PowerPoint presentation of the role of the HEA in reflecting on good practice in teaching and learning (2006)

1. 1
The Role of the HE Academy
Enhancing Learning and Teaching

2. 2
Background
• In February 2002, the Teaching Quality Enhancement
Committee (TQEC) was established to review the
arrangements for supporting the enhancement of quality
in learning and teaching in higher education.
• In January 2003, the TQEC published its final report
proposing the creation of a single, central body to
support the enhancement of learning and teaching in
higher education - the Higher Education Academy.
• The Academy was formed in May 2004 from a merger of
the Institute for Learning and Teaching in Higher
Education (ILTHE), the Learning and Teaching Support
Network (LTSN), and the TQEF National Co-ordination
Team (NCT).

3. 3
Mission
The Academy's mission is to help institutions, discipline
groups and all staff to provide the best possible learning
experience for their students.
Strategic aims and objectives
• to be an authoritative and independent voice on policies that
influence student learning experiences
• to support institutions in their strategies for improving the student
learning experience
• to lead, support and inform the professional development and
recognition of staff in higher education
• to promote good practice in all aspects of support for the student
learning experience
• to lead the development of research and evaluation to improve the
quality of the student learning experience
• to be a responsive, efficient and accountable organisation

4. 4
External Drivers of Change
in Higher Education
• reduction in numbers of low skill/high salary jobs
• constant need for up-skilling of workforce
• increased rate of change of commercial processes
• pervasive and continuing impact of ICT
• more knowledge & skills from more people - the
“knowledge economy”

5. 5
Internal Drivers of Change
Need to Rethink Learning/Teaching
• recognition of different modes of thinking
(e.g. analytic, holistic)
• different theories of learning/teaching
(e.g. social, structural)
• different types of learning
(e.g. surface, deep, strategic)
• shift from broadcast teaching to supported independent
learning – “Life-long learning”

6. 6
HE Academy: Core Functions

7. 7
Characteristics of
Higher Education Professionals
• possessor and user of specialist knowledge and skills
• achieves and self-controls standards of performance
• committed to students’ achievement
• committed to continuing development - long training
• adherence to set of values - code of ethics; disciplinary
procedures
• user of discretion, not only rules
• interacts with others in the academic community -
socialisation

8. 8
Enhancing Professionalism
• Membership of the HE Academy: is a mark of
recognition of professionalism as a teacher/facilitator
of learning
• Membership requires initial entry criteria plus on-
going continuous professional development (CPD)
• Routes to membership:
• Individual Entry Route for Experienced Staff
• completing an Academy-accredited programme
(e.g. UHI’s PGCert in Professional Development)
• through a collaborative agreement between the Academy
and another professional body

9. 9
Why should I join?
The HE Academy offers:
• a kitemark of experience and expertise in
teaching/learning support
• membership of a community of learning
through which to share best practice and ideas
• influence and the chance to shape the
direction and services of the Academy
• a performance indicator for external scrutiny

10. 10
Six Areas: Basis of Evaluation
• teaching and/or the support of learning in higher
education
• contribution to the design and planning of learning
activities and/or programmes of study
• assessment and/or giving feedback to learners
• developing effective learning environments and
learner support systems
• evaluating your practice and personal development
• using your research, scholarly activity or relevant
professional work to inform and impact on your
teaching/student support

11. 11
Conclusion - The Four Rs
The HE Academy provides:
• Recognition of professional skills
• Responsibility for public accountability
• Resources for the development of teaching and
learning support
• Relationships: it forms a community of teaching and
learning practice
The HE Academy also strives to keeps standards in the
hands of the academic/learning support community

12. 12
How do I join?
• UHI supports all academic staff who wish to join the HE
Academy and, currently (2005) meets all joining and
membership fees.
• Teaching and Learning Workshops on how to join the
HE Academy (and its predecessor organisation ILTHE)
have been held in the following colleges – NAFC,
Shetland, Orkney, NHC, Inverness, Moray, Perth, Lews
Castle, Argyll and Lochaber. If you would like a
workshop in the future, please contact your Staff
Development Officer.
• Otherwise, this Powerpoint will take you through the
basics of how to complete the membership application.

