My Stuff

My HEA Fellowship Portfolio

For info...

This is an example of how Mahara can be used to build a portfolio of evidence. All the content in this portfolio was from when I worked at Southampton Solent University, and successfully became a Fellow of the HEA in May 2015.

This Mahara portfolio has been compiled using my official portfolio submission originally created in MS Word.

My application

images.jpgThis portfolio contains all my evidence and reflections as required for my application to become a Fellow of the Higher education Academy. I have tried my best to showcase the following:

  • areas of activity undertaken 
  • core knowledge needed to carry out those activities at the appropriate level
  • professional values that I adhered to whilst performing these activities 
Sam Taylor

Learning Technologist, Cranfield University
Learning Services, Building 70, Room 7, Defence Academy for the United Kingdom

Introduction

My role:

My role as a Learning Technologist is to empower staff in using technology to enhance teaching and learning, thus improving the student learning experience. I have a broad knowledge of online platforms, systems and tools that can be used to engage learners, as well as experience of designing, building and delivering support to staff in how to use them.

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Me leading a Mahara developers workshop at Catalyst HQ in Auckland, New Zealand 2015

 

It is a vital component of my role to always consider the pedagogy or process first, rather than try to build learning activities in order to use a specific technology. An example of this would be my work to support staff wanting to use the Mahara ePortfolio system that we call myPortfolio. I often get email requests from lecturers asking me to "come and teach their students Mahara", without knowing what exactly the lecturers want their students to do with it. Therefore I invite the lecturer to come and see me with their assessment brief, work out what processes and outcomes the students are expected to demonstrate, then work together to build up learning activities that utilise Mahara's many tools and functions. 

I am an avid user of social media and use my professional online network to stay connected with peers in similar positions in other universities to share knowledge, advice and to stay up-to-date with key trends and emerging technologies. I regularly attend conferences and webinars to do with educational technologies and I am often invited to present my knowledge on Mahara, Moodle and Social Media usage in education at both regional and national events. In 2011 I was invited to be a guest
presenter and workshop facilitator for a JISC ePortfolio event held in London where I shared mine and my colleagues? experiences of testing and rolling out an institution-wide system. I have also presented at the national Mahara UK Conference for the past four years, building up my reputation as someone to go to about using ePortfolios to support assessment and employability. In 2012 I was part of a team that contributed to the JISC ePortfolio Implementation Project, outcomes of which included a video case study from SSU and an ePortfolio Implementation Tool Kit (my key achievements and outputs are listed in A5). 

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Me presenting at MoodleMaharaMoot in Leipzig, Germany 2014

 

I often attend and get invited to present at Solent events, delivering sessions such as the "Digital Researcher?, "Rethinking Pedagogy with New Technologies" and "Why Social Media Matters". I also enjoy writing and have written a report and contributed to two journal articles that have been published in Dialogue (the SSU internal publication). I have an Academia.Edu account which I use to publish my research to my network of followers on twitter and facebook. I also use SlideShare to publish my presentations, and to date have had over 10,000 hits on my PowerPoint slides.

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Me presenting at Mahara UK in London 2010


Prior to my current role I was an associate lecturer delivering BTEC National diplomas in Performing Arts and Sport and Exercise Science. I hold a PGCert in Teaching in Post-Compulsory Education & Training (Greenwich University) and a PGCert in Blended Learning (SSU). I believe it’s through my experiences as a teacher that I have been able to successful support SSU staff with technology enhanced practices.

A1: Designing and planning learning

Many of my learning activities, workshops and training sessions involve an element of ‘show and tell’ using real examples, and are often generic by nature, but can be re-packaged for specific audiences where necessary. My approach to teaching and training is based on the ‘Active Learning Theory’, one which I am very familiar with from my background as a dancer and dance teacher/choreographer. The types of activities I build into my sessions enable my learners to get involved and apply knowledge to their current situation. For example, I will often ask them to think alone, do a short task, share outcomes with neighbour/peers and evaluate in groups to feedback to the rest of the class.

