The collaborative reference lists produced as a result of the problem-based learning in Case Study 1 also provided a great opportunity to explore ways to get the students to peer-review and assess the list against the criteria set out in the referencing guidance used [A3, K2]. Sam plans and delivers sessions to both staff and students in both one to one and one to many situations. Start early. There are usually only between two and three participants in each, allowing for better support, however staff are able to book a one-to-one with me if they dont feel confident learning in a group. 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. This often allows room for me to think and sometimes learn something new from the outcomes shared by the group. Available at:https://apis.officeforstudents.org.uk/accessplansdownloads/2024/YorkStJohnUniversity_APP_2020-21_V1_10007713.pdf. Connor, D. J. Further, your contributions towards scholarship through your own research outputs and your editorial contributions demonstrate how you routinely incorporate the outputs from research into your practice (D2.5). I decided to choose a MOOC with a subject close to what I do professionally and chose Foundations of Virtual Instruction offered by University California, Irvine via Coursera (https://www.coursera.org/course/virtualinstruction). If you have not heard of this scheme before, Advance HE Academy (formerly the Higher Education . Thinking Australia might be next, I expressed interest in the program and went to MQs HEA workshop. 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. . using the application Educreations (Educreations 2016). Chandos information professional series. Thank you for your interest in applying to be a Fellow of the Higher Education Academy (FHEA). Examples of staff who may wish to apply Types of activity & evidence for Fellowship Category . Academy of Geriatric Physical Therapy It would be nice to showcase some of the teaching sessions and key ideas within them to help new or novice lecturers build interactivity and inclusivity into their sessions. Fellowship of the Higher Education Academy. This guidance and the template have been designed to help you structure your supporting statement to provide the This activity more accurately reflects the natural way in which they will need to approach referencing in future a process of decision making using the information to hand as well as your past experiences and knowledge [K2, K3, V1]. Me leading a Mahara developers workshop at Catalyst HQ in Auckland, New Zealand 2015. When a lecturer calls me or walks into my office and requests instant support, I will always try to accommodate them. The HEA defines 'good standing' as "continuing to work in accordance with the standard indicated by the relevant Fellow Descriptor of the UKPSF (HEA, 2013:2). A particular focus that term was to move away from lecture or seminar formats which require me to stand and tell students about the mechanics of referencing for the duration, which has been the request from academics in previous years. The purpose of the self-assessment was also to encourage students to identify what they needed to do next to develop their learning or their confidence, such as to consolidate the class learning through practice, or to seek further support from me [V1]. [citation needed]Founded in response to the increasing . (2016) Access Is Not Problem Solving: Disability Justice and Libraries,Library Trends, 64(3), pp. 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. (1978)Mind in society: the development of higher psychological processes. The UK Professional Standards Framework (UKPSF) was developed by the Higher Education sector in the United Kingdom in 2011. This application was prepared over the course of 2019-2021. This approach is Cambridge, Mass. You can see what other Universities are up to, meet like-minded professionals and potentially make contacts that may provide opportunities for collaboration. Fellowship brings you a range of benefits: Consolidates personal development and evidence of professional practice in your higher education career; Provides a valuable measure of success and is increasingly recognised by international institutions; Demonstrates commitment to teaching, learning and the student experience, through engagement in a . 471485. By understanding how screenreader users experience education through technology (Goodley, D. et al., 2020), I have redesigned guidance so that auditory ways of knowing and learning referencing become possible something which, from my research, is a new approach in academic libraries [A4, A5, K2, V1, V2, V3, V4]. (LogOut/ Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/688(Accessed: 21 December 2020). After students completed the self evaluation task, I set up a carousel learning activity. Name:Steve Hogghttps://portal.solent.ac.uk/it-and-media/learning-technologies/staff-profiles/steve-hogg.aspx. Hsin, W.-J. Change). An example of this would be my work to support staff wanting to use the Mahara ePortfolio system that we call myPortfolio. Students were more actively engaged with these tools and ways of collaboratively learning as referencing became a co-construction of knowledge, and gave them practical examples of referencing which I found them referring back to in tutorials. Creative Portfolios with Mahara, _______________________________________________________________. 