13. 13
Membership Forms
• The Individual Entry Route is primarily intended for
experienced staff. You submit evidence directly to the
Academy, demonstrating that you satisfy the registration
criteria through your professional experience.
• For a successful Registered Practitioner application, you
are likely to have experience of teaching or learning
support in HE gained over a period of three years or
more.
• Membership forms are downloadable from:
http://www.heacademy.ac.uk/IndividualEntryRoute.htm

14. 14
Application – Page 1
• complete all details in full
• you wish to apply to be
recognised as a Practitioner
so ensure that you tick that
box
• for Institution, enter in the
form:
“UHI Millennium Institute
(XXXX College)”

15. 15
Application – Page 2
• tick the first four boxes, if
you are applying through
the Individual Entry Route
• if you are applying because
you have completed your
PGCert Professional
Development (or equiv-
alent), check with your
course tutor that this has
not been done already
(N.B. page 3 is for accredited
programme applicants only)

16. 16
Application – Page 4
• the first answer should total
all your teaching exper-
ience – school, FE & HE
• the second answer should
be the total for HE only
(minimum of three is suggested)
• complete your subject area
– note that this is meant to
be a broad catagorisation
(tick at least one box; and no
more than three)

17. 17
Application – Page 5
• read this page – about
supporting information -
very carefully

18. 18
Application – Page 6
• note that your career history
should be brief
- it is suggested that you complete
the information with your most
recent post first
e.g.
2001-present HE Lecturer, Inverness College UHI
1995-2001 FE Lecturer, Inverness College
1991-1995 FE Lecturer, Lauder College
• if you have undertaken a
module or other award in the
learning and teaching field,
complete in a similar fashion

19. 19
Application – Page 7
• you have now reached the
main part of the form
• read each section carefully
and complete the answer as
required
• NB – this is not meant to be
an exhaustive answer – the
HE Academy are looking for
evidence that you know
about the area, not a
dissertation on its worth
• keep to the 500 word limit
± 10%

20. 20
Application – Page 7
• The information you provide in your answers is the
primary evidence that the accreditors will use to reach
a decision on membership.
• This is intended to be a route that recognises the value
of accumulated experience and the Academy is looking
for a concise statement about your teaching and
learning support experience.
• Please do not provide additional material (such as
student feedback forms, teaching observation notes or
published papers), as the accreditors will not be able to
consider it.

21. 21
Application – Page 7
Balance of description and reflection
• The accreditors look for evidence that your approach to
teaching and learning support is informed by an
understanding of how learners develop knowledge and
learning skills. They look partly for a description of a
range of activities with which you are involved, but
more importantly for an indication that you use your
understanding of the learning process, and knowledge
of relevant scholarship, to select appropriate methods
of teaching, learning support and assessment.

22. 22
Application – Page 7
Balance of description and reflection (cont.)
• The accreditors will particularly look for indications of how you
evaluate the effectiveness of your teaching and learning support
activities and how you develop your approach in the light of
experience. Evidence of a critical approach to your experience
should appear in all the relevant sections you have completed of
the form (not simply in section 5).
Evidence of coherence of approach
• Your application should demonstrate a scholarly and coherent
approach to teaching and the support of learning. If your
experience covers a broad spread of activities you may wish to
outline the range of your work in the first section and then draw on
particular examples in more detail in the other sections of the
form.

23. 23
Application – Page 7
• Ideally your answer should take the following form:
– what you do
– why you do it in that fashion
– what benefits your students receive by you doing it this way
• Ideally your answer should contain three separate
examples for each section (which you should try not to
repeat elsewhere in the form – so think carefully!)
• Crudely, if each example is 150 words long, then each
explanation of what you are doing, why and for what
pay-off only requires to be 50 words in length (Yes, it
really is that easy!)

24. 24
Application – Page 7
Keep in the back of your mind the following guidance:
“Other people’s knowledge is just information”
• Effective teaching is helping people to turn information
into knowledge
• by getting them to do things with the information
• and giving them constructive feedback about their
attempts
• and, if necessary, by repeating the learning process
until knowledge is gained

25. 25
Teaching and support of learning
1. Please indicate the range of teaching and learning support
activities in which you are involved. Choose up to three activities
or techniques you use and comment on how you came to use
them and why you think they are successful. The activities might
include teaching and supervision of postgraduates, studio,
clinical, laboratory or workplace-based teaching, as well as
lecturing, tutorial and seminar work. It may also include open and
distance learning and/or the management of virtual learning
environments. In some cases it might be relevant to include
formal or informal development of colleagues as well as
students, such as acting as a mentor to new lecturers or
contributing to in-house learning and teaching programmes.

26. 26
Evidence Assessors Expect
• The accreditors expect to see evidence of a rationale
for choosing activities and techniques used and how
they relate to developing the learners' understanding of
the subject.
• The accreditors will judge whether the range of
teaching and learning support activities given is
appropriate for the educational context (appropriate-
ness to subject, level, intended learning outcomes and
the student profile).
• The accreditors will seek evidence of a rationale for
choosing activities and techniques used and how they
relate to developing the learners’ understanding of the
subject.

