As a four-part series I am openly publishing my case studies previously submitted for my Senior Fellowship of the Higher Education Academy. their story. Creating case studies for the HEA Senior Fellow Application Powerful and Unique Sample Fellowship Personal Statement I have tried my best to showcase the following: Learning Technologist, Cranfield UniversityLearning Services, Building 70, Room 7, Defence Academy for the United Kingdom. Round 1, 2023. Senior Fellowship of the Higher Education Academy (SFHEA) : Staff Robert Gordon University. 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. London: UCL Press, pp. (eds) Leadership and Diversity in Psychology: Moving beyond the limits. Faculty of Medicine, Health and Human Sciences, HEA Fellowship Program @ MQ now open for 2019 applications. This way I know Im giving the best advice as I can and are therefore able to understand how my learners may feel when faced with a new piece of technology or teaching method. 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). Thank you for your interest in applying to be a Fellow of the Higher Education Academy (FHEA). (Accessed: 3 October 2019]. 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. Use Concrete Examples in Diversity Statements. Requirements for Fellowship Level What does your application need to demonstrate? To align this ILO with my teaching method, I employed a practical in-class activity where students analysed how racist news media language constructed riots differently, depending on whether they were undertaken by white or black US citizens (K2, K3). 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]. I am responsible for writing and building the myPortfolio Guide in myCourse (http://mycourse.solent.ac.uk/myportfolio). The PSF sets out the professional standards for higher education. Williams, T. and Hagood, A. (2013) Short videos improve student learning in online education, Journal of Computing Sciences in Colleges, 28(5), pp. All participants were handed a worksheet to fill out and keep in case they wanted to revisit what was covered. Cambridge: Harvard University Press. 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 . Chandos information professional series. 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. Internal | External 2010: Senior Fellow HEA 2014 (case studies) - Blogger 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. During the summer of 2013 we upgraded our myPortfolio software and therefore needed to update all of the support materials. 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. The UK Professional Standards Framework (UKPSF) was developed by the Higher Education sector in the United Kingdom in 2011. Peach, T. and McCluskey-Dean, C. (2019)Diversity in information resources: working towards inclusion. Writing a Fellowship Proposal | Fellowships and Funding - Yale University 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. Some people break their HEA applications into specific points while others tell 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. Me presenting at MoodleMaharaMoot in Leipzig, Germany 2014. , Dr Ismail O. Zembat and his international colleagues published an edited book entitled, "Quantitative Reasoning in . Name:Steve Hogghttps://portal.solent.ac.uk/it-and-media/learning-technologies/staff-profiles/steve-hogg.aspx. I chose the latter approach as I find it easier to be reflective All fellowship. This way, those who feel uneasy about using social media can then make up their own minds whether or not to look into building up a professional profile. 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. creating a table with every single criterion in one column and specific examples In the spirit of disclosure I'll tell you that not long after the deadline for applications had passed . 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. Comment * document.getElementById("comment").setAttribute( "id", "a71359b85c2bcc9cba8b7e946cc0f326" );document.getElementById("bf5832db54").setAttribute( "id", "comment" ); document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Pronounced teach. Macquarie Universitys learning and teaching community blog. You may identify specific career milestones, influential professional development activities, engagement with significant others, etc. It focuses on a journey of personal growth since the time of my original Fellowship and demonstrates a sustained impact on learners and learning through: Undertaking a wider range of roles and responsibilities in a informed and reflective manner; Undertaking activities relating specifically to range of pathways in higher education - This would re-introduce the kind of knowledge construction I did on-site with peer-review exercises. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/690. These statements are posted with the permission of the former (anonymous) AIIS fellows who wrote them. Next to each ILO, I included a self-evaluation scale and instructed students to evaluate their current ability, from 1 (low) to 5 (high). Tell your story with examples that the reader may be able to relate to. 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). PGCAP and Fellowship (FHEA) - University of Liverpool Wenger, E. (2008) Communities of practice: learning, meaning, and identity. 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. 