1130. As part of this effort, UNSW offers the HEA Fellowship program accredited by Advance HE. I'm a senior lecturer in Psychology at Anglia Ruskin University, Cambridge. If you want to join our growing community of fellows, we can support you through the application process. Fellowship of the Higher Education Academy is an indicator of professional and PFHEA (Principal Fellow of the Higher Education for example, within work-based. It IS helpful because it liberates me from a nagging doubt Liersch, U. I teach across all programmes in an area best summarised as information literacy most recently updated to be defined as The ability to think critically and make balanced judgements about any information we find and use. York: York St John University. Wisker, G. ed. This portfolio contains all my evidence and reflections as required for my application to become a Fellow of the Higher education Academy. Either way, I will write and build the activities into their myCourse pages (see evidencebelow). And while there is a virtual reading group that anybody regardless of their location could potentially participate in, its scheduled for 12:30 London time, which happens to be 23:30 Sydney time. Essentially, its mission is to improve learning outcomes by raising the quality and status of teaching in higher education. Race, P. and Pickford, R. (2007)Making teaching work: teaching smarter in post-compulsory education. 468491. Both critical information literacy and information landscapes centre the importance of lived experiences and that our experiences of information are contextually influenced by our existing knowledges and practices, and in this light, lend themselves well to the constructivist approaches to teaching I employ [V1, V3]. I find the newly hyped MOOCs are having such a huge impact on my career and my confidence in role. New Technologies and Disabled People, https://cjds.uwaterloo.ca/index.php/cjds/article/view/707, Dyslexia: Shackles far beyond the written word, https://apis.officeforstudents.org.uk/accessplansdownloads/2024/YorkStJohnUniversity_APP_2020-21_V1_10007713.pdf, Actively inclusive and rejects bigotry, striving for equity (Peach and McCluskey-Dean 2019) [V1, V4]. The students will then be able to use their creativity in order to meet the assessment criteria. It is intended as a GUIDE, and not as a template to be followed References should be personalised. I have also completed MBA degree. These sessions have been devised to try and create opportunities for SSU staff to show and tell their experiences of using a particular online tool or technology. (2020) Rebooting Inclusive Education? The other areas are: Evidencing A2: Teach and/or support learning. An additional benefit of this activity was that the classroom became energised (Robb, 2013). Referencing, as both a skill and representative of a wider set of ethical information behaviours, is one of my primary areas of teaching and my approach has evolved significantly over the past 2 years to its current iteration. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/703. Finally, we liked how your ideas were extended with lived-experience examples and developed into practical tools and teaching practice. (2019) Disability, the Silent D in Diversity,Library Trends, 67(3), pp. 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]. it). 515549. As my relationships with academics and programmes have deepened, so has my ability to teach within these paradigms. In it, she talked about how social media and online networks could help improve employability and job searching, and demonstrated how her students used to the web to get ahead of the pack. 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]. 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. The success of each session of learning entirely depends on how motivated the learners are and their reasons for learning. Your contextual statement gave a good sense of your learning and teaching philosophy, highlighting your commitment to inclusive, student-centered learning. 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. For instance, if screen-readers do not read out punctuation, then it is failing its core purpose [A4, K2, K4]. 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. One aspect of my role that I really enjoy is working with academics to develop their unit assessment briefs. For example, a category of how students learn, both generally and within their subject/disciplinary area(s) still seems a bit broad to me, but. Evidencing A4: Develop effective learning environments and approaches to student support and guidance. (Accessed: 19 December 2019). Either way, the mid-unit clinic is only successful if the students have carried out the tasks set prior to the session. To some technology is seen as a necessary evil and I can hopefully help them to see the benefits rather than the inconvenience. 487496. 