Slides used during the session held in the Grand Hall, School of Science and Technology, University of Northampton, on 7 May 2013.

1. School of Science and
Technology, University of
Northampton
7 May 2013
Alejandro Armellini
Shirley Bennett
Institute of learning and Teaching in HE

2. Historical background …
emerging focus on Professional Recognition...
• 2010 Browne Report suggested tying funding to the requirement for all staff
new to teaching to complete a HEA recognised teaching qualification and
publish information on teaching qualifications
• 2011 HE White paper emphasises the need to have well-qualified teachers
and for institutions make public ‘the teaching qualifications, fellowships and
expertise of their teaching staff at all levels’ (BIS, 2011: 9).
• 2011 (Nov) HESA announced that in the 2012-13 session the HESA return
will, for the first time, include data about the teaching qualifications /
recognition held by academic staff.

3. Sector Professional Standards
Framework (UKPSF)
• Revised version launched November 2011
• Framework for recognising and benchmarking teaching and
learning support roles HE
• Description of the main dimensions of the roles of teaching and
supporting learning within the HE environment
http://www.heacademy.ac.uk/professional-recognition
The Framework has been developed by the Academy on behalf of the sector as a whole
and so it is the property of all of those with a direct interest in the HE sector.
(http://www.heacademy.ac.uk/ukpsf#whatisframework)

4. Four Descriptors
• Associate Fellow of the
AcademyDescriptor 1
• Fellow of the Academy
Descriptor 2
• Senior Fellow of the Academy
Descriptor 3
• Principal Fellow of the
AcademyDescriptor 4

5. Descriptors
• Descriptor 1: An Associate Fellow of the Academy (AFHEA)
– Staff new to teaching; Staff with a specific role in teaching / supporting
learning e.g. Library or Careers staff; Graduate Teaching Assistant
• Descriptor 2: A Fellow of the Academy (FHEA)
– Main category; Academic and/or Support staff holding substantive
teaching and learning responsibilities
• Descriptor 3: A Senior Fellow of the Academy (SFHEA) NEW
– Academic leadership role with respect to L&T or programme/subject
leadership role, builds on Descriptor 2.
• Descriptor 4: A Principal Fellow of the Academy (PFHEA)NEW
– More senior leadership role with demonstrable impact, institutional
strategic leadership and policymaking, slightly different and doesn’t
directly build on the 1,2&3.

6. HEA targets by 2016 :
Change the way you think about Hull | 7
October 2009 | 6
• At least 50% of eligible academic staff in UK higher education to
have achieved Descriptor 2 (Fellow).
• 2,000 academic staff to achieve Descriptor 3 (Senior Fellow)
• 1,000 academic staff to achieveDescriptor4 (Principle Fellow)
• At least 85% of subscribing HEIs to have a CPD framework
accredited against the 2011UK Professional Standards
Framework.

7. Three Dimensions of Practice
Areas of
Activity
Professional
Values
Core
Knowledge

8. Areas of Activity
A1
• Design and plan learning activities and/or programmes of study
A2
• Teach and/or support learning
A3
• Assess and give feedback to learners
A4
• Develop effective learning environments and approaches to student support
and guidance
A5
• Engage in continuing professional development in subjects/disciplines and their
pedagogy, incorporating research, scholarship and the evaluation of
professional practices

9. Routes
Pre-2012 …
1 •PGCTHE
2
•Direct
Entry
Now …
1 •PGCTHE
2
•CPD
Framework
3
•Direct
Entry

10. Practical
Courses
(‘New
Teacher’)
< Level 7
Practical
Interventions:
Excellence
and
innovation in
L&T
(new and
existing staff)
< Level 7
L&T Leader-
ship, HE
Policy, Rese
arch
Supervision
etc.
Level 7
EdD
modules
Level 8
Associate
Fellow
Fellow
Senior Fellow
20 Credits
PGCTHE
60 credits
Masters
180 credits
EdD
Peer Review
Mentoring
Scholarship
Level 7 Level 8Level 7Level 7
Qualifications

11. Courses in
L&T
Leader-
ship, HE
Policy, Res
earch
Super-
vision etc.
Level 7
EdD
modules
Level 8
Associate
Fellow
Fellow
Senior Fellow
20 Credits PGCert Masters EdD
Teacher Development Journey
- Blend of Practical Skill
& Academic Support
Peer Review
Mentoring
Scholarship
Applicationtopractice
Applicationtopractice
Applicationtopractice
Level 7 Level 8Level 7Level 7
Practical Courses
‘New Teacher’
< Level 7
Beginning
Teaching
Moderating Online
Groups
Making Feedback
work
Ensuring
Achievement&
Performance
Contemporary L&T
Culture & Context
in UoN
Getting the most
from Peer
Observation
Practical Courses
– Innovation in L&T
< Level 7
CAIeRO
Designing for
collaborative
learning
E-moderating
Linking your
Teaching &
Research
Designing
Authentic
Assessment
OEP/OER in C21 HE
Peer Obs for
Development
Evaluating Your
Practice
Qualification
Recognition

