Within this dynamic, I explored questions around engagement, particularly with others who had reused my referencing teaching methods I explored in Case Study 1, and decided that recapturing the co-created community with appropriate learning technologies was a key priority. 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]. This is an example of how Mahara can be used to build a portfolio of evidence. 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). Application for Senior Fellowship of the Higher Education Academy: Complete Reflective Commentary LJ 2 Lindsay Jordan Reflective Commentary My application for Senior Fellowship is based on many years' experience with university-wide teaching and learning advisory responsibilities. 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. UVU is the first American institution to be accredited by the HEA to offer fellowship recognition to faculty, administrators, and staff supporting learning. I have anAcademia.Eduaccount which I use to publish my research to my network of followers on twitter and facebook. 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. Key guides for effective teaching in higher education series. 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 will also include links to social media sites that are owned by key industry players. 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. 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. Yes, we have three National Research Service Award individual fellowship (F31) grant applications available at Sample Applications & More. To view the exemplars for the level of fellowship you are applying for, select the appropriate link from the drop down lists below. Overall, we were confident that you meet the benchmark standard for Descriptor 2 and wish you much success in your future teaching career. Brodie, L. (2013) Problem-based learning. I regularly attend conferences and webinars to do with educational technologies and I am often invited to present my knowledge on Mahara, Moodle and Social Media usage in education at both regional and national events. It empowers us as citizens to reach and express informed views and to engage fully with society (Chartered Institute of Library and Information Professionals, 2018). Answer (1 of 4): Most fellowships are paid, providing financial support in the form of a stipend, salary, or grant. substantive examples that you use in your application are drawn from teaching in UK higher education. Applying for fellowship Advance HE have recently launched a revised Professional Standards Framework (UKPSF). Kumbier, A. and Starkey, J. If you have any outstanding queries not addressed by the documents, or the Frequently Asked Questions, please contact the Fellowship Team at fellowship@advance-he.ac.uk. it). 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. 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). Tom, your written claim for Fellowship (D2) was very enjoyable and engaging to read. that I may be missing something important and that there is never enough Sam is an excellent Learning Technologist and very much valued here in the Learning Technologies department of Southampton Solent University. The session was titled Using Technology to Support your Graduate Associate Position and lasted two hours, meaning that I had to ensure that I was able to keep my audience engaged and allowed time for reflection, activity, interaction with their peers and opportunities for feedback (see below): ___________________________________________________________. 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. Available at: https://infolit.org.uk/definitions-models/(Accessed: 2 October 20190. You should complete this section against the relevant descriptor statements (D1-D3) in the UKPSF, making sure that you provide evidence against the relevant Dimensions of the Framework. Cambridge: Harvard University Press. Nothing brings him more sense of fulfillment than writing fellowship docs in orthopedics. With over 65 international members and over 127,000 HEA Fellows across the world, the HEA Fellowship . He will go through each instruction, note, and comment and ensure that all the criteria are followed. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. 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. Be sure to also reference Fellowship Instructions for NIH and Other PHS Agencies PDF and "PHS Fellowship Supplemental Form" on page 26 of Annotated Form Set for NIH Grant ApplicationsFORMS-F Series PDF. HEA Fellowship is acknowledged in the Monash Education Performance Standards. In my work with first year English Language students, students were grouped by their weekly working groups and received engagement marks for their participation and engagement with the learning tasks, receiving marks for submitting 2 finished references to the group document. BMus (Hons) Music, The University of Huddersfield, 2013. doi: 10.1353/lib.2019.0008. 2019 UK Professional Standards Framework (UKPSF), https://infolit.org.uk/definitions-models/(Accessed. 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. 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. To my surprise, thinking about my teaching and other work in terms of HEA framework gave me an unexpected feeling of comfort. Here are some tips on writing a diversity statement in academic or job application purposes. Advance HE is a UK-based member-led, sector-owned charity that promotes excellence in higher education across the world. Word count requirements Associate Fellow (D1) 400 words Fellow (D2) 1000 words Senior Fellow (D3) 2000 words. their story. 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 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. Support for writing your application. A Senior Fellowship application should really include evidence of institutional impact. 