If you work as part of a delivery team, be clear about what your role is in that team and the contribution you make to it. I feel its really important for lecturers to feel that theres always somewhere there to help them when in need to technology advice. I was recently asked to be an internal moderator for an assessment on a unit on the PGCert in Learning and Teaching in Higher Education, to see if there was any way in which we could streamline it (see evidencebelow). 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.

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