471485. How to write a Diversity Statement & Samples Higher Education Academy Fellowship Application - Academia.edu Book review: Laura Ellingson Embodiment in qualitativeresearch. DInfSc thesis. Examples of Successful Proposals - American Institute of Indian Studies This example shows how feedback from students led to a review of the current assessment, resulting in a more coherent and focussed brief. HEA the application forms. Senior Fellow HEA 2014 (case studies) These documents form my application for a Senior Fellowship of the Higher Education Academy. doi: 10.1353/lib.2019.0008. As a comparison I did two more MOOCs, one from the same university on Emerging trends and technology in Education, and another from a different platform (Open2Study) from the Curtin University in Australia called Introduction to Astronomy. During the activity I took the role of process facilitator (Nash, 2009) (K2). An example of this would be my work to support staff wanting to use the Mahara ePortfolio system that we call myPortfolio. doi: 10.1177/1440783313504059. Wisker, G. ed. As time went on, I noticed something interesting. Below, I share with you my portfolio in the hope that you too might glean some ideas and inspiration for your own fellowship applications and critical reflections on your teaching. I submitted my application in February 2014. 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]. 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. University teaching in focus: a learning-centred approach. Word count requirements Associate Fellow (D1) 400 words Fellow (D2) 1000 words Senior Fellow (D3) 2000 words. A n increasing number of academic and professional staff are now applying for HEA fellowships. Billett, S. (2009) Personal epistemologies, work and learning,Educational Research Review, 4(3), pp. Available at:https://ray.yorksj.ac.uk/id/eprint/3258/. Some people break their HEA applications into specific points while others tell their story. 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]. 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). a complex topic of teaching at Higher Ed broken down into a finite number of 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. (2019) Identifying and facilitating a community of practice in information literacy in higher education. 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. 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]. To view the exemplars for the level of fellowship you are applying for, select the appropriate link from the drop down lists below. Examples of staff who may wish to apply Types of activity & evidence for Fellowship Category . using the application Educreations (Educreations 2016). 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. A Senior Fellowship application should really include evidence of institutional impact. The other areas are: Evidencing A2: Teach and/or support learning. Participants in this pathway will be provided with a mentor who is an accredited HEA Fellow who will support the development of their application. Cracking the HEA Code: How To Write Reflectively - TECHE He will go through each instruction, note, and comment and ensure that all the criteria are followed. Evidencing A4: Develop effective learning environments and approaches to student support and guidance. 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. For this reason, many of the activities are chunked up to make each one manageable, giving the learner a sense of achievement upon completion. doi: 10.4324/9780429432606. Cambridge, Mass. We are able to award Fellowship in all categories - Associate Fellow, Fellow, Senior Fellow and Principal Fellow - to our staff at our four campuses. Having previously taught in Early Years, Primary, Secondary and Further Education, as well as community theatre education and private music tuition, I have now been teaching in Higher Education at York St John since 2017. PDF Senior Fellowship - s3.eu-west-2.amazonaws.com 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. (2008)Working one-to-one with students: supervising, coaching, mentoring, and personal tutoring. Sam is an excellent Learning Technologist and very much valued here in the Learning Technologies department of Southampton Solent University. HEA Senior Fellowship: getting started | The Higher Educationalist 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. Li, M. (2020) Multimodal pedagogy in TESOL teacher education: Students perspectives, System, 94. doi: 10.1016/j.system.2020.102337. 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. I'm a senior lecturer in Psychology at Anglia Ruskin University, Cambridge. Pathways to HEA Fellowship at Monash - Learning and Teaching Another series of successful workshops are the Half Hour Huddles, part of Online Pedagogies strand of Technology Enhanced Learning Community of Practice. 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. Support for writing your application. It was during this course that I was able to build up enough confidence to successfully apply for a promotion to become a Learning Technologist. I will also continue to nurture my Personal Learning Network as I have found this to be key to my professional success. Chartered Institute of Library and Information Professionals (2018)Definition of information literacy. 