The Fellowships of the Higher Education Academy are concerned with teaching and learning in higher education. I often get email requests from lecturers asking me to "come and teach their students Mahara", without knowing what exactly the lecturers want their students to do with it. Vygotsky, L.S. The workshop was run by one of the HEA-accredited 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). It is intended as a GUIDE, and not as a template to be followed References should be personalised. I reused the self-assessment tools developed in Case Study 2, and new communication channels added via the Questions function in Mentimeter, and by adding questions drop-boxes to Moodle, so that feedback points for students were included to submit learning questions for further development. To some technology is seen as a necessary evil and I can hopefully help them to see the benefits rather than the inconvenience. York St John University (2019)Access and participation plan: 2020-21 to 2024-25. 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. Therefore, when discussing assessments in this context Ill be describing the process in which my learners (staff or students) can prove thatthey'vemet my learning outcomes and objectives. On gaining Fellowship you become part of a community of Fellows and you will need to familiarise yourself with the Fellowship Code of Practice. 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. Available at:http://crl.acrl.org/index.php/crl/article/view/16616. Rather than conduct a more formal assessment, I devised a self-assessment which asked the students to rate themselves on a knowledge-confidence spectrum at the start of the class and then again at the end. It was during this time that I decided to re-evaluate my support offer and see if I could do anything differently. One aspect of my role that I really enjoy is working with academics to develop their unit assessment briefs. Workshops and seminars provide excellent opportunities to network and share ideas and experiences; the 7 Edutech Wonders sessions and Half Hour Huddles aim to inspire and encourage those in the room to put forward ways in which they could implement their new/updated knowledge. 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. Thank you for your interest in applying to be a Fellow of the Higher Education Academy (FHEA). reflectively, I shared some writing tips in this Cracking I am a researcher and a trainer, and when Im working with a member of staff or delivering a session to students I always have a session plan and a couple of learning outcomes and objectives that I hope my learnerswould'veachieved by the end. An example of this would be my work to support staff wanting to use the Mahara ePortfolio system that we call myPortfolio. I centre my pedagogy around a basis in constuctivism, particularly social constructivism (Vygotsky, 1978), with a humanist lens. I circulated around the room, listening to various conversations to get an understanding of what students understood. I hold a PGCert in Teaching in Post-Compulsory Education & Training (Greenwich University) and a PGCert in Blended Learning (SSU). Learners are then shown examples of answers to help them get an idea of what language to use and what to write. Academic development, developing teaching materials, pedagogic research in higher education and designing and delivering workshops are all suitable examples of teaching and learning and in higher education and supporting these activities. Moreover, even if students were not asking or answering questions, they could still benefit from listening to conversations about relevant issues they needed clarifying (K3, V1). However, it was a strategic narrative, as I needed to include (and reference!) I have no fear in designing and building activities into my sessions that hands control over to the participants. using the application Educreations (Educreations 2016). I will often adapt this generic presentation to suit the needs of the learners depending on their subject or level. The whole process took me around 6 months. Click to share on LinkedIn (Opens in new window), Click to share on Twitter (Opens in new window), Click to share on Facebook (Opens in new window). To date over 75,000 individuals have become Fellows of the HEA. Hello Olga The HEA offers four grades of fellowship . In the spirit of disclosure I'll tell you that not long after the deadline for applications had passed . I chose the latter approach as I find it easier to be reflective Robert Gordon University. He will go through each instruction, note, and comment and ensure that all the criteria are followed. This, then, was an explicit step in encouraging and facilitating student self-directed reading and revision (K3, K4, V1, V2). Participants in this pathway will be provided with a mentor who is an accredited HEA Fellow who will support the development of their application. We also would like to thank United Utilities for sampling sites, field work and physicochemical sample analysis. Sam has been working with us since 2008 firstly as an e-Learning Support Officer before becoming a Learning Technologist. This example shows how feedback from students led to a review of the current assessment, resulting in a more coherent and focussed brief. In order to make it clear to the students how the numerous ILOs from different lectures aligned with the assessment task (an exam), I created a revision guide and facilitated an interactive revision seminar (evidence 1) (K2, K4). 