ICT Role in 21st Century Education & its Challenges.pptx
PG Cert Final Course Meeting
1. PG Cert ULT 2015/16
Final Course Meeting
Kate Ippolito
Huw Rees
2. Outline for the afternoon
• Preparation of your PGCert portfolio:
– Developing your topic assignments
– Writing your final statement of teaching philosophy
– Making mapping to the UKPSF explicit
– Getting your references
• Review of your learning
• Overview of submission/review process
• What’s next? – Diploma and other options
• Questions
• Feedback and evaluation
3.
4. What should go your portfolio?
The portfolio should consist of:
1. Cover page with name, award, intake date, submission date and
declaration that the work submitted is your own.
2. Beginning statement of teaching philosophy
3. Topic Assignment 1
4. Topic Assignment 2
5. Topic Assignment 3
6. Topic Assignment 4
7. Topic Assignment 5 (if applicable)
8. Topic Assignment 6 (if applicable)
9. Final statement of teaching philosophy
10. FHEA References (You need TWO)
5. What are the assessors looking for?
• Does the portfolio demonstrate the appropriate
attainment of the intended learning outcomes?
• Do the topic assignments demonstrate critical
engagement with the educational literature and
appropriate integration of the reading with practice?
• Does the final teaching statement demonstrate a
development of teaching and learning practice over the
course of the programme?
• Is the portfolio written in an appropriately reflective
style and presented clearly with appropriate
referencing?
6. Refining your written submission -
Topics
We hope you read all of the feedback, but you
should focus on Section 6. as this tells you what
you must do prior to the final submission:
7. The UKPSF
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
Core Knowledge
K1 The subject material
K2 Appropriate methods for teaching
and learning in the subject area and
at the level of the academic
programme
K3 How students learn, both generally
and within their subject/disciplinary
area(s)
K4 The use and value of appropriate
learning technologies
K5 Methods for evaluating the
effectiveness of teaching
K6 The implications of quality
assurance and quality enhancement
for academic and professional
practice with a particular focus on
teaching
Professional Values
V1 Respect individual learners and
diverse learning communities
V2 Promote participation in higher
education and equality of
opportunity for learners
V3 Use evidence-informed approaches
and the outcomes from research,
scholarship and continuing
professional development
V4 Acknowledge the wider context in
which higher education operates
recognising the implications for
professional practice
FHEA: need to demonstrate all
of the UKPSF
8. Writing your final statement of teaching philosophy
• Should be reflective in tone. Don’t just describe what
you have done - incorporate the 4 elements!
• Your initial statement of teaching philosophy forms a
‘baseline’. You will find it useful to refer to this and to
pick up on things that you perceive differently now,
compared to when you began.
• Reflect on what you have learnt during the course of the
year through topic reading, thinking, discussion, peer
observations, feedback. How has this impacted on your
teaching practice? It might help to pick 2-3 specific
aspects.
• Future directions: What further developments do you
plan to make in your teaching? How will you continue the
development of your teaching practice?
• 1000 – 1500 words
9. HEA guidance on reflective writing involves four main
elements:
1. What did you do?
Concise description of engagement including own
role
2. How did you do it?
Explanation of approach/methodology employed
3. Why did you do it that way?
Evidence and rationale for choices made: knowledge
+ values (Grounded in PGCert)
4. What difference did it make?
Impact on learners/teachers/self/institution (PGCert –
how do you measure impact?)
10. Activity – Getting started on your final statement of
teaching philosophy
Individually (10 mins):
• Identify an aspect of your teaching that you have
developed/changed your thinking on over the last year.
• What do you (and the learners) now do?
• How do you do it? – approach
• Why do you now do it that way? – evidence and rationale
(based on reading, thinking, discussion, peer observations,
feedback?)
• What difference does it make? – for you, learners, Imperial?
• Which dimensions of the UKPSF does this relate to?
In pairs (5 mins each):
• Share and discuss your example.
• Does your partner think it is sufficiently reflective? What
additional dimensions does this example evidence?
11. What should the portfolio should look like?
• Font should be sans-serif (e.g. Arial or Calibri)
11pt, with line spacing of 1.15.
• Each component of the portfolio should start on a
new page, and each page should bear your name
and the page number in the footer section.
• Please note that the forms from teaching
observations are not submitted with the portfolio,
as they are not assessed. They should, however,
inform your writing of the final statement of
teaching philosophy.
• Any referencing in the assignments should be in
Harvard style.
12. References
• You need to ask two people who are familiar with
your teaching to write a reference in support of
your HEA application. (Not EDU)
• These references need to be teaching-focused.
• You can ask a range of people – students, peers,
supervisors, colleagues.
• Reference is usually about 500 words
• Can be helpful to send them your application in
advance and if time, meet them to chat through
what’s needed.
13. References - advice
Comment on the development of your teaching and learning practice and
support your future professional development in this area.
Discuss the ways in which you have contributed to the department’s or
unit’s teaching and learning objectives;
Do your references primarily refer to your experience and achievements in
teaching and learning? (They should refer to your research record only
insofar as this directly informs your teaching.)
There is no standard form for references, but have your referees made
comments which align with the dimensions of the UKPSF and your
participation in the PGCert?
Have they provided practical examples to support their comments where
possible?