27. 27
1. Indicate the range of teaching and learning
support activities in which you are involved.
PICK THREE EXAMPLES FROM:
• lecturing
• tutorial work
• seminar-based teaching
• fieldwork/summer schools
• research project supervision
• studio/laboratory-based teaching
• workplace-based teaching
• open learning support
• distance learning support
• management of virtual learning environments
• mentoring new lecturers
• contributing to in-house learning and teaching programmes
…or think of a different activity that you personally are involved in.

28. 28
1. Specimen Answer (not perfect, but you get the idea)
“A significant proportion of my time is involved in lecturing [example 1; what I do]. I do this to allow me to give a large volume of
core information to a number of people at the same time, in a way that is both effective for the learning process and comfortable
for the students (as indicated by regular course feedback). My lectures form a backbone to the course – giving structure to the
learning process – and give me a first-hand opportunity to engage with the whole class on a face-to-face basis: passing on
information; answering questions; indicating sources for further individual study; and posing questions which I return to in tutorials
and later in the course – ensuring that the learning from the lectures links with the rest of the course. [example 1; why I do it in
this fashion]. The students benefit from my lectures as they all have a common benchmark of information which through further
study, discussion and supported reflection they can use to form the solid basis of their knowledge of the subject.” [example 1;
what benefit is gained from this approach; example total: 162 words]. “In addition to classroom-based teaching, I also support my
students when they engage in workplace-based learning. [example 2; what I do]. I choose to deliver part of my teaching in this
manner as my subject – brain surgery – is highly practical and vocational and requires a marriage of practical “hands-on”
experience with classroom-based theory. Originally, all the course was delivered in the classroom but, after discussion with
academic colleagues, industry professionals and past students, I reflected that workplace-based learning would better allow the
students to witness the day-to-day challenges of brain surgery in a practical environment. [example 2; why I do it in this fashion]. I
feel that students benefit as a result of this approach by being able to debate the challenges of the subject based on “real-life”
scenarios and also to link previously-learned theory with current professional practice. Students also benefit by being able to
freely talk to industry professionals and experience cutting edge information and practice (I also benefit and my continuing
professional development is enhanced by similar discussions). [example 2; what benefit is gained from this approach; example
total: 156 words]. “As many of my students are non-traditional learners, I also am involved (with colleagues) in the active
management of virtual learning environments [example 3; what I do]. My lectures and work-based placed teaching provide a
staring point for discussion. Originally, all this discussion took place solely in tutorials but – as technology advanced and as my
own staff development allowed me greater skills – it became clear that the part-time, mature and distance-learning students really
appreciated more virtual engagement. Now, I support all my students in learning through the VLE with self-selected quizzes,
email, bulletin boards and discussion fora. Twice a week, I have formal ‘engagement’ sessions through the VLE; more normally,
learning is informal on my part: it is planned, directed and progressed by the student themselves (although I moderate some of
the engagement for quality assurance purposes) [example 2; why I do it in this fashion]. The students benefit from my
encouragement of this self-directed learning because they acquire subject-based knowledge and enhance their employability by
growing their confidence, communication skills, IT skills and other skills transferable to the world of work. I also find that such an
approach to learning allows me greater scope to pursue individual learning with specific students and to support students
struggling with concepts/theories in privacy, and on their terms, without the need to involve the rest of the class.” [example 3;
what benefit is gained from this approach; example total: 212 words; answer total 530 words].

29. 29
Application – Page 8
• complete as before
• remember:
- what you do
- why you do it that way
- what the benefits are
• unless absolutely necessary,
do not duplicate examples
you have already given in
previous sections

30. 30
Design and planning
2. Please identify the ways in which you contribute to the design
and planning of learning activities. These might include
involvement in the design or re-design of curricula, courses and
programmes of study and/or identifying and planning different
kinds of interaction with learners in various contexts for single
sessions or larger programmes. Equally it might include indirect
involvement through participation in validation panels, or
contribution to the creation of learning resource packs and
computer-based or open learning materials. It might also include
the development of virtual learning environments.

31. 31
Evidence Assessors Expect
• The accreditors expect to see evidence of a rationale
for choosing learning content, activities and techniques
and how they relate to developing the learners'
understanding of the subject.
• The accreditors will consider the evidence of course
design and planning activities undertaken and its
appropriateness for the activities to the educational
context.
• The accreditors will comment on the applicant’s
awareness of the relevance of the activities to the
effective delivery of teaching and the support of
student learning.