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. Oxford, ASKe: Oxford Centre for Staff and Learning Development. Advance HE is a UK-based member-led, sector-owned charity that promotes excellence in higher education across the world. If you want to join our growing community of fellows, we can support you through the application process. Blunkett, D., Mitchell, K. and Norton, P. (2020)Arriving At Thriving: Learning from disabled students to ensure access for all | Policy Connect. As time went on, I noticed something interesting. 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. 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. Dean, C.J. Me presenting at Mahara UK in London 2010. This would re-introduce the kind of knowledge construction I did on-site with peer-review exercises. 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. Using different technologies, particularly Padlet and collaborative Word documents has allowed me to achieve collaborative participation in PCs rooms and lecture halls good practice identified by Brodie (2013) spaces which would normally find particularly challenging for this kind of knowledge. 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]. I chose the latter approach as I find it easier to be reflective in a narrative. 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. focussed academics with a focus on senior and principal fellowships. As seen above, I support the assessment and feedback process in a number of ways; I can help lecturers set-up assignment upload links in myCourse, to then mark and give feedback online and I can work alongside lecturers to design and review assessment briefs. There is a show and tell opportunity where you are able to see how and what other folk are doing on myCourse with the functions. As my relationships with academics and programmes have deepened, so has my ability to teach within these paradigms. assessors/trainers who talked us through HEA framework. I have a broad knowledge of online platforms, systems and tools that can be used to engage learners, as well as experience ofdesigning, building and delivering support to staff in how to use them. Whether it is a mistake you realize you have made before, or you are a victim of discriminations. Your contextual statement gave a good sense of your learning and teaching philosophy, highlighting your commitment to inclusive, student-centered learning. Through engaging in a practical process of research, reflection and development, culminating in the production of a reflective teaching portfolio, I was able to demonstrate my commitment to teaching, learning and the student experience. For example, I will often ask them to think alone, do a short task, share outcomes with neighbour/peers and evaluate in groups to feedback to the rest of the class. I have created many online tutorials and guides to advise staff and students on using technology to support teaching and/or learning. doi: 10.4324/9780429432606. 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. Associate Fellow of the Higher Education Academy (AFHEA) 2020, International Association of Accessibility Professionals (IAAP) 2020, Chartered Institute of Library and Information Professionals (CILIP) 2020. 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. View all posts by ThomasPeachLib, Your email address will not be published. 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. Sam is an excellent Learning Technologist and very much valued here in the Learning Technologies department of Southampton Solent University. 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 often try to identify opportunities where I can support student learning, including staff in need of training. The research reported here was supported by the UK Engineering and Physical Sciences Research Council (EPSRC), EPSRC-LWEC Challenge Fellowship EP/N02950X/1. UQ is supporting academic and professional staff and HDR students to apply for an HEA Fellowship through the HEA@UQ program. What is HEA Fellowship? 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. Think of your fellowship proposal as a part of a larger whole that includes the letter (s) from your recommender (s) and other supporting documents (e.g., your resume and transcript). Abingdon: Routledge, pp. All participants were handed a worksheet to fill out and keep in case they wanted to revisit what was covered. Not only does this create much more flexbility in the kinds of teaching I do (and the confidence with which I teach), but also will help to continue building relationships with academics so that I am working towards being a more valued partner in the students learning [A2, A4, A5]. This is just one example of an application, so please take this alongside other examples you find, or are provided with from your mentor or institution. 515549. We are developing further content around exemplars and will be continually updating this section of the website over coming months, so please do check regularly for updates and new content. 