It is your responsibility to identify referees, collect your references and to
include them in your portfolio.
14. HOW TO SUBMIT YOUR PORTFOLIO
Online: via Blackboard by 17.00 on the 27th June 2016
15. Assessment
PGCert
• Each portfolio will be
double marked,
before a selection are
sent to the external
examiner.
• There is no grading
as such - the portfolio
is ‘commended’ or
‘not commended’.
HEA
• The portfolio may be
awarded fellowship,
associate fellowship,
or returned to you for
revision and
resubmission.
16. Plagiarism
Remember you must use Harvard style throughout.
Extensive advice on correct referencing is in the
handbook, on BlackBoard and on the Imperial
website.
Reminder: All final submissions are put through
TURNITIN by our administrator
Please do not put us in the situation where we have
to deal with this issue.
18. Aims of Diploma
“To expand participants’ knowledge of teaching
beyond their personal experience by critical
engagement with wider generic and disciplinary
educational theory.”
19. Teaching Dates
• Week One: 12th – 16th September 2016 (10am–4pm)
• Week Two: Tue 3rd – Fri 6th and Mon 9th January 2017
(10am–4pm)
• Progress Seminar One: Tuesday 6th April 2017 (13:30-
16:30)
• Progress Seminar Two: Thursday 6th June 2017
(10:00-13:00)
20.
21.
22. Assessment – 2015-16 Dates
• Assignment One – Reading
– Draft submission – Mon 26th Oct 2015 09:00am
– Final submission - Mon 30th Nov 2015 11:59pm
• Assignment Two – Writing
– Draft submission – Mon 15th Feb 2016 09:00am
– Final submission - Mon 21st March 2016 11:59pm
• Library Project
– Draft submission – Mon 23rd May 2016 09:00am
– Final submission - Fri 1st July 2016 11:59pm
23. I thought this was a really well
thought out curriculum. I really
enjoyed the way that our role
as learners and as peer
teachers was weaved into it
and alternated to achieve an
experiential way of teaching. It
is inspiring to see learning
delivered in this way.
Hearing other people's opinions about
the pre-reading. This really helped to
either reinforce concepts that I'd
struggle with alone, or else clarify things
I'd misunderstood.
Varied presentations, pauses, flexing into
discursive time for the group to 'digest'.
Team based learning on Day 1 to establish a
community.
Being given plenty of time to understand new
concepts/approaches. Very good mix of group
work/peer discussion/whole group teaching -
made the week very enjoyable. Timing were
good allowing space for reading outside the
taught sessions. Lots of guidance/linking
throughout to assignment/library project.
Fantastic transformative process. Excellent focus on skills.
Exposure to range of 'big'
overarching theories to
anchor thoughts.
24. Areas for development through
Diploma
• More critical interrogation of literature and
educational theory
• Development of own professional voice
• Increased engagement with current themes
and discourses
• Linking issues beyond immediate context to
the wider perspective
25. Support
• All materials, important documents and useful
links on Blackboard Learn -
https://bb.imperial.ac.uk/
• E-mail Course Director
(k.ippolito@imperial.ac.uk) with any questions
or concerns
• Assigned a tutor who will give feedback on
drafts and final submissions
• Ideally complete in 1 year
26. Important Dates and Deadlines
• Deadline for submission: 27th June 17.00
• Exam Board: 27th July
– Finding out your result
• Check online in your student services account
• Official results not sent out until October
• Certificates sent in late November/December
– You need to decide whether to continue to the
Diploma, exit the programme or ‘pause’
All applications at D1 and D2 will be reviewed by two assessors; one subject specialist from your faculty and one education specialist/generalist e.g. from the EDU or Graduate School. Each D3 application will be reviewed by two reviewers and the external examiner.
All applications will be judged against relevant dimensions of the UKPSF framework and for evidence of the following qualities:
• Claim
• Personal
• Engagement
• Alignment
• Reflection
• Commitment
• Evidence based
• Quality
• Currency
• Sufficiency
In each of the topic assignments you should have addressed any comments made by your tutor at the stage of formative assessment.
It is important that you show integration of the reading you have done also
TWO areas only for Associate Fellow (with relevant areas of core knowledge) and ALL FIVE for Fellow (+ALL core knowledge and professional values).
See Word document worksheet – be clear that they may not be able to achieve each one due to their job role and this will dictate the level of fellowship that they are awarded.
Explain the UKPSF:
The UK Professional Standards Framework (UKPSF) is a comprehensive set of professional standards and guidelines for HE providers and leaders. A nationally-recognised framework for benchmarking success within HE teaching and learning support, it can be applied to personal development programs at individual or institutional level to improve quality and recognise excellence.
The framework clearly outlines the Dimensions of Professional Practice within HE teaching and learning support as:
areas of activity undertaken by teachers and support staff
core knowledge needed to carry out those activities at the appropriate level
professional values that individuals performing these activities should exemplify
The UKPSF is the foundation for application to one of HEA Fellowships.
It was important to capture your thinking at the beginning of the course so that you can compare . For the sake of coherence you may with to refine that opening statement.
From programme spec
It is always good to be on the receiving end of new teaching methods to see issues from the students' point of view.
Refworks
Significant challenge with some discomfort
