Frontpage Professional Development ITTE Project Teacher Skills
This page will update DeFT team on the development of the PGCert Module for HE Tutors - see ITTE Project
Update May 15th 2012
The document PG Cert DL Collection has the introduction and Collection of resources (minus the long URLs column). PGCert DL Collection is the original Excel document with all fields.
The outline of the Module
The table below indicates the module sections, keywords associated with each section and the HEA Professional Standards descriptors.
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Module description
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Keywords
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UK Professional Standards
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1 Overview: Introduction to digital literacy and creativity and expectations and role of university teachers in using digital technologies
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digital literacy,disciplinary issues, student perspectives, digital natives, policy, institutional role
overview, reflexive practice, creativity
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K1, V3
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2 Pedagogical Approaches: enabling and supporting e-learning (General evaluation of emerging e-tools & online practices)
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pedagogy, research, curriculum design, informal learning, learning theory, blended learning, staff perspectives, technology, reflective practice, student support, mobile learning, home school relations, online teaching, teacher education
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A1, K2, K3, K4, V3
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3 E-safety and Ethics (Including digital footprint / identity)
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ethics, e-safety, digital footprint, legal
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V1, V4
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4 Curriculum Specific e-Tools: searching for, evaluating and applying resources via the internet
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Web 2.0, accessibility,blogs
audio, internet search skills, podcasts
presentation, video, online, conferencing, educational games
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A1, K2, K4, V3
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5 Assessment & Feedback: developing and evaluating e-Tools
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assessment and feedback, self-assessment, peer assessment, formative assessment
independent learning
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A3, V1, K5
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6 Technology Resources: Identifying, selecting, modifying, using and applying technology resources, including OERs in practice (including creative commons) (storing, using, sharing, evaluating: co-creation of OERs)
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OER
CC
e-tools
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A2
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7 Researching Practice, Collaboration and Management: Using e-tools for module review, reflecting and transforming practice
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management
CPD
role of institution
marketing
collaboration
professional practice
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A5, K6
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8 Administration & Data Management: using e-tools for support
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admin and support
social networking
VLEs
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A2, A3, K5
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9 Online Community Working: engagement with professional networks (professional versus social networking) for academics (cpd) (Teaching and Learning) (Developing your practice / Professional Development)
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professional development
roles
academic networks
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A2, A3, K5
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Below is the UK Professional Standards Framework for reference
UK Professional Standards Framework (HEA): Dimensions of Framework
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Areas of Activity
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A1
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Design and plan learning activities and/or programmes of study
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A2
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Teach and/or support learning
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A3
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Assess and give feedback to learners
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A4
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Develop effective learning environments and approaches to student support and guidance
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A5
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Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
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Core Knowledge
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K1
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The subject material
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K2
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Appropriate methods for teaching and learning in the subject area and at the level of the academic programme
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K3
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How students learn, both generally and within their subject/disciplinary area(s)
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K4
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The use and value of appropriate learning techniques
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K5
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Methods for evaluating the effectiveness of teaching
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K6
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The implications of quality enhancement for academic and professional practice with a particular focus on teaching
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Professional Values
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V1
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Respect individual learners and diverse learning communities
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V2
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Promote participation in higher education and equality of opportunity of learners
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V3
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Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
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V4
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Acknowledge the wider context in which higher education operates recognizing the implications for professional practice
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There are a number of accredited PGCert Courses for L and T in HE - see list (note relevant ones are those that meet Descriptor 2)
Skeleton Module:
Elements of a module should include
- Stimulus activity – (article, collaborative activity)
- Reflection in this and on what the individual knows
- Links to existing OERs
- Questions to stimulate discussion
- Research with a small ‘r’ into unit area
- Collaboration
- Extending Practice through trialing
- Reflection
- New Learning Articulation
Offered by universities:
This process is facilitated
Stand alone:
This process is un-facilitated and as such, collaboration might not happen
Assessment:
By portfolio (including APL, peer review) Possibly grouping credits in 3 blocks of 10 Qualifications: 30 M Level Credits OR Certificate of Achievement (which demonstrates in depth participation) OR Certificate of Attendance (which demonstrates they have followed the course)
Module Outline:
A) Introduction
1 Overview: Introduction to digital literacy and creativity and expectations and role of university teachers in using digital technologies
2 Pedagogical Approaches: enabling and supporting e-learning (General evaluation of emerging e-tools & online practices)
3 E-safety and Ethics (Including digital footprint / identity)
B) Teaching and Learning
4 Curriculum Specific e-Tools: searching for, evaluating and applying resources via the internet
5 Assessment & Feedback: developing and evaluating e-Tools
6 Technology Resources: Identifying, selecting, modifying, using and applying technology resources, including OERs in practice (including creative commons) (storing, using, sharing, evaluating: co-creation of OERs)
C) Developing your practice / professional development
7 Researching Practice, Collaboration and Management: Using e-tools for module review, reflecting and transforming practice
8 Administration & Data Management: using e-tools for support
9 Online Community Working: engagement with professional networks (professional versus social networking) for academics (cpd) (Teaching and Learning) (Developing your practice / Professional Development)
Below is a table with the keywords used in the Excel Collection so far with the number of instances for each
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Keywords
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number
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academic networks
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accessibility
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admin and support
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7
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audio
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2
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assessment and feedback
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22
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blogs
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|
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blended learning
