Strategies for Enhancing Learning and Teaching focussed continuing professional development
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The document outlines strategies for enhancing learning and teaching-focused Continuing Professional Development (CPD) within educational institutions. It discusses barriers and drivers to CPD uptake, evaluates current offers, and proposes actions for improvement, including tailored communication strategies and the need for supportive environments. The session aims to help participants identify actions for enhancing CPD at their institutions based on a review of literature and practical activities.
Strategies for Enhancing Learning and Teaching focussed continuing professional development
- 1. Strategies for enhancing learning and teaching focussed continuing professional development Dr Rachael-Anne Knight, Thomas Hanley, Peter Kogan and Santanu Vasant @r_a_knight @CityUniLead
- 2. Session Outcomes By the end of this session, you will be able to: ■Describe some of the barriers and drivers towards learning and teaching related Continuing Professional Development ■Compare CPD in your institution with activities described in the literature and in this project ■Identify actions you will undertake to enhance learning and teaching related CPD at your institution.
- 3. Session outline: Revised ■ Introductions and background ■ Activity 1: Barriers and drivers ■ Literature review ■ Project approach and strategy ■ Activity 2: Evaluating your CPD offer ■ Activity 3 Write goals and action plans for CPD strategy in your Institution ■ Discussion and questions
- 4. Introductions Tell us: ■ Your name ■ Where you’re from ■ Your interest in learning and teaching related CPD
- 5. Background ■ Continuing professional development (CPD) is a core activity for teaching focussed staff in HE ■ It is a dimension of the United Kingdom Professional Standards Framework (UKPSF, Higher Education Academy, 2011) ■ There is an ongoing project in the School of Health Sciences that aims to increase the uptake of learning and teaching focussed CPD
- 7. Activity 1: Barriers and drivers ■In pairs, discuss barriers and drivers to increasing CPD uptake within your institutional context (10 minutes) ■Each pair to agree top 3 barriers and top 3 drivers ■Then submit these using PollEverywhere: pollev.com/knightra ■Whole group then discuss what they think of the top 3s
- 9. Literature review ■ Literature around Academic Staff Development is extensive (e.g. Guskey, 2002; Blackmore and Blackwell, 2003; Cannell and Gilmour, 2013) ■ In common with other sectors, engagement with CPD can be low (Smyth et al, 2011)
- 10. Literature review - Barriers ■ Impoverished CPD Networks (FE, Broad, 2015) ■ Time within busy careers(Broad; HE, Walker et al 2016) ■ Timing, particularly for part-time staff and those with caring commitments(Nursing, Gould et al, 2007; HE, Nerantzi in Smyth et al 2011) ■ Lack of Senior Management support (HE Andrews et al, in Smyth et al 2011) ■ Culture (Walker et al, 2016) ■ Identity / deficit models of CPD (Andrews et al, in Smyth et al 2011)
- 11. Literature review - Drivers ■ Requirement to undertake CPD (FE, Broad, 2015) ■ Updating subject knowledge (Broad) ■ Improving teaching skills (Broad; HE Walker et al, 2016) ■ Feelings of value and motivation > retention (Nursing, Gould et al 2007) ■ Relevance of content (Gould) - Curriculum Development (HE, Ferman 2002) ■ Emphasis on collaboration / Communities of Practice (Ferman 2002) ■ Mode of delivery (Gould)
- 12. Literature review - conceptual framework Caffarella, R. S., & Zinn, L. F. (1999). Professional development for faculty: A conceptual framework of barriers and supports. Innovative Higher Education, 23(4), 241-254.