12. ASSOCIATE FELLOW (D1) FELLOW (D2)
For: Staff new to teaching or with a limited teaching portfolio; staff
who support student learning.
Route through Provision:
- Choose at least 1 from Blue, 2 from Grey and 1 from either Green or
Pink
- Engage in processes of application to practice, reflection, peer
observation, mentoring, and acquaintance with relevant HE L&T
Literature.
Assessment For D1:
Text/Audio/Video Blog reflecting on a period of teaching and/or
learning support.
+ 2 References
For: Established staff with a substantive teaching role and able to
provide evidence of broad based effectiveness across all 5 Areas of
Activity.
Route through Provision:
- Choose at least 1 from each of Purple, Blue, Green and Red and 2 Grey
- Engage in processes of sustained application to practice, critical
reflection, peer observation, mentoring, and reading of relevant HE L&T
Literature.
Assessment for D2:
Development of NILE site, with Rationale and Self-Evaluative Critique of
teaching practice.
+ 2 References (1 may be external to UoN)
+ Record of engagement in CPD activities mapped to UKPSF

13. Provision
Teacher
Need
Design of Courses &
Activities (A1)
Teaching & Supporting
Learners (A2)
Assessment and Feedback
(A3)
Learning Environment &
Support (A4)
Professional Development
& Qualification (A5)
CAIeRO
Designingfor
Collaboration
NewApproachesto
designingL&T
BeginningTeaching
ModeratingOnline
Groups
eModerating
InnovationsforEffective
Feedback
DesigningAuthentic
Assessment
Technologyfor
Assessment
(LearningTechTeam)
SupportingAchievement
&Performance
ContemporaryL&T
Culture&ContextinUoN
OER/OEPinC21HE
PeerObservationfor
Development(inclOL)
Investigating&Evaluating
Teaching
ReadingCirclesto
ExploretheResearch
behindInnovations
How can I develop a
course that meets
students’ needs?
X X X X X X
I want to be a better
teacher X X X X X
I need to develop my
skills for online /
distance learning –
Help!
X X X X X X X X
I need to improve
student retention. How
can I help my students?
X X X X
Why waste time on
writing feedback?
Students don’t read it!
X X
My teaching is in a rut –
What new ideas could
make it more exciting?
X X X X X X X X
I need to get
professional
recognition as a HE
Teacher – what do I do?
X X x
I would like to gain
academic credit for this
training – is this
possible?
x X X

14. http://www.heacademy.ac.uk/
Your Career
Professional Recognition Service
Become a Fellow of the Higher
Education Academy

15. Open Northampton
School of Science and Technology
7 May 2013

16. Open Northampton
Aim
To put Northampton on the global OER-OEP
map within 24 months.
18

17. Open Educational Resources (OERs)
• Teaching, learning and research materials in any
medium, digital or otherwise, that reside in the
public domain or have been released under an open
license that permits no-cost access, use, adaptation
and redistribution by others with no or limited
restrictions (UNESCO, 2012)
19

18. Principles
• A commitment to enhancing Northampton’s OER/OEP global presence and
practice.
• An understanding of the openness agenda across the Higher Education
sector and its funders.
• A recognition of the dual purpose of OER and OEP: enhancing L&T and
maximising Northampton’s visibility and academic offerings globally.
• An awareness of the different existing open repositories for research and
Learning and Teaching (L&T) material, and the lessons learned from those
experiences.
• An understanding of open licences, particularly Creative Commons
(http://creativecommons.org/choose/).
• The University Library’s key advisory role.
• The Marketing Department as a major stakeholder.
• All six schools as major contributors and beneficiaries.
• A phased, scalable approach, with detailed evaluation at different stages.

19. Draw map of course
Gather my materials &
borrow materials from
colleagues
Review learning
outcomes & assessment
Download stuff
Identify gaps
‘Write’ the rest
Check consistency & go

20. Build a storyboard
Create a scaffold
Draft a blueprint
Select and adapt OERs
Gather materials &
identify gaps
Design missing bits
Reality check, adjust & go

21. Format
 Content
Text &
graphics
Audio Video Slides (eg
PowerPoint)
Other (eg Adobe
Presenter)
What I already
have
What I find and
reuse as is
What I
find, tweak and
use
What I
find, repurpose
and use
What I create
for this module

22. Design Planned
Enhancement
Strategic
Enhancement
Delivery
Just-in-time
Enhancement
Reflective
Enhancement
As is Repurposed
OER use
Curriculum

23. Nikoi, S., Rowlett, T., Armellini, A. & Witthaus, G. (2011). CORRE: A framework for evaluating and transforming teaching materials into Open Educational
Resources. Open Learning, 26(3), 191-207.

24. OER repositories (1)
26
JORUM
OER Commons
MIT OpenCourseWare
OpenLearn (Open University)
iTunesU

25. OER repositories (2)
27

26. Thank you