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Joining the Dots: Bringing Together Staff Development Strands for Learning, Teaching, and Assessment

Dr. Karen Fitzgibbon, Head of Student Experience at the Faculty of Business and Society, discusses the concept of "inspiring teaching" and how it can be achieved through various staff development strands. These include developing appropriate pedagogies for flexible delivery, digital learning skills, reward and recognition, and promotion of teaching, all informed by the student experience. The session also explores initiatives such as academic practice excellence awards, learning and teaching innovation grants, staff seminar series, and scaffolding learning techniques.

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Joining the Dots: Bringing Together Staff Development Strands for Learning, Teaching, and Assessment

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  1. Joining the dots: bringing together a variety of staff development strands in support of learning, teaching and assessment Dr Karen Fitzgibbon Head of Student Experience Faculty of Business and Society

  2. Defining ‘Inspiring Teaching’ • Using the UKPSF as the guiding framework, to include; • developing and delivering appropriate pedagogies for flexible delivery • developing appropriate skills and knowledge to deliver digital learning • reward and recognition • promotion of teaching • All informed by the student experience

  3. Reflecting on Academic Practice Excellence in Learning and Teaching Awards PG Cert Learning & Teaching in HE/PGCE Health and Social Care Learning and Teaching Innovation Grants HEA Fellowship CPD Scheme CELT Staff Seminar Series NTFS

  4. Scaffolding Learning In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.Glossary of Education Reform ‘Scaffolding’

  5. CELT Register of Engagement/USW Academy

  6. Challenges • Finding a clear way to articulate the relationship between the initiatives and schemes • Investigating the possibility of kite-marking the provision in some way – possibly through the SEDA framework

  7. Positive aspects • Connectivity and clarity for staff • Step on and step off at multiple points • Facilitates changes of direction • Enables small amounts of time to be seen as contributing to a ‘whole’ • Offers a way of viewing connections between practice and personal development

  8. References • Glossary of Education Reform ‘Scaffolding’ [online] accessed 24 March 2014 http://edglossary.org/scaffolding/

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