This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
Development and Recognition of Mentors Importantly, mentoring can also be seen as part of an educator’s professionaldevelopment and recognition. Read more about Daphne’s research: Loads, D. 2016) Recognising Ourselves and Each Other in Professional Recognition. or in the Vet School catriona.bell@ed.ac.uk
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.
I was motivated not only to gain professional accreditation via a Fellowship of the Higher Education Academy, but also to reflect on my teaching practice and pedagogical approaches within the context of my new role that involved designing and delivering training for postgraduate researchers and researchstaff across career stages.
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).
Photo credit: Pixabay, markmags, CC0 Welcome to the March issue of Teaching Matters, which showcases findings from recent projects that research learning and teaching practices at the University of Edinburgh. Ideas about professionaldevelopment for university teachers have also moved on. Happy reading!
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.
Blogging is also at the heart of the Edinburgh Teaching Award (EdTA), one of the professionaldevelopment pathways to Fellowship of the Higher Education Academy. Reading candidates’ blog posts is always a pleasure as they are informal and engaging, but also supported with references to relevant reading and research.
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.
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.
For example, students’ and staff members’ increased enjoyment of learning and teaching alongside their professionaldevelopment are particularly notable (Bovill & Bulley, 2011; Lubicz-Nawrocka, 2018; Lubicz-Nawrocka & Simoni, 2018; Matthews, 2016; Mercer-Mapstone et al., 2017), there are also many benefits!
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.
How can we provide the best possible experience for our students, whilst also advancing our own practice and career, alongside our postgraduate studies or research? Fiona Quinlan-Pluck Fiona is an Academic Developer for Tutors and Demonstrators (T+D) at the Institute for Academic Development. Jul 26, 2018
Asking all of your students to research a simple point relevant to your course and to share their answers in a Learn discussion board to create a big pool of ideas; Short recordings of you and a colleague discussing a key topic; Short overview videos to guide students, using Kaltura and Media Hopper. Instead how about …?
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 well as teaching and research, he is interested in science outreach. Well, the good news is that it’s a very flexible scheme. Nov 9, 2016
She is a Senior Fellow of the Higher Education Academy and is currently undertaking a part-time PhD in educational research with a focus on hybrid teaching. She has oversight of the continuing professionaldevelopment opportunities which the IAD offers for staff involved in teaching and supporting student learning.
We drew on experience, practice, and research from across the University and sector to create a pragmatic resource that supports effective reflective practice. The Reflection Toolkit targets two audiences – reflectors and facilitators of others’ reflection – recognising that students and staff can occupy both roles.
Eli is a fellow of the Higher Education Academy, a masters student with Moray House, and is embarking on her first research project looking into studio teaching online. James Lamb James Lamb is an ESRC-funded PhD student within the Centre for Research in Digital, where he also teaches on the MSc in Digital Education.
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.
Nina herself (along with Hazel Christie, from IAD) has researched the use of blogs in teaching and learning as part of a PTAS grant and has recorded a podcast episode for our mini-series (released today). Nina and Hazel are also working on re-usable assessment marking criteria to help staff assess blogs.
And in a research study among the youngest children — ages 5-12 — Black youth were approximately two times more likely to die by suicide than their White counterparts. The Journal of StaffDevelopment , 42 (4), 40–44. In-service Practitioners Engage in practices that center Black youth voice. Frontiers in Education, 7 (1).
These communities are essential grounds to fertilise collaborative research projects, seed good practice, and harvest innovative ideas. One solution is Go Abroad Staff , which provides Erasmus+ funding for academic and professional services staff to teach or train in Europe and beyond. Can I afford to go?
I was motivated not only to gain professional accreditation via a Fellowship of the Higher Education Academy, but also to reflect on my teaching practice and pedagogical approaches within the context of my new role that involved designing and delivering training for postgraduate researchers and researchstaff across career stages.
Image credit: University stock photo, Paul Dodds In this extra post, Majdouline El hichou, Research Assistant on the PTAS-funded project on ‘Co-Creating a Development Needs Analysis (DNA) for PGRs’, shares insights into the co-creation process, learnings from surveys and focus groups, and their implications for the new DNA.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content