Well, you know me, I like to collect qualifications, but this one is pretty much compulsory nowadays within Universities, to become a Fellow of the Higher Education Academy. I started the course in February 2009, and have found all of the taught sessions really interesting, particularly once we start hitting “how do students learn”?, but in teaching so much, am not getting a huge amount of time to read around the subjects I’m doing, or complete my assignments (too busy marking other peoples!). So, what do I need to achieve, and by when, to become a FHEA?!
The Practice of Teaching in Higher Education
I attended all the courses on this last semester, arranged my mentor, kept a reflective journal and was observed in 3 teaching sessions (now that’s an interesting experience!). So now I “just” need to complete the 4000 word portfolio of practice! If I can do it for 5th March 2010, I could finish the entire course this year, otherwise it’ll be 25th September 2010!
|The Practice of Teaching in HE
Learning and Teaching Portfolio (4000 words), organised/indexed for reader, with appendices
|Initial Needs Analysis & Contextual Overview (1000 rough words, to reduce to 500)How current teaching position relates to:
|Evaluation & Reflection on Teaching (1200 words)
|Description, Analysis & Evaluation of Assessment Activities (600 words)
|Small Scale Learning & Teaching Project (1200 words)
|Agreed with Yaz: Focus in the area of CHOICE, affecting motivation, affecting CHOICE in engaging with seminars, etc. as a project!|
|Reflection on Learning and Development Activities (500 words)
Examining Professional Practice
For February 2010, I need to have completed:
Part 1: Oral/Poster presentation, relevant professional enquiry, at small L&T event with others on course. (60%)
Part 2: Critical reflection on the feedback from other colleagues/tutors. 1500 words (40%)
No Assignment yet agreed
Using IT for Innovation in Learning
For April 2010, I need to complete:
Resource package, electronic or text, “suitable to meet the learning needs of an identified group of students, and a report justifying its design in relation to theoretical understandings of student learning”. Contextualise how understanding/skills have developed, and demonstrate how utility of the resource will be judged. Report 2-4k
See p.18 for Guidelines/Criteria
Agreed with David: Evaluation of SkillsNet Project, including sessions with staff/students for feedback of the website.
I am also sitting in on “Context”, which has a lot to do with curriculum design, but don’t see the need to add another assignment to my list.
Dr Bex Lewis is passionate about helping people engage with the digital world in a positive way, where she has more than 20 years’ experience. She is Senior Lecturer in Digital Marketing at Manchester Metropolitan University and Visiting Research Fellow at St John’s College, Durham University, with a particular interest in digital culture, persuasion and attitudinal change, especially how this affects the third sector, including faith organisations, and, after her breast cancer diagnosis in 2017, has started to research social media and cancer. Trained as a mass communications historian, she has written the original history of the poster Keep Calm and Carry On: The Truth Behind the Poster (Imperial War Museum, 2017), drawing upon her PhD research. She is Director of social media consultancy Digital Fingerprint, and author of Raising Children in a Digital Age: Enjoying the Best, Avoiding the Worst (Lion Hudson, 2014) as well as a number of book chapters, and regularly judges digital awards. She has a strong media presence, with her expertise featured in a wide range of publications and programmes, including national, international and specialist TV, radio and press, and can be found all over social media, typically as @drbexl.