One example of how I have designed and planned learning are the ongoing ‘Building up your online professional profile’ workshops aimed at students at all levels and stages of their education. In 2010 I was inspired by a presentation by Sheffield Hallam’s Educational Developer Sue Beckingham at the Future of Technology in Education conference held at Senate House, University of London. In it, she talked about how social media and online networks could help improve employability and job searching, and demonstrated how her students used to the web to ‘get ahead of the pack’. This led me to think about what advice we give to our students at SSU about their own employability skills, and whether or not they knew how to exploit the free web for their own personal gains.

For an entire year I worked hard to build up my own personal profile and online networkresearched statistics and quotes from businesses about their own recruitment methods with regards to ‘googling’ prospective applicants. During this year I was rewarded with invites to present my knowledge and experience of using Moodle and Mahara at universities and colleges across the south of England, I was invited to be a technical reviewer for a book on Mahara called Mahara 1.4 Cookbook, I received information regarding jobs across the globe (including some addressed to me directly) and became the ‘go to’ person for advice on the uses of Mahara, as recommended by my online network.

Armed with evidence of personal ‘success’, I went about pulling my experiences and findings into a workshop that could be delivered to students and staff at all levels. As social media and networking involve an element of sharing your own personal data with the world, I knew that those attending my sessions would have very different experiences of using it and therefore I had to ensure that I was sensitive enough not to let those who don’t want to use it feel isolated or ‘singled out’. Therefore the approach I took was to show them why having a professional online presence now matters, suggest a few examples of sites that can be used, present case studies of students who have successfully gained employment through their online presence, and showcase some real-life examples where it goes horribly wrong. This way, those who feel uneasy about using social media can then make up their own minds whether or not to look into building up a professional profile. I will also include links to social media sites that are owned by key industry players. This workshop is further supported by an online guide that can be accessed by anyone at SSU (http://mycourse.solent.ac.uk/socialmedia-help).

I have had to find ways of breaking up the workshop into smaller chunks of learning in order to keep my audience engaged. One activity written into the workshop asks the leaners to think about how they would present themselves online to prospective employer and incorporates elements of the ‘Active Learning Theory’. Each student is to be given a worksheet (below) where they can work through a series of ‘about me’ questions that could hopefully form the start of their profile on LinkedIn, a professional networking site .

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Learners are then shown examples of answers to help them get an idea of what language to use and what to write. They are then invited to share their answers with those sat next to them, giving them the opportunity to fine-tune their responses with their neighbour’s feedback. From previous experience this exercise causes the energy in the room lift as the student discussions get louder and louder. Some students will even open up their existing LinkedIn accounts to share the ‘before’ and ‘after’ profiles.

I will often adapt this generic presentation to suit the needs of the learners depending on their subject or level. Recently, HR asked if I could combine my generic workshop with an overview of myPortfolio to the new intake of SSU Graduate Associates. The session was titled ‘Using Technology to Support your Graduate Associate Position’ and lasted two hours, meaning that I had to ensure that I was able to keep my audience engaged and allowed time for reflection, activity, interaction with their peers and opportunities for feedback (see below):

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Core knowledge & values:

As shown above, I always try to ensure that I understand as much about my subject area as possible. This way I know I’m giving the best advice as I can and are therefore able to understand how my learners may feel when faced with a new piece of technology or teaching method. Most of my knowledge and experience comes from CPD and personal development activities that I have undertook so that I am able to confidently design learning activities that align to my objectives and outcomes. I have no fear in designing and building activities into my sessions that hands control over to the participants. This often allows room for me to think and sometimes learn something new from the outcomes shared by the group.

  • Bonwell, C., Eison, J. (1991). Active Learning: Creating Excitement in the Classroom AEHE-ERIC Higher Education Report No. 1. Washington, D.C.: Jossey-Bass.