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. I really enjoy going to conferences as there are so many opportunities to learn. As with the first, I had a great opportunity to experience life as a student taking a MOOC (both good and bad) and felt that I was now ready to start disseminating my new knowledge of MOOCs with my colleagues. Creative Portfolios with Mahara, _______________________________________________________________. This was always delivered as a group learning activity to support the social construction of knowledge, particularly for 1st year students still forming cohort bonds [K2, K3, V1]. 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). 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. York: York St John University. Available at:https://apis.officeforstudents.org.uk/accessplansdownloads/2024/YorkStJohnUniversity_APP_2020-21_V1_10007713.pdf. Your explanation of planning, creation of learning environments for learning and delivery of sessions all aligned nicely with your philosophical position. I am the Academic Liaison Librarian for the subjects of: Languages, Linguistics and TESOL; Fine Art, Photography and Illustration; Design; Music; Music Production; Media Production; Drama, Theatre and Dance; Computer Sciences; Data Science; Mathematics. 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. Goodley, D.et al. Given this initial feedback, I hope to release this guidance to the wider university this year, to seek feedback from more disabled students, and also present with disabled staff and students at a conference later this year to share these developments with the sector [V4]. DOCX Swansea Academy of Learning and Teaching - Promoting Excellence in It was promoted by the Higher Education Academy (HEA, now Advance HE) as a way of recognising individual university teachers' contribution to learning and teaching.The framework allows eligible staff engaged in teaching and learning to apply for four categories of . 81112. Round 2, 2023. 414440. 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. (ever felt that way?). 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]. My role as a Learning Technologist is to empower staff in using technology to enhance teaching and learning, thus improving the student learning experience. This, then, was an explicit step in encouraging and facilitating student self-directed reading and revision (K3, K4, V1, V2). Consider your audience; write for an intelligent, non-specialist (i.e., make sure the terminology will be understandable to someone outside your field). This Mahara portfolio has been compiledusing my officialportfolio submission originally created in MS Word. It is important that when writing and building my support and help guides that I ensure that I use language that can be easily understood by the learners no matter how comfortable they are with using technology. 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). Douglas, P. and Santinele Martino, A. 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]. As often happens with expectations, the reality turned out to be a bit different. However, it was a strategic narrative, as I needed to include (and reference!) . Tony is our much illustrious writer. From previous experience this exercise causes the energy in the room lift as the student discussions get louder and louder. Information session. Abingdon: Routledge, pp. 2041. A sample from Olga's HEA Fellowship application The next step was to decide on the overall style of my application. Copyright Information & Technologies in Education (CITE) Forum for Higher Education (HE). HEA Associate . 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]. 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. (View criteria for HEA Senior Fellow, Principal Fellow) Cambridge: Cambridge University Press. Freire, P. (1985)Pedagogy of the oppressed. MSc thesis. Feedback like this is very helpful, and its encouraging to see that a high-profile academic is promoting us amongst their colleagues. 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. 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. 6. The next step was to decide on the overall style of my application. 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. In these videos I explain an aspect of academic writing, for example, thesis statements. 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. 4274. 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. University of Glasgow - Schools - School of Education - Research - PPF Arena Fellowship | Teaching & Learning - UCL - University College London 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. A place where I can write and think about: queerness; mental health; libraries and being a library worker; education and pedagogy; learning anti-racism. Those making a claim for Senior Fellowship should pay particular attention to descriptor statement 3.7. This was a particularly impressive aspect of your claim which you demonstrated in relation to both scholarship and practice. The workshops took place in an IT suite so learners could set up an account (if they wanted to) and explore the many features and functionalities that the system supports. 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. The Monash Education Academy (MEA) is accredited to offer routes to Fellowship through Advance HE. Available at:http://crl.acrl.org/index.php/crl/article/view/16616. 93112. 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. Learners are then shown examples of answers to help them get an idea of what language to use and what to write. 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.
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