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|
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|
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CC
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2
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Collaboration
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5
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CPD
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6
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curriculum design
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13
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creativity
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5
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digital footprint
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digital literacy
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46
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digital natives
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4
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disciplinary issues
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distance learning
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educational games
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e-learning
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17
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e-safety
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15
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|
ethics
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3
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e-tools
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33
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|
|
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formative assessment
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4
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home school relations
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|
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informal learning
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|
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institutional role
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4
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independent learning
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|
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internet search skills
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2
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|
|
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learning theory
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2
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legal
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5
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|
|
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management
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3
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marketing
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mobile learning
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|
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|
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OER
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14
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online conferencing
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online teaching
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overview
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|
|
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pedagogy
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37
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peer assessment
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podcasts
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3
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policy
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10
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|
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reflexive practice
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7
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research
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|
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roles - review
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2
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self-assessment
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social networking
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9
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staff perspectives
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|
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student perspectives
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10
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student support
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3
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teacher education
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2
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teacher standards
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technology
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16
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video
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2
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VLEs
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2
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Web 2.0
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link to page of keywords used to tag diigo resources
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Comments (5)
Richard Pountney said
at 10:39 am on Apr 4, 2012
Notes from email 4 April:
1. Audience for the collection - as you know this is in the first instance the OMAC Project (DL and Creativity for HE Tutors) but it is also a resource for the DeFT project under the area of OERs for Professional Development. Therefore we were wondering if there should a field for Sector / Level that differentiated the records for the various audiences?
Firstly the audiences include (in a kind of priority order maybe):
HE tutors, and Teacher Trainers in HE
other contexts for teacher education including training schools
FE tutors
Trainee teachers in teacher education courses
School Teachers (primary and secondary) especially newly appointed / early career teachers
We wonder therefore if you could include a field for Target Audience (say?)
2. Format of the Collection: we discussed transferring this to Excel (and then producing reports from Excel as documents). Is it possible that you could put what you have got into Excel before you go any further (including the Target Audience field) and posting this in the wiki? This would allow us to get a sense of the breadth and coverage and advise you on what the remaining (90 or so?) records might be targetted towards?
3. Meta-tags: we discussed the use of the hyphen in words such as e-learning (E-learning) and e-safety (E-safety) and we agreed the hyphen is necessary (Anna please note). Can you liaise with Anna on the development of this taxonomy (I think we are going to call it a meta-tags rather than taxonomy because without spending a lot more time on it it is unlikey be hierarchical - i.e. it will be a flat list - but we might give a little thought to this - Anna please advise?
4. Milestones: we suggest that you work on this up to the weekend and then send a final(ish) draft for comments - I will be looking out for this but I am not sure if Anna will be around (?). I can provide comments by Sunday night
Anna Gruszczynska said
at 12:39 pm on Apr 4, 2012
Re: 1 - it might be useful to briefly scope what solutions have been adopted by repositories such as MERLOT/connexions which hold resources for quite a broad spectrum of learners. I feel that sector (as in school/HE) and some indication of level (primary/secondary/higher education) might be useful, however not so sure about drilling things down very finely to indicate audience whether a resource is aimed at trainee teachers or maybe teacher trainers. However, willing to be persuaded otherwise.
Re 2 - yes, the sooner we have a basic searchable database the better; and towards the end of this mini-project we could maybe think about a version of the collection in an Access database (I remember, Isabelle, that you did this for video resources, so you might want to comment about whether you'd like to repeat the experience!)
Re: 3 - yes, better to aim for a good set of metatags rather than invest an awful lot of time into developing a taxonomy. Nicky should also be included in these conversations as she will be "cleaning up" the diigo account. The meta tags will also be useful for the open textbook and also if we decided to release material from this wiki (to be discussed).
Re: 4 - I am in Poland between 6-11 April and closing shop during that time. I am away on leave Thursday and Friday after Easter but will probably be doing some tweaking to HEA case studies and will be contactable via email, if need be.
nicky watts said
at 4:55 pm on Apr 12, 2012
1. from the focus group of trainee teachers it seems that they want to spend minimal time searching for 'goods' and would want really specifically catalogued resources in terms of format, age/ability level/subject taught (ideally related to specific exams(!) ) but this would not be relevant to other audiences. Although I expect teachers would appreciate the same features.
3. metatags seem a good idea- hypens linking related fields... and it would be good to have something simple if I'm working on it!
hope this makes sense.
nicky watts said
at 5:41 pm on May 2, 2012
I have added the curriculum subjects to the tabs: literacy, numeracy, history, religious education, science, pe, geography...any others? i didnt think ict was nec.
also we need to add" open text book"
i know we have technology and e-tools... I have added" ipads"
also the level that it the resource relates to ..eg schools, FE,
finished on 11/2
nicky watts said
at 3:15 pm on May 3, 2012
also app and framework?
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