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However we do it, the focus of our work together is two-fold: development and recognition. Development is a slippery word. It has very different meanings in specific contexts: for example ‘property development’, ‘international development’ and ‘child development.’ What do I mean by d evelopment ?
Blogging is also at the heart of the Edinburgh Teaching Award (EdTA), one of the professionaldevelopment pathways to Fellowship of the Higher Education Academy. Blogging to enhance your professional practice is also the topic of Episode 5 of the Teaching Matters podcast (released later today).
They consider the ways in which the School understands this, detailing how its courses are already implementing reflectivity at various levels of learning and teaching, from course material to assessment to professionaldevelopment. This post is part of the Learning & Teaching Enhancement Series: Reflective Learning.
Dr Louise Connelly is a Lecturer in Academic Development, and Laura Wardrop is the CPD Manager for the Easter Bush Campus. The University offers a wide range of continuing professionaldevelopment (CPD) resources and courses, including Massive Open Online Courses (MOOCs), on different platforms (EdX, Coursera, and Future Learn).
Two reasons from a teaching perspective are that using OA resources is of benefit to students for their current studies and future engagement with academic research and theory for professionaldevelopment. Open access publishing is a key way for professionals to engage with valuable research and theory.
Therefore, it is relevant right from the start and throughout the researcher degree journey by reflecting on strengths, development needs, intentions, and opportunities. So, what all started as part of my own professionaldevelopment, resulted in a project all about professionaldevelopment, and created a professionaldevelopment opportunity.
Recently I’ve been enjoying interviewing some of our experienced academics about how they have developed as teachers across their careers. I spoke with colleagues from all three Colleges about what it has been like to grow as a teacher before the recent upsurge in formal continuing professionaldevelopment for teaching in higher education.
However, while there is a great range of quality teaching practices within subject areas and programmes, and there are some excellent examples of embedding professionaldevelopment for teaching within these, COL – the result of several mergers – has lacked a sense of shared, ‘whole school’ identity.
In this post, Professor Tina Harrison introduces the third draft chapter of the Reflective Analysis, ‘Strategy and practice for enhancing learning and teaching’, and outlines how staff and students can provide comments… WHAT IS CHAPTER 3 ABOUT? This chapter covers our strategic approach to enhancing learning and teaching.
This course was developed through the collaboration of Learning, Teaching, and Web (Stuart Nicol and Andres Ordorica), the Centre for Research in Digital Education (Michael Gallagher), and external consultant Sheila MacNeill.
Ideas about professionaldevelopment for university teachers have also moved on. While teacher development often takes place through formal programmes or workshops, there are also powerful opportunities for development through the Scholarship of Teaching and Learning. What’s the Principal’s Teaching Award Scheme (PTAS)?
There are many different projects with students and staff co-creating the curriculum at universities around the world, although these initiatives are still relatively rare. Indeed, often it can be difficult to delineate exactly what is co-creation of the curriculum and where these projects are taking place.
You need to accrue 40 points over a range of criteria, such as designing and planning learning activities, assessment and feedback and continuing professionaldevelopment (CPD). As academics, we all know the feeling when we’re asked to take on something else that will compete for our time. Spoiler: Yes.)
Fiona Quinlan-Pluck Fiona is an Academic Developer for Tutors and Demonstrators (T+D) at the Institute for Academic Development. Fiona facilitates professionaldevelopment workshops for T+D’s and IntroAP. How do we make the most of the classroom opportunities we have? Jul 26, 2018
This course was developed through the collaboration of Learning, Teaching, and Web (Stuart Nicol and Andres Ordorica), the Centre for Research in Digital Education (Michael Gallagher), and external consultant Sheila MacNeill.
In this special Spotlight series on Remote Teaching , Velda McCune, Deputy Director of the Institute for Academic Development and Head of the Learning and Teaching Team, shares tips and resources for an effective move into online teaching… Not surprisingly, I’ve been thinking more than usual about teaching online.
She has oversight of the continuing professionaldevelopment opportunities which the IAD offers for staff involved in teaching and supporting student learning. Informal conversations help build community It can be useful to provide opportunities for students to have informal conversations. This should help them manage the forum.
Developed to support both students and staff, it now receives well over a million visits a year and its impact is extending within and beyond higher education. The Reflection Toolkit targets two audiences – reflectors and facilitators of others’ reflection – recognising that students and staff can occupy both roles.
Over the years, we’ve developed expertise in how to use blogs to support learning and teaching , engage audiences with our work, build communities, and underpin professionaldevelopment. But, until last October, it’s probably fair to say that our central support was lagging behind what our users needed.
The course staff feel that a more private blog is a good way for students to express ideas and reflect on them (in a safe space), and really helps the course staff and the student to connect. Students develop their own set of personal and professional skills and attributes, and often use a blog to reflect on their progress.
Eli Appleby-Donald Eli is part of the learning technology team at ECA, supporting professional and teaching staff in the classroom and online. She joined IS last August, coming from the School of History, Classics and Archaeology, where she was an IT Manager with a particular interest in learning using technology.
Weaver (2021) calls on the need for homeplace to be developed in schools and references Love’s (2019) notion of homeplace as a “space where Black folx truly matter…where souls are nurtured, comforted, and fed” (p. There must be an intention to see Black youth fully and to understand they are more than the sum of their traumatic experiences.
Professionaldevelopment: I’d heard from colleagues that Utrecht would be a welcoming institution. There are so many benefits from participating in a Go Abroad Staff experience – for personal & professionaldevelopment as well as for your team and the wider University. Here’s how the conversation went….
Therefore, it is relevant right from the start and throughout the researcher degree journey by reflecting on strengths, development needs, intentions, and opportunities. So, what all started as part of my own professionaldevelopment, resulted in a project all about professionaldevelopment, and created a professionaldevelopment opportunity.
It not only triggered a lot of anxiety for students who might be unsure about their career paths and what their subsequent development needs are, but also and most importantly did not make any space to reflect on personal development. Training doesn’t have to be a chore.”
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