 K1, K2, K3, V2 & V3

A2: Teaching and/or supporting student learning

I often try to identify opportunities where I can support student learning, including staff in need of training. I consider myself more as a facilitator of learning rather than a teacher as I rely on my participants to follow my advice and guidance, reflect on how it can affect their everyday practices, and finally share it with their peers. The main examples of where I support learning are listed below.

Online self-directed learning

I have created many online tutorials and guides to advise staff and students on using technology to support teaching and/or learning. Guides on using Mahara, social media and online pedagogy have all been created using myCourse (covered in more detail under A4: Developing effective learning environments and approaches to student support and guidance). It is important that when writing and building my support and help guides that I ensure that I use language that can be easily understood by the learners no matter how comfortable they are with using technology. I will use a lot of annotated screen shots and images, as well as video, along with text instructions, in the hope that it will cover the many styles of learning the learners may have. I know that I learn better by reading instructions and doing the activity as I go, however I’m also aware that some people prefer to watch a video before giving the activity a try.

Face-to-face workshops

I delivered two IT workshops in 2013 titled ‘Twitter for Teachers, Researchers & Lifelong Learners with a colleague (see  Workshop Flyer below, and Workshop Slides).

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From looking at the bookings I could see that we were to expect 50 participants ranging from administrators to lecturers, HR managers to support service staff. Although this sounded quite exciting, we knew it would be a challenge to ensure that the pace of the session would be suitable for all who attended. The workshops took place in an IT suite so learners could set up an account (if they wanted to) and explore the many features and functionalities that the system supports. During the workshop we asked the more experienced users to buddy up with those who were new to Twitter. We also allowed for those who just wanted come and listen, in case they just wanted a brief introduction. All participants were handed a worksheet to fill out and keep in case they wanted to revisit what was covered. On reflection, this method of teaching really suited the participants as those who managed to pick up the technology quickly were able to either help those around them or make discoveries of their own and share them with the class.

Online tasks

When we first rolled out myPortfolio, I offered each lecturer wanting to use it my help by delivering three IT workshops to their students; an induction, a mid-unit ‘clinic’ and a final ‘how to submit it’ session. This was fine for the first year as I only had three units to support. The next year the number of units wanting support doubled, and therefore requests for my support doubled too. Finally during the third year of roll-out I was asked to support 12 units – some with up to 5 separate cohorts meaning 15hrs of my support for that one unit. This was proving to be an issue as I’m not meant to be ‘teaching’ students, only to support lecturers so that they could do it themselves.

During the summer of 2013 we upgraded our myPortfolio software and therefore needed to update all of the support materials. It was during this time that I decided to re-evaluate my support offer and see if I could do anything differently. From experience, I knew that the face-to-face ‘induction’ part was fairly useless as most students wouldn’t open myPortfolio again until I saw them during the ‘clinic’ session, meaning I would have to go over the whole induction process again. I also knew that by creating ‘how to’ videos and support materials for the distance learners on the MSc Shipping Operations unit that they could do their own induction themselves – I would only be needed if anything technical was going wrong. It was then agreed that all induction materials and demonstrations that I would normally offer in a face-to-face class would be delivered online, drastically reducing the amount of hours I would be needed to be in a classroom.

To support the lecturers, I will now work with them individually to decide how the induction process would go; some will still book an IT room where the students will work through the videos in one session, others will ‘drip-feed’ 10 minute activities week by week to be completed as homework. Either way, I will write and build the activities into their myCourse pages (see evidence below).

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The tasks set will help the students with building up a portfolio for their assessment (an example portfolio will be made available to them from the start to show them what they’re aiming for, (see A3: Assessing and giving feedback to learners). Either way, the mid-unit clinic is only successful if the students have carried out the tasks set prior to the session.

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Core knowledge & values

It is hoped that the three examples of ways in which I support learning (both staff and students) shows how I have carefully thought about how I deliver content and subject matter to my learners, taking into account their needs and levels of understanding. The success of each session of learning entirely depends on how motivated the learners are and their reasons for learning.  For this reason, many of the activities are ‘chunked up’ to make each one manageable, giving the learner a sense of achievement upon completion.