32. 32
2. Indicate your contribution to the design and
planning of learning activities.
PICK THREE EXAMPLES FROM:
• course preparation (annually, weekly, daily)
• identifying and planning learner interaction
• writing/re-designing new course material
• varying teaching/assessment modes
• developing online materials
• contributing to student handbook/support materials
• creation of learning resource packs
• participating in course/module committee meetings
• participating in UHI/college Academic Development processes
• contributing to UHI/college Quality Committees
• participation in validation panels
• participation in QAA/HMI audit activities
• responding to External Examiners
• creation of open learning materials
• development of virtual learning environments

33. 33
Application – Page 9
• complete as before
• remember:
- what you do
- why you do it that way
- what the benefits are
• unless absolutely necessary,
do not duplicate examples
you have already given in
previous sections

34. 34
Giving feedback to learners
3. (i) Please indicate how you give feedback to learners (eg in
writing, orally, as part of the supervision of research students).
Describe how you try to ensure that the feedback you give to
learners helps them to improve their performance and develop
as learners.
(ii) Please also describe the types of assessment you use with
learners, both formal and informal (formative and summative).
Indicate how and why you choose the approaches and methods
you use, in so far as this is your own decision, and to what
extent, if any, you are involved in designing assessments.

35. 35
Evidence Assessors Expect
• The accreditors will expect to see evidence of a
rationale for choosing activities and techniques used
and how they relate to developing the learners'
understanding of the subject.
• The accreditors will consider the suitability of the range
of assessment and feedback activities given.
• The accreditors will consider evidence of a rationale for
choosing activities and techniques used and an
awareness of their impact on learning development in
relation to the educational context.

36. 36
3. Assessment and giving feedback to learners
PICK THREE EXAMPLES FROM:
• Informal feedback - verbal or written; planned or unplanned
• Formal feedback - guidelines; comments; pro-forma
• Individual feedback to student
• Group feedback to students
• Individual feedback from you
• Group feedback from you as part of a marking team
• Peer review
• As part of normal supervision
• In separate feedback sessions
• Through varying assessment modes
• Student self assessment

37. 37
Application – Page 10
• complete as before
• remember:
- what you do
- why you do it that way
- what the benefits are
• unless absolutely necessary,
do not duplicate examples
you have already given in
previous sections

38. 38
Developing effective learning
environments & learner support
4. Please comment on the range of ways in which you contribute to
making the learning environment effective for learners. Learner
support might include such activities as personal and academic
tutoring, one-to-one advice, counselling, developing practice to
meet the learning implications of widening access, or supporting
learners with disabilities. Developing effective learning
environments might include managing the physical environment
or virtual environments so that they are appropriate to the
learners’ needs. It might also include working with learners and
service providers to ensure that learners have access to, and
are able to make effective use of, a broad range of learning
opportunities. It might also include liaison and planning activities
in support of fieldwork or work placements.

39. 39
Evidence Assessors Expect
• The accreditors will expect to see evidence of a
rationale for activities and how they relate to
developing learning.
• The accreditors will consider the applicant’s approach
to developing learning environments and student
support activities.
• The accreditors will indicate whether they found
evidence that the applicant has made reasoned and
informed choices about the relevance of activities to
the educational context.

40. 40
4. Developing effective learning environments &
learner support
PICK THREE EXAMPLES FROM:
• College design, lighting and layout
• Room design, lighting and layout
• Seating and site-lines
• Access to appropriate computers, etc
• Access to suitable labs, rooms, fieldwork
• Teaching and Learning strategies
• Placements/Years abroad/Work-place learning
• Guest lecturers/tutors
• Style of teaching - one-to-one advice/group teaching
• Counselling and learner support
• Guidelines, workshops and development tutorials
• Supporting learners with special needs

41. 41
Application – Page 11
• complete as before
• remember:
- what you do
- why you do it that way
- what the benefits are
• unless absolutely necessary,
do not duplicate examples
you have already given in
previous sections

42. 42
Evaluating your practice and
personal development
5. Please include here a brief description of the means by which
you evaluate your teaching/learning support activities, both
formally and informally, and how you build on what you learn
about your working practices. Please refer to how you seek
feedback on your practice from colleagues and learners, how
you evaluate this feedback and provide examples to show how
you have used feedback in developing subsequent activities.
You should also refer here to any activities you have undertaken
to update yourself on aspects of teaching and learning, including
staff development activities or conferences on learning and
teaching. Also include participation in projects to develop
learning methods.