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. Book review: Laura Ellingson Embodiment in qualitativeresearch. specific categories. My current research is investigating UK HE teaching librarians contextual and nuanced knowledges of screen-readers and screen-reader accessibility to understand the extent to which the pedagogies of information literacy are sufficiently developed with a disability lens. (2019)Identifying and facilitating a community of practice in information literacy in higher education. When we first rolled out myPortfolio, I offered each lecturer wanting to use it my help by delivering three IT workshops to their students; an induction, a mid-unit clinic and a final how to submit it session. 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. 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). In previous years, I have not engaged in any form of assessment or self-assessment for this workshop, however in developing a new workshop (as outlined in Case Study 1), the Problem-Based Learning aspect (Brodie 2013) allowed me to plan the workshops with differentiated activities/resources to account for variations in prior experiences [V3]. in a narrative. HEA fellowship - A portfolio example In 2016 I gained fellowship of the Higher Education Academy. As a teacher librarian, my aim is to motivate and empower students with purposeful, appropriate and ethical information behaviours for whichever contexts they may find themselves in. My intention is to create training resources for teaching librarians to improve the accessibility of their teaching when it comes to visually impaired students. (2019) Identifying and facilitating a community of practice in information literacy in higher education. The first is the theory of information landscapes (Lloyd, 2010) which aims to theorise and understand the ways in which people move contextually in, amongst and between socially constructed information in their lives, which itself relies heavily on social constructivism (Vygotsky, 1978). Consider your audience; write for an intelligent, non-specialist (i.e., make sure the terminology will be understandable to someone outside your field). It also allowed the students to explore the reasons why they made certain decisions in their choices when questioned by myself. On gaining Fellowship you become part of a community of Fellows and you will need to familiarise yourself with the Fellowship Code of Practice. 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. 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. 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. Based in the United Kingdom, Advance HE (formally known as HEA) champions excellence in teaching and learning within the tertiary education sector globally. UQ is supporting academic and professional staff and HDR students to apply for an HEA Fellowship through the HEA@UQ program. Wisker, G. ed. Baglieri, S. (2020) Toward Inclusive Education? doi: 10.1177/1440783313504059. (eds)Ableism in academia theorising experiences of disabilities and chronic illnesses in higher education. My research and teaching focus on gender, sex, sexuality, embodiment, dance, sport, media and qualitative methods. AFHEA Supporters Template FHEA Supporters Template I believe its through my experiences as a teacher that I have been able to successful support SSU staff with technology enhanced practices. This workshop is further supported by an online guide that can be accessed by anyone at SSU (http://mycourse.solent.ac.uk/socialmedia-help). Oxford, ASKe: Oxford Centre for Staff and Learning Development. Available at:http://crl.acrl.org/index.php/crl/article/view/16616. Assessment can be formative, as well as summative. My role as a Learning Technologist is to empower staff in using technology to enhance teaching and learning, thus improving the student learning experience. 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. Other aspects of the academic role such as research, involvement in academic societies, administrations etc., may be relevant to the Fellowship application, but only in as much as they relate to learning and teaching in higher education. This was proving to be an issue as Im not meant to be teaching students, only to support lecturers so that they could do it themselves. For the most part, the activity took the focus away from me, and enabled more confident students to share their knowledge and understanding of the ILOs, and thus engage in the higher order skill of teaching their fellow students. I also enjoy writing and have written a report and contributed to two journal articles that have been published inDialogue(the SSU internal publication). 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. As mentioned at the start of this application, I have undertaken a PGCert in Teaching Post Compulsory Education and Training where I was able to hone my skills as a teacher and understand the importance of mentoring and support students and their needs, classroom management and professional practices (lesson plans, schemes of work, resources and assessment). 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]. As a result, I have become more engaged with the practices within those schools, and my position as a teaching colleague is more respected [K1, K5, V2]. 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. Liersch, U. Rebooting Inclusive Education? Ensure that you clearly articulate your participation in, and learning from, CPD activities especially as evidence of strategic effectiveness This allowed me to not only quickly and informally assess the class to determine the levels of differentiation needed in the planned activities, but also allowed me to track the distance travelled in terms of the students knowledge construction (coupled with my own personal assessment whilst supporting each group during the activity) [A3]. In the revision guide I listed the ILOs that were outlined on the course and could potentially be tested in the exam. New Technologies and Disabled People,Canadian Journal of Disability Studies, 9(5), pp. (LogOut/ (2008)Working one-to-one with students: supervising, coaching, mentoring, and personal tutoring. I submitted my application in February 2014. All the experience and evidence included in an application for fellowship must relate to teaching and/or support for learning practice related to higher education provision such as: + level 4 or above within the Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland, or equivalent; + The PSF sets out the professional standards for higher education. Utilising Teams Breakout rooms, I monitored the progression of all 27 groups over the course of a week, supplementing feedback on questions and ideas as they problemed solved referencing together. 1. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/688(Accessed: 21 December 2020). Through it, you may join 140,000 Fellows globally and become part of a movement of professionals strengthening higher educational practice and impact. I briefly touched on this during A2 where I gave examples of how I use online technologies to support student learning. 210219. I like presenting at conferences too; any opportunity to get out there and show them what Solent are up to and how creative our lecturers and students are. 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). 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. > Criteria for Senior Fellowship of the HEA To be recognised as a senior fellow of the HEA, you must demonstrate that you meet Descriptor 3 (D3) of The UK Professional Standards Framework. You should use this section to describe how through your career you have developed your teaching practice and in the case of Senior Fellowship, influenced others practice. 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]. Though engagement was good, assessment of the Collaborative Word documents became more generalised (to avoid giving individual feedback in a mass group setting which may not be appropriate) which is not ideal, but gives space for students to assess their own submissions against the generalised feedback. 1130. Before beginning my teaching career I had obtained . It is intended as a GUIDE, and not as a template to be followed References should be personalised. If you're interested in this professional recognition programme, please visit their webpages and look through the Professional Standards Framework (PSF). (Accessed: 19 December 2019). I was also able to gain an insight to new technologies and trends in education which I have shared with my fellow Learning Technologists at SSU and have come up with a series of One hour Wonders of educational technology for my colleagues to attend. the HEA code Teche post. [citation needed]Founded in response to the increasing . Essentially, its mission is to improve learning outcomes by raising the quality and status of teaching in higher education. All fellowship. I used the structure and technology of Case Study 1 (such as collaborative Word Documents) but reimagined for online learning, which consisted of guided talking head videos and a presentation, which gives space for more self-paced and self-referential learning than in-person teaching (Forsey et al., 2013; Hsin and Cigas, 2013; Li, 2020) [K1, K3, V3]. 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. Not only do I act as an extra pair of eyes highlighting areas that could appear to be confusing for students, I can also suggest new ways in which technology could be introduced to enhance the process and outcomes. The topics to be covered include MOOCs, Open Badges, Polling technologies, OER, Audio in Education, Flipped Classroom Model and Virtual Classrooms. (eds) Leadership and Diversity in Psychology: Moving beyond the limits. Although this sounded quite exciting, we knew it would be a challenge to ensure that the pace of the session would be suitable for all who attended. I have also completed MBA degree. 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. Bruce, C. (2020) Self-Advocacy as Precariousness in University Education,Canadian Journal of Disability Studies, 9(5), pp. One aspect of my role that I really enjoy is working with academics to develop their unit assessment briefs. 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. For instance, if screen-readers do not read out punctuation, then it is failing its core purpose [A4, K2, K4]. Throughout all the training I give Ill always request that my learners are able to demonstrate back to me that they understand what Ive covered. 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]. With over a decade of HE teaching, including 6 years of programme leadership experience, I currently lecture on BA (Hons) Graphic Design for Digital Media at GCU. Class time is then used for clarification and interaction with the teacher and their peers. 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. Li, M. (2020) Multimodal pedagogy in TESOL teacher education: Students perspectives, System, 94. doi: 10.1016/j.system.2020.102337. 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. Douglas, P. and Santinele Martino, A. The pedagogical rationale underpinning this activity is that the students were able to engage in active learning through the means of collaborative peer dialogue, wherein each station provided the scaffolding for students existing knowledge and understanding to be activated and reviewed (Robb, 2013) (K2, K3, V3). Written essays and reports, although still very important,aren'talways themost appropriate method for testing and challenging students. (Click on the icon to your left to view the . 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. 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). What is HEA Fellowship? Olga (in the middle of the photo in the red top) gives an insiders view on what its like applying for HEA Fellowship here at Macquarie. I submitted my application in February 2014. 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]. Available at:https://blog.yorksj.ac.uk/lgbt/2019/10/11/diversity-in-information-resources-working-towards-inclusion-2/. University of Sheffield. This often allows room for me to think and sometimes learn something new from the outcomes shared by the group. 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. 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.