#Becomingeducational Well you wait for months for a #Becoming blog – then two come along together! This is on making an SFHEA Application – and this time it’s personal
We have many colleagues who are preparing FHEA and SFHEA applications right now.
In our institution, LondonMet, our PGCert is mapped against the HEA Fellowship scheme and the University has an accredited system of validating FHEA and SFHEA applications ourselves – either written or via a Viva.
Whether you are writing an in-depth application or preparing a Viva, the pressure to de-code the task – and to make the time and space to reflect positively on your own experience and gather just the right evidence – can be exhausting and debilitating for many.
So it is with great pleasure we share Jane Secker’s blogpost on just that topic.
Thank you for writing and sharing this Jane!!
And to the rest of you – well – read this and get writing!
All the best,
Sandra & Tom
I’ve not written a blog post for quite some time and not because I’ve not had much to say, rather because there has been far too much going on. However, the occasion of being appointed a Senior Fellow of the Higher Education Academy has prompted me to write a short blog post about this. Also because I have offered to mentor and support others and to share my fellowship claim.
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#Becomingeducational Taking Learning Developers to the Scaffold?
We wanted to share this excellent blogpost from our colleague Dr Helen Webster. Helen’s posts on Learning Development are always fascinating, well-theorised and thought provoking. This one is no exception.
Helen poses the seemingly innocent question: As LDers is our role one of scaffolding or not?
At first look it seems obvious that we are scaffolding by function – literally supporting people as they build the foundations to their own knowledge.
And yet she points to Hybrid Pedagogy’s Jesse Stommel who argues that some scaffolding is almost colonial in nature. There is the danger, he says, of the pedagogue completely controlling the knowledge to be aimed at – and how it should be gained. We take away student agency when we devise courses in patronising bite-sized chunks, leaving these like breadcrumbs taking the students off to the gingerbread house – to be consumed.
Take this trip with Helen – see what scaffold you might like to build so that your students too become the architects of their own rhizomatic learning.
All the best,
Sandra & Tom
A while ago now (oops) I was looking at Cognitive Constructivism in my series reviewing educational theories and their application to Learning Development. I ended noting that this school of thought sees learning as an individual activity, but that later, social constructivist theories would position learners not as ‘lone scientists’, but as interacting with others in a social setting in order to learn.
What is it?
Vygotsky saw learning as deriving from social interaction. This ‘dialogue’ could be with people (often more knowledgable or capable people, but potentially also peers) or with mediating cultural artefacts such as books or other learning materials. This interaction prompts and supports learners from their current level of understanding, where they are independently competent, to a level which represents their potential but is beyond their ability to reach by themselves. The place in between Can Do and Can’t Do, where the learning happens, he referred…
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#Becomingeducational Passing on the know-how to our PASS mentors?
Here at LondonMet with have staff Academic Mentors – basically Learning Developers by another name – and we have our own PASS scheme – student Success Coaches who mentor other students. HENCE we are oh so happily re-posting this wonderful blog on training PASS people from our Helen Webster…
Being involved in student support has been so valuable in so many ways…
This has led to us being involved in ALDinHE (the Association for Learning Development in Higher Education) and RAISE…
Indeed, we are hosting a RAISE event in May: The Engaging Assessment and Research & Evaluation Special Interest Groups from RAISE would like to invite you all to a joint SIG meeting taking place on Friday 5th June 2020 (10:30am – 3:30pm) at London Metropolitan University.
The purpose of the meeting is to profile the work of early-career researchers/ academics and practitioners in the area of student engagement and assessment. As such we would further like to invite PhD students and or university staff members who have completed or are undertaking professional development courses (e.g. PGCert in HE) to present their work relating to development in assessment practice in Higher Education.
If interested in presenting, please can you submit a short proposal (maximum 500 words) outlining your work. Please also include a 50-100 word biography including your current role at your institution, what PhD/ professional development course and/or practical need has influenced your approach.
Deadline to submit the proposal: Friday 7th February 2020, 12pm to Kiu Sum (email@example.com)
Deadline to register your interest to attend the free SIG meeting: Tuesday 5th May 2020 https://bit.ly/2Pf69JK
We hope to see many of you there and please share this with your colleagues!
