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]. Around the room I set up seven stations. Name:Steve Hogghttps://portal.solent.ac.uk/it-and-media/learning-technologies/staff-profiles/steve-hogg.aspx. 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). All HEA Fellowship applications need to be submitted as one . HEA Fellowship - Swansea Application Route Example Reference Features Headed paper please as appropriate Dated Signature, name and role Note: this is taken from a reference supported for a successful applicant. 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. A1 Design and plan learning activities and/or programmes of study, Intended Learning Outcomes and Constructive Alignment. Blunkett, D., Mitchell, K. and Norton, P. (2020)Arriving At Thriving: Learning from disabled students to ensure access for all | Policy Connect. 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). I will often adapt this generic presentation to suit the needs of the learners depending on their subject or level. (2019) Identifying and facilitating a community of practice in information literacy in higher education. The Poison information services will be provided free of cost to healthcare professionals and the public. 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]. experiences of testing and rolling out an institution-wide system. Through a disability lens, and my experiences of working with disabled students, I consider referencing stylistics as an ableist practice for particular disabilities (dyslexia, blindness etc), and by extension I see how library referencing support (whilst adhering to the Accessibility regulations and WCAG standards) is not actually pedagogically accessible [A2]. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/688(Accessed: 21 December 2020). 119. Their stated purpose is to make higher education the best it can be. (2008)Working one-to-one with students: supervising, coaching, mentoring, and personal tutoring. Round 2, 2023. For instance, if screen-readers do not read out punctuation, then it is failing its core purpose [A4, K2, K4]. A Theoretical and Hands-on Introduction to Foucauldian DiscourseAnalysis. 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. 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. A little bird told me that HEA is getting so big worldwide that, for example, its now impossible to get a teaching position in the UK without having a fellowship. 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. 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 submitted my application in February 2014. Olga Kozar on 29 August, 2018. The research reported here was supported by the UK Engineering and Physical Sciences Research Council (EPSRC), EPSRC-LWEC Challenge Fellowship EP/N02950X/1. If you want to join our growing community of fellows, we can support you through the application process. The types of activities I build into my sessions enable my learners to get involved and apply knowledge to their current situation. I then got the green light from my referees (people who vouched that what I wrote is not a fable or wishful thinking), and sent my draft to the HEA. The second is critical information literacy (Elmborg, 2006; Tewell, 2015; Tewell, 2018) which itself is drawn heavily from critical pedagogy and the writings of Freire (1985) to theorise the discernment and interrogation of power structures in information and its use [A5, K3, V1, V2, V3]. 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. 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. Supporters must complete the proforma relevant to the category of Fellowship sought by the applicant. MSc Information and Library Studies, Robert Gordon University, 2019. UQ is supporting academic and professional staff and HDR students to apply for an HEA Fellowship through the HEA@UQ program. Another series of successful workshops are the Half Hour Huddles, part of Online Pedagogies strand of Technology Enhanced Learning Community of Practice. 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. (Accessed: 19 December 2019). 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). Me presenting at Mahara UK in London 2010. I have no fear in designing and building activities into my sessions that hands control over to the participants. This workshop is further supported by an online guide that can be accessed by anyone at SSU (http://mycourse.solent.ac.uk/socialmedia-help). Written essays and reports, although still very important,aren'talways themost appropriate method for testing and challenging students. (LogOut/ Required fields are marked *. (Accessed: 3 October 2019]. One aspect of my role that I really enjoy is working with academics to develop their unit assessment briefs. Applicants should provide their completed application to their supporters for review and comment before submission since they will be asked to comment on specific examples. 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. Cambridge: Harvard University Press. Here I share some tips and insights on how to tackle the tricky 'reflective' writing style needed for the application. These can be done in my own time and do not affect my job, are free and often open my mind to new ideas and ways of learning. Advice for completing your HEA Principal Fellowship application Make sure that your application has an excellent evidence base, is highly reflective and contains convincing examples of practice. MOOCs (Massive Open Online Courses) became big news in 2013 with many top universities worldwide signing up to be part of the story. As part of this effort, UNSW offers the HEA Fellowship program accredited by Advance HE. Change), You are commenting using your Facebook account. During the activity I took the role of process facilitator (Nash, 2009) (K2). I have had to find ways of breaking up the workshop into smaller chunks of learning in order to keep my audience engaged. To my surprise, thinking about my teaching and other work in terms of HEA framework gave me an unexpected feeling of comfort. MMus Music, The University of Huddersfield, 2015. 