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. Locate your evidence PFHEA begins with the selection of evidence that will underpin the entire application (this is called the Record of Educational Impact or REI). Goodley, D.et al. In these videos I explain an aspect of academic writing, for example, thesis statements. This guidance and the template have been designed to help you structure your supporting statement to provide the Around the room I set up seven stations. Start early. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Design a site like this with WordPress.com. After all here it was, in black and white the agreed and sealed by lots of Higher Ed experts list of what Im supposed to be competent in, which, for a perfectionist like me, is most helpful. I am a great believer in the maxim Dont let the technological tail wag your pedagogical dog and will always consider what will be useful for the students to help them learn. [citation needed]Founded in response to the increasing . all the criteria. New York: Routledge. (Click on the icon to your left to view the . 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]. By developing these guides, it has fostered more conversation within our librarian team about what accessible referencing teaching means, particularly in how we describe referencing in our classes so that it relies less on wholly visual information. Having a toddler who wakes me up around 5 am every morning, that is simply not feasible for me. Focusing a Critical Lens on Universal Design for Learning,Canadian Journal of Disability Studies, 9(5), pp. 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. Students fedback enjoyed the breakout rooms and joint experience in Word in this module, but some experienced their submissions being accidently deleted which introduced assessment anxiety to the process, and I decided that in future, engagement marks would need more consideration when using open tools [K4, K5, K6]. 24-43. 81112. Referencing as a skill is one which often requires problem solving, and as such, I moved towards a Problem-Based Learning model (Brodie, 2013) [A2, A4, K2]. I have also completed MBA degree. My approach to teaching and training is based on the Active Learning Theory, one which I am very familiar with from mybackground as a dancer and dance teacher/choreographer. Gillberg, C. (2020) The significance of crashing past gatekeepers of knowledge: Towards full participation of disabled scholars in ableist academic structures, in Brown, N. and Leigh, J. You essentially need to prove to the HEA that you already meet requirements for one of their 4 levels of fellowship. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/690. In the revision guide I listed the ILOs that were outlined on the course and could potentially be tested in the exam. Change). Give detail about individual contributions when working on joint projects. Prior to my current role I was an associate lecturer delivering BTEC National diplomas in Performing Arts and Sport and Exercise Science. 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. Brainstorming this table was the battle half won. MMus Music, The University of Huddersfield, 2015. This application was prepared over the course of 2019-2021. Me presenting at MoodleMaharaMoot in Leipzig, Germany 2014. The Higher Education Academy (HEA) is a national body that champions teaching quality and focusses on the contribution of teaching as part of the wider student learning experience. both simplified and refreshing at the same time, as it was the first time I saw 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. (2008)Working one-to-one with students: supervising, coaching, mentoring, and personal tutoring. Key guides for effective teaching in higher education series. My research and practice in accessibility has particularly developed my approaches to social constructivism so that a disability lens helps me to see where inaccessibility is a barrier to constructing knowledge, how this introduces inequity into my classroom, and asks me to rethink my teaching to reduce such inequities [A4, A5, K2, K3, V1, V2]. I also useSlideShareto publish my presentations, and to date have had over 10,000 hits on my PowerPoint slides. Each one had a piece of paper which detailed one of the ILOs and the essential readings which were directly relevant to it (evidence 2). It will be interesting to see if the students do actually follow my guidance, compile and submit a more focussed assessment, thus improving the average grade for that cohort. Tewell, E. (2015) A Decade of Critical Information Literacy: A Review of the Literature,Comminfolit, 9(1), pp. Once I finished my draft, I sent it for internal review. This workshop is further supported by an online guide that can be accessed by anyone at SSU (http://mycourse.solent.ac.uk/socialmedia-help). 