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Lifelong learning of Northumbria staff: what does the Academic Practice programme have to offer?

Lifelong learning of Northumbria staff: what does the Academic Practice programme have to offer?. Workshop Northumbria Conference 9 September, 2008. Workshop overview. Introduction Your own learning and development needs Information about Academic Practice

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Lifelong learning of Northumbria staff: what does the Academic Practice programme have to offer?

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  1. Lifelong learning of Northumbria staff: what does the Academic Practice programme have to offer? Workshop Northumbria Conference 9 September, 2008

  2. Workshop overview • Introduction • Your own learning and development needs • Information about Academic Practice • Experiences of current participants • What could you do?

  3. Your own professional development needs • What are your current roles and responsibilities in relation to teaching and the support of student learning? • E.g. module tutor, programme leader, guidance tutor, committee chair, researcher, placement coordinator, dissertation supervisor etc. • What innovations, developments and problems are you dealing with at present? • E.g. designing a new module, developing distance learning, making more use of the eLP, preventing plagiarism, giving students better feedback, teaching large groups etc. • What (new) skills and understanding do you need? • What areas of your practice do you want to develop? • What are your priorities?

  4. Features of the Academic Practice Programme • Free-standing PG modules • Awards: PGCert, PGDip, MA, ProfDoc • Paid for by HR • Flexibility: timetabling, attendance mode, assessment • Closely related to work • Sharing, collaboration and discussion across schools/services and roles • Accreditation of prior (experiential) learning

  5. Available modules • Constructing an academic practice portfolio NEW • The link between teaching and research • Enabling e-learning in HE • Supporting and guiding students • Developing and managing distance learning • Pedagogy within a diverse student group • Assessment for learning • Developing work-based learning • Postgraduate research supervision • Work-based project work-based • Academic recognition of CPD work-based • Dissertation-type modules not compulsory for MA • Scholarship of teaching and learning core for MA and ProfDoc • Research methods core for MA and ProfDoc

  6. Simone Lamont-Black:module development • School of Law, Senior Lecturer, Programme Director LLM Full Time (Commercial Programmes) • Development of new module to integrate student participation in an international ‘mock arbitration’ event into the curriculum • Benefits of Work-based Project Module: motivation & inspiration, multi disciplinary sounding board, excellent tutor support & guidance to maximise output

  7. Difficulties: finding time, dealing with set-backs, ‘thinking outside the box’, fitting a new approach into a narrow programme structure • WBP: an ideal way to test new ideas and to obtain the support needed to progress idea to fruition • Highly recommended

  8. Tim Howarth:project development • School of the Built Environment, Teaching Fellow & Director of Student Affairs • Completed 3 modules – • The Link Between T & R • Developing & Managing Distance Learning • P-G Research Supervision (QS Status) • Now doing Scholarship of T & L module • & Assessment for Learning (partially)

  9. Benefits • Provides an ’oasis’ – for reflection and critically development (project, self, etc) • 2 funded R-T Projects: The Construction Site Safety Multimedia Project & The Student Sustainability Conference • Directed engagement with theory & practice • Opportunity to discuss and meet with colleagues from across the University • Re-entering the life-world of the student

  10. Barriers, problems • Oneself – not prioritising • Juggling attendance with other commitments • Advice • Choose a module and sign up

  11. Julia Charlton:doctorate development • School : HCES, Role: Senior Lecturer in Nursing • What done: AP(E)L against MA • Benefits: Doing AP(E)L made me think about my personal philosophy of teaching

  12. Barriers/problems: perennial shortage of time, poor understanding of professional doctorate initially. Why this and not a traditional PhD? • Advice: talk to people on the course before making your decision, do some modules

  13. What could you do? • Think back at what you discussed at the beginning. • How could you use the Academic Practice programme in order to meet your own professional development needs?

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