K3, K4 & V1

A3: Assessing and giving feedback to learners

I am a researcher and a trainer, and when I’m working with a member of staff or delivering a session to students I always have a session plan and a couple of learning outcomes and objectives that I hope my learners would've achieved by the end. From my previous experience as a lecturer, I know that a successful session can be evidenced by whether or not learners can demonstrate that they have understood the subject matter or concept. Therefore, when discussing assessments in this context I’ll be describing the process in which my learners (staff or students) can prove that they've met my learning outcomes and objectives.

One aspect of my role that I really enjoy is working with academics to develop their unit assessment briefs. Not only do I act as an extra pair of eyes highlighting areas that could appear to be confusing for students, I can also suggest new ways in which technology could be introduced to enhance the process and outcomes. I am a great believer in the maxim ‘Don’t let the technological tail wag your pedagogical dog’ and will always consider what will be useful for the students to help them learn. Quite often a lecturer will arrange to come and see me with their draft assessment brief looking for advice on how to make it more engaging. Written essays and reports, although still very important, aren't always the most appropriate method for testing and challenging students. The lecturer could instead request a reflective journal or blog, digital portfolio, video or something else that will demonstrate that the students have met the intended outcomes. The students will then be able to use their creativity in order to meet the assessment criteria. In addition to my support, it’s my role to ensure that the SSU rules and regs with regards to assessments are met and that the technology does support the assessment. 

I was recently asked to be an internal moderator for an assessment on a unit on the PGCert in Learning and Teaching in Higher Education, to see if there was any way in which we could streamline it (see evidence below).

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The two previous years have involved students (mostly SSU lecturers) compiling a myPortfolio page to display evidence to support a 3000 word reflective report, however students took more time and effort uploading evidence and notes taken in class rather than focus on the main piece of work itself. Working alongside two senior members of the FBSE Business School, we were able to write a more focussed assignment brief that reflected what exactly the lecturers wanted to see that also aligned with the learning outcomes of the unit :

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To further support the lecturers and students I agreed to develop tasks to be drip-fed into the unit to help keep them on track, along with an example of what the myPortfolio page should look like and a template to copy:

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It is hoped that the students will now be more focussed on what is asked of them, rather than upload lots of documents that aren't referred to in the 3000 word reflection, thus reducing the time wasted by the lecturers opening every document hunting for their relevance. I chose to also create bespoke videos specifically for this unit to ensure that the students will know exactly what to include in their myPortfolio page. As with the last 2 cohorts, I will be supporting the submission and marking process to ensure that it adheres to SSU’s assessment regulations, and that all students can receive their grades and feedback, including their completed rubric to show a breakdown of their marks.

It will be interesting to see if the students do actually follow my guidance, compile and submit a more focussed assessment, thus improving the average grade for that cohort. I also hope that the number of last minute support requests from the students will be reduced as everything has been covered and demonstrated in the videos. This example shows how feedback from students led to a review of the current assessment, resulting in a more coherent and focussed brief. This whole assessment review depended on obtaining feedback from many parties; teaching staff, students and myself as a learning technology specialist.

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Core knowledge & values: 

As seen above, I support the assessment and feedback process in a number of ways; I can help lecturers set-up assignment upload links in myCourse, to then mark and give feedback online and I can work alongside lecturers to design and review assessment briefs. Throughout all the training I give I’ll always request that my learners are able to demonstrate back to me that they understand what I’ve covered.

K4, K5 & K6

A4: Developing effective learning environments & approaches to support & guidance

I briefly touched on this during A2 where I gave examples of how I use online technologies to support student learning. Building effective online learning environments is one area I feel very confident in, whether it’s helping a lecturer design a course page on myCourse for hundreds of students, or build a myCourse page for a specific piece of technology. I also offer support in a number of other ways listed below:

Lunch time training sessions:

These hands-on-training sessions cover many aspects of what we support in the Learning Technologies team. Sessions that I often deliver include Turnitin, myCourse and myPortfolio. These sessions are advertised online so that staff can book in when it suits them. There are usually only between two and three participants in each, allowing for better support, however staff are able to book a one-to-one with me if they don’t feel confident learning in a group.