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. This workshop is further supported by an online guide that can be accessed by anyone at SSU (http://mycourse.solent.ac.uk/socialmedia-help). Just drop me a line any timeu and we can meet up for a HEA chat. As a result of these conversations, I have begun drafting guidance for our team on what inclusive pedagogy in referencing classes could look like, so that this work impacts on students beyond just my areas of support [A4, K3]. I chose the latter approach as I find it easier to be reflective in a narrative. If you're interested in this professional recognition programme, please visit their webpages and look through the Professional Standards Framework (PSF). By offering these opportunities for learning to staff, I hope they can incorporate something that theyve seen and use it to increase their students engagement and experience at SSU. Tom, your written claim for Fellowship (D2) was very enjoyable and engaging to read. Career and Leadership Services Sample Cover Letters . Feedback like this is very helpful, and its encouraging to see that a high-profile academic is promoting us amongst their colleagues. Relevant to those who can demonstrate a sustained record of effectiveness and evidence of supporting others in learning and teaching. Associate Fellow (D1 AFHEA) Some teaching and/or supporting learning responsibilities students, GTAs, contract researchers, In order to apply for post. Swanson, T. (2006) Information Literacy, Personal Epistemology, and Knowledge Construction: Potential and Possibilities,College & Undergraduate Libraries, 13(3), pp. Upcoming Fellowship deadlines Monday 5th December 2022 414440. Round 2, 2023. One example of how I have designed and planned learning are the ongoing Building up your online professional profile workshops aimed at students at all levels and stages of their education. 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. The Fellowships of the Higher Education Academy are concerned with teaching and learning in higher education. Fel. Sometimes fellowships include other benefits like health insurance, travel or relocation grants, funding for dependents, discretionary funding for language classes, or housing. 145163. 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). Prior to my current role I was an associate lecturer delivering BTEC National diplomas in Performing Arts and Sport and Exercise Science. 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. 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. (2013) Short videos improve student learning in online education, Journal of Computing Sciences in Colleges, 28(5), pp. (2006) Critical Information Literacy: Implications for Instructional Practice,The Journal of Academic Librarianship, 32(2), pp. I really enjoy going to conferences as there are so many opportunities to learn. It took me probably 1-2 months to draft it. (2020) Introduction: Disability Studies in EducationCritical Conversations,Canadian Journal of Disability Studies, 9(5), pp. From looking at the bookings I could see that we were to expect 50 participants ranging from administrators to lecturers, HR managers to support service staff. The written application was submitted alongside two references, which I havent included here. This example shows how feedback from students led to a review of the current assessment, resulting in a more coherent and focussed brief. I will often adapt this generic presentation to suit the needs of the learners depending on their subject or level. I'm a 'long-term' Mq girl. Focusing a Critical Lens on Universal Design for Learning, https://cjds.uwaterloo.ca/index.php/cjds/article/view/690, Arriving At Thriving: Learning from disabled students to ensure access for all | Policy Connect, https://www.policyconnect.org.uk/research/arriving-thriving-learning-disabled-students-ensure-access-all(Accessed, Self-Advocacy as Precariousness in University Education, https://cjds.uwaterloo.ca/index.php/cjds/article/view/703, Connor, D. J. I explained to students that they needed to move around room, congregate at the stations they needed more help with, and help one another by discussing what they did and did not understand. 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. This is an example of how Mahara can be used to build a portfolio of evidence. With over 65 international members and over 127,000 HEA Fellows across the world, the HEA Fellowship . It is a vital component of my role to always consider the pedagogy or process first, rather than try to build learning activities in order to use a specific technology. In this section, you should provide examples of work, in the form of case studies, to evidence your effectiveness in relation to your role. From my examples above it is possible to see that I utilise a number of different methods for facilitating learning and the types of environments & settings used to support my training. I developed an option bank over the course of term one in 2019 by investigating different ways of teaching, consolidated into the main methods I designed, so I had choice. Higher Education Academy (HEA) Fellowship The University of Sunderland is accredited by the Higher Education Academy to award Fellowship aligned to the UK Professional Standards Framework (UK PSF).