Presentation for this session

1. The HE Landscape
PgCert > #DAPP162 with Chrissi Nerantzi @chrissinerantzi
http://www.celt.mmu.ac.uk/ week 2
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2. Recap: Session 1: Observation of
Teaching, reflection and the UK PSF
You will be able to:
• Explain the assessment requirements of the unit >>>
Observation 1 to organise and write up in next 2 weeks
• Begun to develop your own approach as a reflective
practitioner: theory, approaches & practice
• recognise the importance of observation of teaching and discuss
key characteristics of how to conduct effective observations
• Outline the UK Professional Standards Framework (PSF) and
recognise its importance for own professional development

3. intended learning outcomes
By the end of this session, you will have had the
opportunity to:
• discuss Higher Education recent past, present
and the future
• identify how changes in the sector in
influence your own teaching practice HE
institutional context
3

4. the UK PSF

5. The Descriptors of the UK Professional
Standards Framework
5
D1
Associate Fellow
•early career
researchers with some
teaching
•staff new to teaching
including part-time
staff
•staff supporting
academic provision
(learning
technologists, library
staff
•demonstrators,
technicians with some
teaching
responsibilities
•experienced staff new
to teaching or with
limited teaching
portfolio
D2
Fellow
•Early career academics
in full teaching role
•Academic related,
support staff with
substantive teaching
responsibilities
•Staff with teaching-
only responsibilities,
including within work-
based settings
D3
Senior Fellow
•Experienced staff who
demonstrate impact
and influence through
leading, managing
organising
programmes,
subjects/disciplinary
areas
•Experienced subject
mentors and staff
supporting those new
to teaching
•Experienced staff with
departmental and/or
wider teaching and
learning support
advisory
responsibilities
D4
Principal Fellow
•Highly
experiences/senior
staff with wide-
ranging
academic/academic-
related strategic
leadership
responsibilities linked
to teaching and
supporting learning
•Staff responsible for
institutional strategic
leadership and policy-
making in teaching
and learning
•Staff who have
strategic impact and
influence in relation to
teaching and learning
that extends beyond
their own institution

6. The Dimensions of the UK Professional
Standards Framework
6
Areas of Activity (WHAT)
• Design and plan
• Teach/support
• Assess/give feedback
• Develop effective
learning environments
and approaches to
student
support/guidance
• Engage in CPD
incorporating research,
scholarship and
evaluation of
professional practices
Core Knowledge (HOW)
• Subject
• Appropriate methods of
teaching and learning
• How students learn
• Use and value
appropriate learning
technologies
• Methods for evaluating
effectiveness of
teaching
• Quality assurance and
quality enhancement
Professional Values
(WHY)
• Respect individual
learners and learning
communities
• Promote participation
and equality of
opportunities
• Use evidence-informed
approaches and the
outcomes from
research, scholarship
and CPD
• Acknowledge the wider
context in which HE
operates recognising
implications for
professional practice

7. the recent past, the present and
the future
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8. In pairs discuss the following questions and draw
up a list of 5 things in rank order of importance to
share:
• How has Higher Education changed since you
were an undergraduate?
• What are universities for in 2016?
Reflect and discuss (labels)

9. Prize ;)Prize ;)
Quiz 1
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10. Prize ;)Prize ;)
Quiz 2
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11. Higher Education Timeline
Take a pack for each table,
spread them out and undertake
an analysis of typologies.
When you do this, discuss the
historical timeline!

12. Manchester Met context

13. MMU T&L 6 Principles:
1. Learning environment/student experience
2. Innovative, flexible, enterprising, Internationalised
curriculum
3. Integrated assessment integral to T & L
4. Student progression / individualised support
5. Quality enhancement processes
6. Staff professional development

14. Topics for further exploration
• Student as consumer - partner
• NSS
• Online learning
• Open learning
• Graduate employability
• Policy drivers for research/gaining a
PhD alongside other commitments
• Measurement of student engagement
in learning
• Academic labour/work-life balance in
the current political’ climate

15. the debate
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19. Activity: what does it all mean for me?
• Choose one of the areas to begin exploring with a
colleague
• Share knowledge, opinion, questions, insights
• Use devices, library or other resources (HEA/THES,
L&T literature) to expand the frame.
• Think about your own disciplinary perspectives; how
do these impact on the issue?
• Think about your own values and beliefs
• Think about MMU policies (LTA principles)
• Produce a short summary of the topic
• Share!

20. intended learning outcomes
By the end of this session, you will have had the
opportunity to:
• discuss Higher Education recent past, present
and the future
• identify how changes in the sector in
influence your own teaching practice HE
institutional context
23

21. PgCert > #DAPP162 with Chrissi Nerantzi @chrissinerantzi
http://www.celt.mmu.ac.uk/ week 3
Homework:
1. Do one peer observation and reflect on it
2. what can you remember about your ILTA learning
theory?
We are back on the 9th of November
Designing for Learning and
Learning Theories
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