- 13. Project approach and strategy
- 14. Project approach and strategy ■Mapping to the UKPSF ■Drawing on disparate CPD sources ■Ensuring pedagogical content ■Training Needs Analysis (TNA) ■Communication strategies
- 15. Mapping to the UKPSF ■ The United Kingdom Professional Standards Framework is primarily used at City to evidence claims for Fellowship of the HEA ■ Mapping our CPD offering has allowed us to ■ Help people evidence their fellowship claims ■ Identify our strengths and gaps ■ Include other sessions in our offering (collaborations with neurodiversity team)
- 17. Drawing on disparate CPD sources ■ Educational Technology ■ Marking and moderating workshops ■ Quality team sessions - module amendments ■ Learning and Teaching Innovators’ sessions (termly) ■ Education for Practice Research Group ■ Special Interest Groups: Simulated Practice, Multimedia, Learning Spaces ■ Health Has Got Talent Showcase ■ Reading groups ■ These have now been drawn together into a single source of information Within the School we have several sources of CPD:
- 18. Ensuring Pedagogical Content There is an emphasis on educational content first, examples include: ■ Formative assessment ■ Large and small group teaching strategies ■ Multimedia for learning ■ Instructional design theory ■ Open Education Resources (OERs)
- 19. Training Needs Analysis (TNA) ■ Conducted a small Training Needs Analysis (June 2016) ■ 54 staff in the School filled out the survey ■ 87% of participants preferred CPD to take place in Myddelton Street where they are based ■ We have run 45 minute sessions, mostly in Myddelton Street using iPads ■ Where the CPD is more TEL (Moodle, lecture capture etc) we have used central PC labs ■ Although participants had the option to suggest new ideas for CPD very few did so and their suggestions were mainly to do with TEL
- 20. Communication Strategies ■ We created a PDF brochure ■ We put this as a link in the School Email Newsletter ■ We produced 100 A6 Cards and dropped them on the desks of all the academics in the School
- 21. PDF brochure
- 22. Email newsletter
- 23. A6 cards
- 24. A6 cards
- 25. Communication Strategies: Analytics ■ We used the free link tracking website bit.ly to track how many people followed the unique link on the PDF brochure: bit.ly/shsautcpd2016 (85 clicks) ■ We also used specific URLs bit.ly to track the flyer (with a specific URL) ■ bit.ly/shsaut16flyer (13 clicks) ■ bit.ly/shsspr17flyer (13 clicks)
- 26. Our next steps... ■ Differentiation of CPD for levels of HEA fellowship ■ Recording and rewarding of CPD (linking to promotion) ■ Mapping to JISCs Digital Capability Framework ■ Academic-led delivery ■ Webinars ■ Informal learning opportunities (conversations/drop-ins) ■ Follow-up evaluations, including student learning outcomes
- 27. Evaluating your CPD offer
- 28. Activity 2: Evaluating your CPD offering ■ Working in small groups, evaluate your institution’s current CPD offer. (10 minutes) ■ How are CPD needs identified? ■ Different types of CPD (Pedagogic, TEL, Marking and moderating, QA, Research informed teaching) ■ Which forms of CPD are most effective? ■ Formal CPD (Academic practice programmes) vs more informal CPD ■ Events disseminating good practice ■ How many people engage? Why do they engage? ■ How is your CPD offer communicated?
- 29. Your Action Plan Fill out your action plan
- 30. Tips for writing your own action plans ■ Consider the literature and activities in this project ■ Work from your evaluation in Activity 2 ■ Write SMART goals
- 31. Activity 3: Write goals and action plans ■ Working in small groups, evaluate your institution’s current CPD offer. (10 minutes) ■ Different types of CPD (Pedagogic, TEL, Marking and moderating, QA, Research informed teaching) ■ How are CPD needs identified? ■ Which forms of CPD are most effective? ■ How many people engage? Why do they engage? ■ How is your CPD offer communicated? ■ Formal CPD (Academic practice programmes) vs more informal CPD ■ Events disseminating good practice
- 32. Assess current skills Identify learning needs Adapted from: http://www.ucl.ac.uk/hr/od/resources/continuing_prof_dev_guide.pdf Define expected learning outcomes Identify learning activity Undertake learning activity Reflection on outcomes Apply to work practice Assess impact Identify further needs CPD cycle
- 33. CPD Action Plan Template
- 35. Any questions? Thank you for your time. @CityUniLEaD www.city.ac.uk/lead Rachael-Anne Knight knight@city.ac.uk @r_a_knight Thomas Hanley thomas.hanley.1@ city.ac.uk
- 36. Caffarella, R. S., & Zinn, L. F. (1999). Professional development for faculty: A conceptual framework of barriers and supports. Innovative Higher Education, 23(4), 241-254. Blackmore, P. and Blackwell, R. (2003) ‘Academic roles and relationships’ in R. Blackwell and P. Blackmore (eds) Towards Strategic Staff Development in Higher Education, Berkshire: SRHE and Open University Press Broad, J. H. (2015). So many worlds, so much to do: Identifying barriers to engagement with continued professional development for teachers in the further education and training sector. London Review of Education, 13(1), 16-30. Ferman, T. (2002). Academic professional development practice: What lecturers find valuable. The international Journal for Academic development, 7(2), 146-158. Gould, D., Drey, N., & Berridge, E. J. (2007). Nurses’ experiences of continuing professional development. Nurse education today, 27(6), 602-609. Guskey (2002). Does It Make a Difference? Evaluating Professional Development http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Does-It-Make-a-Difference%C2%A2-Evaluating-Professional- Development.aspx. ASCD Higher Education Academy (2011). The UK Professional Standards Framework for teaching and supporting learning in higher education. www.heacademy.ac.uk/ukpsf Smyth, K., Whitton, N., & Fotheringham, J. (2011). Engaging hearts and minds, best practice guide: engaging with academics in the use of Technology Enhanced Learning. UCISA Walker, R., Voce, J., Swift, E., Ahmed, J., Jenkins, M., & Vincent, P. (2016) 2016 Survey of Technology Enhanced Learning for higher education in the UK. UCISA. References