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. Applying for fellowship Advance HE have recently launched a revised Professional Standards Framework (UKPSF). The UK Professional Standards Framework (UKPSF) was developed by the Higher Education sector in the United Kingdom in 2011. Me leading a Mahara developers workshop at Catalyst HQ in Auckland, New Zealand 2015. A sample from Olga's HEA Fellowship application The next step was to decide on the overall style of my application. Here I share some tips and insights on how to tackle the tricky 'reflective' writing style needed for the application. Today I saw 2 elements of mycourse which really got me thinking about how I could use them.There is no pressure to do it yourself and you could simply sit back, enjoy your lunch and watch and learn. specific categories. Sam has an excellent approach to her work and is professional in all aspects and is very well respected by her colleagues. 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. As this was developed over this term, I am now in a position to more clearly articulate and explore teaching options with academic staff I work with, as well as provide examples of how these sessions function based on the 32 times I have now taught variations on this workshop (conversations which have started to happen more clearly). . As social media and networking involve an element of sharing your own personal data with the world, I knew that those attending my sessions would have very different experiences of using it and therefore I had to ensure that I was sensitive enough not to let those who dont want to use it feel isolated or singled out. For some time, I couldnt decide whether I liked the framework or found it too general in important (to me) areas. I believe its through my experiences as a teacher that I have been able to successful support SSU staff with technology enhanced practices. Career and Leadership Services Sample Cover Letters . For example, one ILO from a lecture I gave on a qualitative research methods module was: analyse the way inwhich language constructs particular versions of reality (K1). I also hope that the number of last minute support requests from the students will be reduced as everything has been covered and demonstrated in the videos. The main sections of this site are an overview of what myPortfolio is, examples of pages that can be built (and tools that support them), assessment processes, lecturer guidance and finally other types of portfolios. their story. If you have not heard of this scheme before, Advance HE Academy (formerly the Higher Education . 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. Supporting Statement Guidance - Associate Fellowship Thank you for agreeing to provide the supporting statement required to corroborate an application for Associate Fellowship of the Higher Education Academy (HEA). _____________________________________________________________. I submitted my application in February 2014. Fellowship Exemplar Principal Fellowship Application Form: HEA Guidance on the UKPSF Areas of Activity, Higher Education Academy Fellowships. 4274. (View criteria for HEA Senior Fellow, Principal Fellow) Brown, N. and Leigh, J. What are other people . This case study draws upon Case Study 1 and 2 within the context of becoming a remote worker during the COVID-19 pandemic, to explore my approach to transforming the pedagogies outlined there into a remote, online environment. Answer (1 of 4): Most fellowships are paid, providing financial support in the form of a stipend, salary, or grant. HEA is a subsidiary of UK-based Advance HE. Peach, T. and McCluskey-Dean, C. (2019)Diversity in information resources: working towards inclusion. 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. As a four-part series I am openly publishing my case studies previously submitted for my Senior Fellowship of the Higher Education Academy. HEA fellowship - A portfolio example In 2016 I gained fellowship of the Higher Education Academy. (2006) Critical Information Literacy: Implications for Instructional Practice,The Journal of Academic Librarianship, 32(2), pp. Since September 2020, I have been a copy editor for the Journal of Information Literacy, a leading international, peer-reviewed open access journal for the theory and practice of information literacy. They are then invited to share their answers with those sat next to them, giving them the opportunity to fine-tune their responses with their neighbours feedback. (2019) Disability, the Silent D in Diversity,Library Trends, 67(3), pp. Some people break their HEA applications into specific points while others tell their story. During this year I was rewarded with invites to present my knowledge and experience of using Moodle and Mahara at universities and colleges across the south of England, I was invited to be a technical reviewer for a book on Mahara calledMahara 1.4 Cookbook, I received information regarding jobs across the globe (including some addressed to me directly) and became the go to person for advice on the uses of Mahara, as recommended by my online network. for this criterion in the other column (see a small snippet below of how I did 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]. (2019) Dyslexia: Shackles far beyond the written word, in McIntosh, M., Nicholas, H., and Huq, H. A. 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). Fellowship of the Higher Education Academy is an indicator of professional and PFHEA (Principal Fellow of the Higher Education for example, within work-based.