mapping oers to the ukpsf (2011) – a case study
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Mapping OERs to the UKPSF (2011) – a case study. Gillian Janes L&T Consultant Teesside University. Overview. Background The ‘journey’ Learning points Next steps. Background. JISC/OER OMAC 3 funded project Open Learning Units Distance Learning - PowerPoint PPT PresentationTRANSCRIPT
Mapping OERs to the UKPSF (2011) – a case study
Gillian JanesL&T ConsultantTeesside University
Overview• Background• The ‘journey’• Learning points• Next steps
Background• JISC/OER OMAC 3 funded project• Open Learning Units– Distance Learning– Digital Literacies– Employability – Achieving HEA Individual Recognition
• Previous experience of KSF (2004) mapping
Why map to UKPSF?• Enables staff to plan their learning and make
informed choices• Provides practical guidance for managers
undertaking professional development reviews with staff
• Explicitly links professional development activity to national professional recognition
BUT: - mapping comes with a HEALTH WARNING!
• Raises awareness of UKPSF which:– enables national recognition of staff commitment to
professionalism in L&T in HE and is a portable asset with UK-wide relevance, increasingly recognised by HE and FE institutions
– Provides an indicator of professional identity for HE practitioners, including the entitlement to use post-nominal letters – AFHEA, FHEA, SFHEA,PFHEA
UKPSF (2011)
What are the options?Associate Fellow Fellow Senior Fellow Principal Fellow
D1: D2: D3: D4:
Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning
Demonstrates a broad understandingof effective approaches to teaching and learning support as key contributions tohigh quality student learning.
Demonstrates a thorough understandingof effective approaches to teaching and learning support as a key contribution to high quality student learning.
Demonstrates a sustained record ofeffective strategic leadership in academic practice and academic development as a key contribution to high quality student learning.
3 Dimensions:
Areas of Activity
Professional Values
Core Knowledge
The ‘Mapping Journey’
Draft OL Unit Map
UKPSF ‘expert’
Experienced ‘mapper’
Unit developer
Draft map 1D2 (as participant) D3 (using in a broader way)A1 √ √A2 X - More focused on
support√
A3 √ √A4 √ X – already done unless modifying unit etc
A5 √ XK1 X – if subject is DL – yes
but unit is not discipline specific
X – if subject is DL – yes but unit is not discipline specific
K2 √ √K3 √ √K4 √ XK5 X √K6 √ √V1 √ √ - ? if colleagues rather than participants
V2 √ X –depends how the unit is used/offered
V3 X – RIT approach but not unit participants doing
X – RIT approach but not unit participants doing
V4 √ √
Draft map 2Distance Learning UnitA1 √A2 X A3 XA4 PartialA5 √K1 √K2 √K3 √K4 √K5 XK6 PartialV1 √V2 √V3 √V4 X
Learning from the process:• You need the ‘right’ people/expertise• Be ready for ‘head scratching’ and debate• The mapping process may lead to changes in
the object being mapped• Mapping alone is not enough• Potential users may be facing ‘multiple
mapping’
We’re not in a vacuum….• What about other Professional Frameworks? – CMALT– AUA– VITAE– CILIP– Others…
Details of the draft CILIP Professional Knowledge and Skills Base professional framework have been removed.
Please contact [email protected] if you require further information on this.
Next steps • Piloting Open Learning Units and mapping
guidance
• Potential colloquium to consider joint mapping/synergies between Professional Frameworks
For further information or to get involved :
Project blog: http://eat.scm.tees.ac.uk/blog/
or contact [email protected]