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. At first, I was disappointed with the current lack of workshops in Australia, but I thought Id apply anyway. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Design a site like this with WordPress.com. 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; + Billett, S. (2009) Personal epistemologies, work and learning,Educational Research Review, 4(3), pp. During this term, I switched to a spectrum which asks student to rate their confidence in their referencing skills and knowledge, to purposefully centre the student and their emotions without prioritising knowledge over skills or centring a deficit model of knowledge [A2, A3, K3]. 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. I have also successfully completed the PGCert in Blended Learning where I further developed my teaching knowledge by developing activities that could be delivered online to supplement face-to-face classroom situations. 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. 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. [citation needed]Founded in response to the increasing . Just to flag these sessions to you - I think they will be very valuable and I have to say the sort of development many of us will appreciate and 'buy into'. I chose the latter approach as I find it easier to be reflective Either way, I will write and build the activities into their myCourse pages (see evidencebelow). 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. Fellowship of the Higher Education Academy. As a new Senior HEA Fellow, I thought Id share my personal experience of navigating HEA application and my thoughts on the process while they are fresh in my mind. 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). The latter has featured as part of wider doctoral research into information literacy at York St John University (Dean, 2019) [A5] which has resituated my own understandings of my teaching as part of the wider teaching community, helping me to navigate how to talk about information literacy with academics in more nuanced ways [V3]. University of Sheffield. My role in this is to mainly organise and facilitate these sessions along with my colleagues, giving the floor to the academics, hopefully to inspire them. Descriptors, outcome (Accept / Borderline / Refer), and any special comments: 2.I Successful engagement across all five Areas of ActivityAccept, 2.II Appropriate knowledge and understanding across all aspects of Core KnowledgeAccept, 2.III A commitment to all the Professional ValuesAccept. Elmborg, J. doi: 10.4324/9780429432606. On gaining Fellowship you become part of a community of Fellows and you will need to familiarise yourself with the Fellowship Code of Practice. It includes detailed guidance from Advance HE as well as . 210219. My research and teaching focus on gender, sex, sexuality, embodiment, dance, sport, media and qualitative methods. Brainstorming this table was the battle half won. What are other people . 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. The feedback from both staff and students for these sessions is excellent and I have no hesitation in supporting Sams application for Fellow of the HE Academy. 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. To some technology is seen as a necessary evil and I can hopefully help them to see the benefits rather than the inconvenience. London: UCL Press. I am applying to start a PhD programme to research disabled students experiences of information and research during their University study, using democratic participatory methods to co-create research and outcomes. Hattie, J. and Timperley, H. (2007) The Power of Feedback,Review of Educational Research, 77(1), pp. Please choose which you would like to copy: Updated on 25 July 2018, 10:53 AM; 35290 page visits from 29 September 2015 to 4 March 2023, core knowledge needed to carry out those activities at the appropriate level, professional values that I adhered to whilst performing these activities, A2: Teaching and/or supporting student learning, A3: Assessing and giving feedback to learners, A4: Developing effective learning environments & approaches to support & guidance, A5: Engage in CPD in subjects/disciplines and their pedagogy, background as a dancer and dance teacher/choreographer, Building up your online professional profile, my own personal profile and online network, http://mycourse.solent.ac.uk/socialmedia-help, Using Technology to Support your Graduate Associate Position, https://www.coursera.org/course/virtualinstruction, https://portal.solent.ac.uk/it-and-media/learning-technologies/staff-profiles/steve-hogg.aspx. 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. I also enjoy writing and have written a report and contributed to two journal articles that have been published inDialogue(the SSU internal publication). Robert Gordon University. Your email address will not be published. This was fine for the first year as I only had three units to support. Participation in this aspect of the activity was moderate, so for next year I need to explore classroom power and the ways in which I can encourage students to voice their critiques of class work. When students looked to me for guidance, I continued to promote active learning by asking the question back to the group or asking students to recall previous classroom activities and remember what they had learned from them (K1, K2). Required fields are marked *. In the seminar I gave all students a copy of the revision guide. I often attend and get invited to present at Solent events, delivering sessions such as the "Digital Researcher?, "Rethinking Pedagogy with New Technologies" and "Why Social Media Matters". 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. (2006) Critical Information Literacy: Implications for Instructional Practice,The Journal of Academic Librarianship, 32(2), pp. Goodley, D.et al. Faculty of Medicine, Health and Human Sciences, HEA Fellowship Program @ MQ now open for 2019 applications. If you have not heard of this scheme before, Advance HE Academy (formerly the Higher Education . 