Kiu (On behalf of Co-Convenors from Engaging Assessment and Research & Evaluation SIGs)
Like many institutions, Newcastle University has various peer mentoring schemes for first year undergraduates, some of which focus on academic skills as well as the social and practical aspects of being a new student. For the last few years, I’ve been asked to run part of the initial training for the peer mentors for our excellent Combined Honours Peer Assisted Study Support (PASS). The University is now planning to roll out an element of academic skills support into the other Schools’ peer mentoring schemes, to enhance transition and the student experience across the institution. I’ve been tasked with developing adapting the PASS training, with the stated aim that it should be ‘like PASS, only lighter touch’.
Each year I’ve run the training for Combined Honours PASS, I’ve made fairly major changes to it, as I’m never quite sure of it. My approach to it has been complicated by the fact…
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#Becomingeducational Curriculum Frameworks – Scaffolding Discussion on What, Why and How we teach…
You wait for months for a #becomingeducational blogpost – then two come along together!
But we just had to re-blog this excellent #LTHEChat blog now – not only because this is in advance of Wednesday night’s twitter chat on this topic (20.00-21.00 GMT, 15th Jan, 2020) – but because it throws up so many excellent questions about what we are trying to do in HE – and why…
Hope to see you in the tweetchat (internet permitting).
All the best,
Sandra & Tom
The changing UK higher education landscape
The last decade has seen rapid and dramatic changes in the higher education landscape in the UK. The lifting of the ‘cap’ on student numbers led to increased competition between higher education institutions (HEIs) and the influence of new market forces, whilst the introduction of the OfS has seen the replacement of a relatively benign funding body, with a new sector regulator.
Student numbers have increased rapidly resulting in the ‘massification’ of the HE sector, and fundamental changes in the make-up of the student body in most HEIs. Despite this there is intense competition to recruit students, and HEIs are opening their programmes to more diverse and non-traditional cohorts than ever before. Student support services and resources have had to be reconfigured, and academic programme teams have had to adapt their pedagogies accordingly. Previous quality audits of research have evolved into the now familiar…
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#Becomingeducational It’s a new year – and a new case for keeping the one-to-one
Recently in a #LTHEChat we argued against the view of Learning Development that ‘rationally’ argued that limited resources should be targeted at those ‘most in need’.
When you write it like that – it seems so sensible – logical – right…
And it has reversed years (decades?) of good work that we have undertaken to de-stigmatise Learning Development…
So it is with great pleasure that we re-blog Helen Webster’s posting arguing again for the one-to-one…
Happy New Year indeed!!
Sandra & Tom
Back in 2011, the book Learning Development in Higher Educationwas published. Over five sections and nineteen chapters, it explored various facets of the newly emerging field of Learning Development – what it was, how it was practised, the benefits it could bring. In one of these chapters, Judy Turner made the case for one to one provision, a core part of practice from the beginning of this field, emerging as it did from student services contexts. In the context of increasing economic constraints and the belief that students can improve their study skills through independently accessing digital resources, Turner argued that this move towards online information and generic workshops was not appropriate for all. She outlined four cases, a mature student, a PhD student with little previous experience of extended writing, a newly diagnosed dyslexic student and an international student. In each of these, expert one to one provision…
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#Becomingeducational Some email writing tips
Are you mentoring PhD students?
This simple and accessible blogposts gives some great tips to students on how to best maximise their communication with their Supervisors
– with a special focus on the oft-overlooked email!
Go on – pass it on!
Sandra & Tom
My guest co-blogger this week is Hannah James, a doctoral candidate in the Research School of Earth Sciences at the Australian National University where she traces ancient human and animal migrations using oxygen and strontium isotopes. She also works in the Research Skills and Training Unit and in Research Management admin where she spends a lot of time reading and writing emails to and from doctoral writers.
By Hannah James and Cally Guerin
One writing genre that is often overlooked in research communication is the humble email. In many universities, email is still the main communication channel for correspondence between supervisors and their PhD candidates. As we know from other contexts, email can be a complex communication where misunderstandings can result from rushed or simply ill-conceived messages. The following offers some advice that we think is useful for supervisors and doctoral support people to pass onto doctoral writers.
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