Using no more than 50 words for each, provide one example of engagement in CPD relating to each area of core knowledge K1-K6. Examples should be current or recent and all should have taken place no more than 5 years before submission.
| Core Knowledge | What CPD events or activities have you taken part in? | Time
From-To |
What did you learn? | How has this learning informed your practice? | Mentor Comments |
| K1 The subject material | The University of Edinburgh, PG Certificate in Digital Education, Distinction
My first course was An Introduction to Digital Environments for Learning (IDEL) For which I produced this assessment: Open Educational Resources (OERS) in HE My second course was: |
2015 – 2016 | I explored the literature around learning and teaching online in depth and firmed up my theoretical underpinning.
I explored new tools and learned a great deal from the other members of the cohort who are professional in the same field from all over the world. |
Participating gave me insight of being a student at my own institution, and of studying on a fully online programme. I experienced reflective blogging which has influenced my own approaches to CPD and influenced how I support CMALT candidates – encouraging them to write little and often and to seek frequent feedback. |
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| K2 Appropriate methods for teaching, learning and assessing | Making Bananas: Design Pedagogy and Social Learning at a Distance (Tutorial)
The Open University are successfully using distance learning to teach creative subjects to large cohorts. At this session we were given masking tape and asked to make a model banana out of this, to experience one of the tasks given to students – the results are share and critiqued in online collaborative space. |
8 Dec 2016 (12 till 2pm)For a short event, this has really stuck with me. |
I’ve always thought that distance learning was not appropriate for teaching practice based art and design subjects.
This is ironic as I’m an Art graduate who has gone on to build my career in Learning Technology. |
I often refer to what I learned in this session during Learning Design workshops as an example of how teaching in disciplines moves on and challenges your assumptions and how personally affecting this can be. | |
| K3 How students learn | Innovations in Pedagogy Summit, Centre for Teaching Excellence, University of Virginia (attended as part of an ERASMUS visit)
The KeyNote was a performance given by the University of Michigan’s CRLT Players The players perform scenarios around inclusion, the facilitator sets group rules and leads activities, private reflection and discussion around this. |
Wednesday 2nd May 2018 | Watching the scenarios was very powerful. The guided activities drew out discussion around assumption and stereotyping. I saw how small, possibly unintentional’ actions build to undermine people (microaggressions).
I gained insight into other viewpoints and started acknowledging and working on my own biases and assumptions. |
I am considering drama for CPD – this session has ‘stuck’ with me and was more person and powerful that a person presenting the same information would have been.
I have written a blog post about this event which I have shared with my cohort for discussion. |
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| K4 The use and value of appropriate learning technologies | 23 Things for Digital Knowledge 2017 (I was supporting the member of staff who was running this course, so I decided the to complete the activities, a) so I had the student experience and b) to keep me in involved in the week by week delivery | Sept to Dec 16 (as a participant – here is a link to my completed blog) |
The course offered opportunities to try new tools and also to revisit ones I’d previously dismissed. It encouraged me to blog, look at blog aggregation and to follow other participants blogs.
It was my first involvement in running and supporting a fully open course. |
It has encouraged me to to be playful in trying tools, for example I now use giphy to create gifs which I sent out to CMALT participants as part of the communications – which I am to use to liven up emails which are often nagging or reminding them.
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| K5 Methods for evaluating the effectiveness of teaching | In the course of writing this portfolio I have read the book
Stephen D. Brookfield
Chapter 4 explores
“The four lens of Critical Reflection:
Students’ Eyes
Colleagues’ Perceptions Personal Experience Theory” |
June 2018 | I ask for feedback after every event using a short online survey- based on the Stop/start/continue feedback model. Reading Brookfield (2017) I identified other forms of feedback for evaluating my teaching.
I realise that my current approach focuses on ‘Student perception’ reading this and writing the portfolio reconnects me to ‘theory’ and ‘personal experience’ and how they combine as another aspect of evaluation/reflection of my practice. |
I have redesigned the evaluation strategy for the CMALT scheme for 2018/19 to be less reliant on surveys instead to include systematic personal reflection and further exploration of theory – so I can triangulate several forms of evaluation and avoid becoming complacent.
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| K6 The implications of quality assurance and quality enhancement | I am a Lead Assessor for CMALT accreditation and a member of the ALT Membership Development Committee (MDC). Who oversee all of ALT’s services to individual members and to organisational members. Including oversight of CMALT. | Assessor: 2016 onwards
MDC: Start Date: 06/09/17 End Date: 09/09/20
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The assessment process takes place between two assessors. Assessing has given me insight into how criteria are interpreted, standards are negotiated and interpreted within different professional contexts | Insights allow me to supporting my own CMALT cohort. I don’t assess U of E applicants as a conflict of interest but I do provide feedback on drafts.
Within the MDC I have been involved in discussions round consistency of assessing and professional standards and have contributed to a discussion paper on supporting assessors and the assessment process. |
