Fiona Harvey

Development and mapping against the UKPSF

Demonstrating Engagement with the UKPSF

UKPSF dimensions

Examples from your practice

A 1-5

K 1-6

V 1-4

1

Cr As part of my own development I have completed a MSc in Digital Education.  I created and ran an online workshop on digital literacy.  This was based on a constructivist approach to learning and the participants were encouraged to reflect on their own experiences of digital technology to define their own appreciation of digital literacy.  The session was asynchronous and the participants were given a timescale to complete the activities.  I used a variety of technology including new technologies in social media such as popplet - a mind mapping social tool that can be shared.   The were 4 ILO’s (Biggs & Tang 2007) and feedback was sought after the event and recorded in my reflective account of the activity.

A1, A2, A3, A5

K1, K2, K3, K4,K5

V1,V3

2

I taught a series of sessions on digital literacies with students and staff.  The sessions were interactive and used a variety of social media tools.  The sessions were created in partnership with the iChamps.  We used Prezi online to create the activities for the workshop and used a variety of techniques for engaging including socrative (polling software) this encouraged discussion. In order to encourage feedback on the sessions we used social media and had the hashtag #Sotondiglit as well as traditional methods of feedback using Google docs as group discussion and feedback at the workshop

A1,A4, A2,

K1,K2,K3,K4,K5

V1,V2,

3

I hold regular support sessions with the Student Champions Network. Their first session with me includes an assessment of their digital literacies by using an online quiz created using the JISC ten competences for digital literacies. This then becomes the benchmark for the students own development of their skills.   Sessions are based around digital literacies themes including professional online presence, safety and security online. Students who are not able to attend the sessions can participate online via Google hangouts/Skype or Facetime.

A2,A3, A4,

K1, K2,K3, K4, K5, K6

V2, V3,

4

The iPad and Alternative Devices Coffee Clubs were set up as a method of gaining informal support for the effective use of mobile devices for education.  The Bring your own device (BYOD) agenda is of significant concern to HEI’s and the coffee clubs have become a source of effective communication about best practice and use of devices. In 2012 members of the Coffee Clubs were invited to attend a day of training with an Apple Distinguished Educator.  I attended all three days and was able to offer support for creating iBooks for various academic units across the university.   The Coffee Clubs are an excellent example of informal learning and the model has now become a national Coffee Club through the Changing the Learning Landscape initiative with the HEA who have funded them within other institutions. I wrote a paper in 2013 about the model which has been downloaded 56 times and viewed 108 times.

A2, A5

K1, K4

V2, V3,

5

An example of the quality assurance and quality enhancement lifecycle has been the work I am currently involved with on the University Enhancement theme.  Two examples I can give are the introduction of the Feedback Champions (a project I suggested to Laurence Georgin in LLAS) created as a result of a project that LLAS were involved in and important to ensure that we use our research in this area to enhance current feedback practice. The Curriculum Innovation module leaders wanted to make more use of Blogging and so I created and ran a workshop highlighting best practice and types of blogs.  Digital Literacies were also covered as part of the online identity strand.  Feedback from the participants was that the session was useful and I have since followed this up with one to one contact with module leaders to find ways of enhancing their delivery.  

A1

K6

V4

6

I have completed my MSc in Digital Education in 2013 and submitted my dissertation in April 2014 (What has been the impact of Moocs for on campus students) .  I chose modules related to my work: Innovative Digital Environments for Learning; Effective Course Design; Policy and Strategy;  Information Literacy; Research Methods.  I have also attended a series of conferences relating to the use of online technologies for learning.  The most recent was as an online attendee of the Educause Learning Initiative conference in California.  This was of interest to me as I am mindful of recent developments around the recognition of co-curricular activities and learning through the use of Open Badges

A5

K6

V4

7

I created a workshop on digital badges that didn’t require the attendees to use any technical applications. This was an exercise using the approach of developing ideas through a collaborative exercise.  The aim of the workshop was to apply existing knowledge of awards at the HEIs and then apply this to an online award.  Quality assurance stages and steps were part of the process and the ILO’s of the workshop was that they would be able to create their own badge having taken into consideration the various stages of badge development.  The feedback from this workshop was very good.  Participants were particularly pleased that it was designed for non- technical staff and was related to QAA precepts for student partnership working and engagement (B4 and B10).

A2,

K1, K4

V1, V2, V4

8

I developed a road map for a three day workshop with the British Council and the Maghreb region representatives for creating a programme of development for new teachers to introduce the UNESCO ICT standards.  I worked alongside academics and leaders from Morocco, Libya and Tunisia to create a plan for supporting and encouraging the adoption of the standards.  This plan was adopted by the group and will be implemented with the support of the British Council.

A2

K4, K6

V3,V4

9

I am an active participant of the JISC Change Agents Network and was an invited guest of JISC at their recent Digifest event where I was invited to participate and talk to a range of academics and support staff and students from other HEI’s nationally.  I have delivered sessions on engaging with students focussing on the benefits of the engaged student (research by the NUS has shown that students who are actively engaged within their institution have better results) These kinds of interactions are very useful for my own understanding of approaches and my own development of knowledge in the area of student engagement and support.

A4

K1

V1, V2,

10

I am a member of the Project board for the JISC Digital Capabilities project advising on staff development approaches and engagement with digital literacies. This involves discussion and debate over content for new ways of delivering digital skills development for a wide range of participants both academic and professional services staff.  

A4, A5

K1, K6

V1, V2, V3, V4

11

I was an advisor to Pearsons in evaluating one of a new set of online modules.  I wrote a report on the latest trends for online education and participated in a focus group on the subject of blended learnin.  I was particular interested in how accessibility had been addressed within their platform design and how mobile devices had been accommodated.  

A5

K1, K3, K5

V1, V3,V4

12

As Chair of the MOOC special Interest group I have been able to work with a range of individuals and participate in reviewing proposals for MOOC projects and reports on a national level. I have organised two conferences on MOOCs and am currently organising webinars.

A5,

K1, K4

V1, V2, V3, V4

Fiona Harvey

Education Development Manager, ILIAD

University of Southampton

April 2015

HEA Prep Section 2