One-to-one drop-ins/instant support:

At the end of most of my presentations I will often tell SSU staff to pop in to see me and bring their mugs so I can fill them with tea. I feel it’s really important for lecturers to feel that there’s always somewhere there to help them when in need to technology advice. When a lecturer calls me or walks into my office and requests instant support, I will always try to accommodate them. To some technology is seen as a necessary evil and I can hopefully help them to see the benefits rather than the inconvenience.

One-off workshops:

Every now and then I’ll work together with my colleagues to put on workshops and seminars that support specific areas of technology enhanced teaching and learning (for example the twitter workshops mentioned in A2). As part of my CPD I undertook an online course on Emerging Trends and Technologies in Education where I was able to learn about new initiatives going on at other universities around the world. I was so inspired that I felt I had to share my new knowledge with the SSU staff and therefore came up with “7 Edutech Wonders” series of seminars. The topics to be covered include MOOCs, Open Badges, Polling technologies, OER, Audio in Education, Flipped Classroom Model and Virtual Classrooms. A learning technologist will facilitate each session alongside someone who has trialled or uses the technology in their teaching.

Another series of successful workshops are the Half Hour Huddles, part of Online Pedagogies strand of Technology Enhanced Learning Community of Practice. These sessions have been devised to try and create opportunities for SSU staff to ‘show and tell’ their experiences of using a particular online tool or technology. Feedback gained from those who attend say they feel really positive about the sessions as they are learning a lot from their peers. My role in this is to mainly organise and facilitate these sessions along with my colleagues, giving ‘the floor’ to the academics, hopefully to inspire them. One Principal Lecturer emailed the following to her course team:

“This afternoon I went to the first of the 'half hour huddles' run by LTU (Sam, Andrew and Christina). Just to flag these sessions to you - I think they will be very valuable and I have to say the sort of development many of us will appreciate and 'buy into'. There is a show and tell opportunity where you are able to see how and what other folk are doing on myCourse with the functions. Today I saw 2 elements of mycourse which really got me thinking about how I could use them.There is no pressure to do it yourself and you could simply sit back, enjoy your lunch and watch and learn”.

Feedback like this is very helpful, and it’s encouraging to see that a high-profile academic is promoting us amongst their colleagues.

Short online activities:

I have built an activity and short demonstration of the Flipped Classroom model using myCourse (http://mycourse.solent.ac.uk/flip). This is aimed at lecturers, specifically those who attended a presentation I did with fellow Learning Technologist, Julian Prior, titled ‘Rethinking Pedagogy with New Technologies’ at the recent Solent Exchange 2013. The objective was to give the lecturers and staff an opportunity to experience of what it was like to study as a student using the Flipped Model of course delivery, giving them an idea of how they can use myCourse themselves to facilitate this method of teaching. 

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Online support site:

I am responsible for writing and building the myPortfolio Guide in myCourse (http://mycourse.solent.ac.uk/myportfolio). This site is aimed at all staff and students with the hope that it can support them for whatever purpose. The main sections of this site are an overview of what myPortfolio is, examples of pages that can be built (and tools that support them), assessment processes, lecturer guidance and finally other types of portfolios. We at SSU are deemed to be one of the front runners in the innovative uses of the myPortfolio software and are often asked to do ‘virtual tours’ of our systems and help resources to other universities such as Manchester Metropolitan University, University of Bath and recently PACE University in New York using virtual classroom software.