43. 43
Evidence Assessors Expect
• The accreditors will expect to see evidence of a
commitment to professional development and of the
influence of development activities on your teaching
and learner support activity.
• The accreditors will consider evidence provided of
reflection and evaluation on teaching practice.
• The accreditors will indicate whether they found
evidence of commitment to professional development.
• The accreditors will look for evidence that the applicant
uses their own learning to inform development of
teaching and student support activities.

44. 44
5. Evaluating your practice and personal
development
PICK THREE EXAMPLES FROM:
• Informal discussion with colleagues
• Formal discussion with colleagues eg committees
• Repeat known best practice over time
• Develop new skills and apply to new teaching
• At course, college, UHI or sectoral level
• External Examiners/Course Leaders forums
• Student feedback - formal or informal
• Informal discussion with students
• Student evaluations
• Engagement in Staff Development
• Scholarship on pedagogy
• Conferences of Learning and Teaching

45. 45
Application – Page 12
• complete as before
• remember:
- what you do
- why you do it that way
- what the benefits are
• unless absolutely necessary,
do not duplicate examples
you have already given in
previous sections

46. 46
Integration of scholarship with
teaching and supporting learning
6. Please use this section to give examples of ways in which you
draw on your subject research, scholarly activity or other
professional activities in the support of teaching and learning.
Activities undertaken as part of a group or team are valued as
much as individual activities. The Academy does not require
all Practitioners to be significantly involved in discipline-
based research. If your main responsibilities lie outside this
area, please indicate how you support your teaching and
support of learning through other types of scholarly activity
related to your discipline. Relevant professional activities may
include those you engage in outside the higher education
context.

47. 47
Evidence Assessors Expect
• The accreditors will expect to see evidence that you
have actively sought opportunities to create links
between your teaching or support for learners and your
research and scholarly activity or relevant professional
engagement with your discipline.
• The accreditors will consider the evidence provided
which demonstrates how the applicant has integrated
relevant research and/or scholarly activity and/or
professional work into their teaching and learning
support activities.
• The accreditors will comment on the interrelationships
between design, teaching, learning, assessment and
student support activities and their coherence.

48. 48
6. Integration of scholarship, research and
professional activities with teaching & learning
PICK THREE EXAMPLES FROM:
• Engaging in Research - study
• Engaging in Research - write and deliver papers
• Supervising Research
• Scholarship - books and/or websites
• Scholarship - newspapers (eg THES, Guardian)
• Scholarship - circulars
• Discussions with peers - inter-UHI and extra-UHI
• Attending conferences
• Attending workshops/forums
• UHI Subject Network/Faculty Development days
• Discussion forums e.g. HE Academy Subject Networks
• HE Academy membership

49. 49
Application – Page 13
• complete if required
• you do not have to complete
this section, if you feel you
have nothing further to add

50. 50
Application – Pages 14 & 15
• think carefully who your
referees will be
• ideally, one referee should
be a close colleague or line
manager
• ideally, one/both referees
should be members of the
HE Academy (if not – get
them to join!)
• you must approach your
referees before sending
away the application

51. 51
Referees
• The function of the referees is to provide an informed peer review
of your eligibility to join the Academy, using their knowledge of
your work and the context in which you teach and/or support
learning.
• The referees you choose should be people who know your
professional work and understand the context in which your
teaching and learning support activities take place.
• They need not necessarily be very senior members of your
department, but they should be experienced staff active in
teaching and learning support and be able to comment
knowledgeably and from first-hand experience of your work.
• The accreditors find it helpful when referees are able to
comment on your current role and responsibilities and any other
relevant activities undertaken within the last three years.

52. 52
Referees
• When you ask someone to act as a referee, you
should provide them with the Guidance Notes for
Referees, so that it is very clear from the outset what
kind of reference is required in support of your
Academy application.
• The reference should focus on your experience and
achievements in teaching and supporting learning in
HE and on your research record insofar as it directly
informs your teaching.
• You should provide referees with a copy of your
completed application form before they start to write,
so that they can refer to and comment on the
contents.

53. 53
Referees
• Please ask your referees to return the reference to
you, to submit to the Academy with your application
form. The references must be signed and authenticated
and we cannot accept references sent by email.
• Please send both references to the Academy together
with your application. It is your responsibility to collect
the references and the Academy cannot chase your
referees on your behalf.
• The Academy will only be able to start processing your
application once they have received all the completed
application documents and both references.

54. 54
Application – Page 16
• complete, sign and date
• collate with your two
references and any
additional documentation (if
required)
• get your Staff Development
Officer, or someone else
familiar with HE Academy, to
read through your application
and comment on it
• send it away – you should
hear back in 6-8 weeks!
• Good luck!