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). I have created many online tutorials and guides to advise staff and students on using technology to support teaching and/or learning. Copyright Information & Technologies in Education (CITE) Forum for Higher Education (HE). This is an application for Fellowship. Wisker, G. ed. Orthopedics. For some time, I couldnt decide whether I liked the framework or found it too general in important (to me) areas. 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. Swanson, T. (2006) Information Literacy, Personal Epistemology, and Knowledge Construction: Potential and Possibilities,College & Undergraduate Libraries, 13(3), pp. During the workshop we asked the more experienced users to buddy up with those who were new to Twitter. Overall, we were confident that you meet the benchmark standard for Descriptor 2 and wish you much success in your future teaching career. 2-3 months later I got an email confirming my fellowship. A place where I can write and think about: queerness; mental health; libraries and being a library worker; education and pedagogy; learning anti-racism. 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]. 253259. (LogOut/ I am an avid user of social media and use my professional online network to stay connected with peers in similar positions in other universities to share knowledge, advice and to stay up-to-date with key trends and emerging technologies. I have tried my best to showcase the following: Learning Technologist, Cranfield UniversityLearning Services, Building 70, Room 7, Defence Academy for the United Kingdom. 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]. 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. After students completed the self evaluation task, I set up a carousel learning activity. 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. Most of what I teach can be found in myCourse, however I do appreciate that some staff really need that face-to-face contact time with me, either as thats how they learn best or perhaps they dont have the confidence as yet to do it on their own. During the summer of 2013 we upgraded our myPortfolio software and therefore needed to update all of the support materials. The tasks set will help the students with building up a portfolio for their assessment (an example portfolio will be made available to them from the start to show them what theyre aiming for, (seeA3: Assessing and giving feedback to learners). HEA the application forms. 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. 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. a complex topic of teaching at Higher Ed broken down into a finite number of New Technologies and Disabled People,Canadian Journal of Disability Studies, 9(5), pp. We also would like to thank United Utilities for sampling sites, field work and physicochemical sample analysis. ________________________________________________________________. 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. I know that I learn better by reading instructions and doing the activity as I go, however Im also aware that some people prefer to watch a video before giving the activity a try. A Senior Fellowship application should really include evidence of institutional impact. If you could, how would you? educating your staff and students about copyright. 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. 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. Senior Fellowship of the Higher Education Academy (SFHEA) is an advanced level of professional standing that evidences expertise in teaching and learning in higher education. Oxford, ASKe: Oxford Centre for Staff and Learning Development. 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 framework seemed In 2011 I was invited to be a guest presenter and workshop facilitator for a JISC ePortfolio event held in London where I shared mine and my colleagues? 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. Robert Gordon University. To achieve this, I practice, reflect upon and refine my approaches to pedagogy in ways which place students at the centre with a keen understanding of how they arrive at my classroom in terms of their knowledge, skills and desires. 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. I have anAcademia.Eduaccount which I use to publish my research to my network of followers on twitter and facebook. Certified Professional in Accessibility Core Competencies IAAP, candidate 2021. As HEA doesnt allow the sharing of examples of successful applications electronically, Im happy to meet with anybody whos interested. In other words, I expected HEA to show up at my doorstep and make me a world-class learning and teaching professional. I circulated around the room, listening to various conversations to get an understanding of what students understood. The whole process took me around 6 months. The written application was submitted alongside two references, which I havent included here. Brown, N. and Leigh, J. The Fellowships of the Higher Education Academy are concerned with teaching and learning in higher education. 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. 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. For this reason, many of the activities are chunked up to make each one manageable, giving the learner a sense of achievement upon completion. 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). Key guides for effective teaching in higher education series. I was so inspired that I felt I had to share my new knowledge with the SSU staff and therefore came up with 7 Edutech Wonders series of seminars. 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]. 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. So armed with the HEA framework, I set off writing my 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. In this section, you should provide examples of work, in the form of case studies, to evidence your effectiveness in relation to your role. Tasks are to review applications and participate in site visits for PT residency and fellowship programs for initial accreditation and reaccreditation. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Enter your email address to follow this blog and receive notifications of new posts by email.