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Core knowledge & values 

From my examples above it is possible to see that I utilise a number of different methods for facilitating learning and the types of environments & settings used to support my training. I am aware of the importance of accessibility and inclusivity and therefore try to make sure my support is available to as many people in as many ways as possible. Most of what I ‘teach’ can be found in myCourse, however I do appreciate that some staff really need that face-to-face contact time with me, either as that’s how they learn best or perhaps they don’t have the confidence as yet to do it on their own. Workshops and seminars provide excellent opportunities to network and share ideas and experiences; the 7 Edutech Wonders sessions and Half Hour Huddles aim to inspire and encourage those in the room to put forward ways in which they could implement their new/updated knowledge. By offering these opportunities for learning to staff, I hope they can incorporate something that they’ve seen and use it to increase their students’ engagement and experience at SSU.

K1, K2, K4, V3 & V4

A5: Engage in CPD in subjects/disciplines and their pedagogy

There are many definitions of CPD but to me it’s more about ‘what can I do in order to do my job as best I can?’, and the way I do this is to regularly look to peers and colleagues in other universities to see what they’re working on and evaluate the possibility of utilising the outcomes at SSU. As mentioned at the start of this application, I have undertaken a PGCert in Teaching Post Compulsory Education and Training where I was able to hone my skills as a teacher and understand the importance of mentoring and support students and their needs, classroom management and professional practices (lesson plans, schemes of work, resources and assessment). I have also successfully completed the PGCert in Blended Learning where I further developed my teaching knowledge by developing activities that could be delivered online to supplement face-to-face classroom situations. It was during this course that I was able to build up enough confidence to successfully apply for a promotion to become a Learning Technologist.

Courses & training

MOOCs (Massive Open Online Courses) became big news in 2013 with many top universities worldwide signing up to be part of the story. I had read many news articles on these MOOCs but felt that in order to really understand the hype I had to have a go and complete one of these courses. I decided to choose a MOOC with a subject close to what I do professionally and chose ‘Foundations of Virtual Instruction’ offered by University California, Irvine via Coursera (https://www.coursera.org/course/virtualinstruction). From doing this course I was able to experience what it was like being one of thousands of students on a MOOC, see how the course was designed and delivered, and update my knowledge on Virtual instruction. As a comparison I did two more MOOCs, one from the same university on Emerging trends and technology in Education, and another from a different platform (Open2Study) from the Curtin University in Australia called ‘Introduction to Astronomy’. As with the first, I had a great opportunity to experience life as a student taking a MOOC (both good and bad) and felt that I was now ready to start disseminating my new knowledge of MOOCs with my colleagues. I was also able to gain an insight to new technologies and trends in education which I have shared with my fellow Learning Technologists at SSU and have come up with a series of ‘One hour Wonders’ of educational technology for my colleagues to attend. 

Professional conversations & meetings

Through my online networks I am able to keep up with my peers and stay up-to-date with the latest news and issues to do with my role, however sometimes it’s great to have more in depth conversations where detailed experiences can be shared. I am regularly asked to meet with peers, both virtually and in person, in order to try and work together to identify solutions to common problems and share experiences of success and lessons learned. 

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2011

JISC Epi Study:  
e-Portfolio large-scale Implementations 
See more...

2011 Invited speaker:
JISC ePortfolio workshop, London
2011 Book contribution:
Technical reviewer for Mahara 1.4 Cookbook, written by Ellen Marie Murphy, published by PACKT
See more...
2012 Paper:
Moss, S. How can myPortfolio improve the employability of your students? Dialogue: STLC Conference Proceedings
2012 Paper:
Almpanis, T., West, L., Moss, S., Doig, A. & Hoss, S. A model for university staff support for online learning technologies. Dialogue: STLC Conference Proceedings
2012 

Invited speaker:
JISC RSC South East eLearning Fair: “Weaving Employability into the Curriculum” 

2012

Invited speaker:
Highbury College Higher Education Conference. “Creative Portfolios with Mahara”

2012 Conference Committee member:
Mahara UK 2012
2013 Paper contribution:
Taylor, R. The Fashion Lounge; A brief report on creating a cross-departmental myCourse page. Dialogue, Southampton Solent University
2013  International Newsletter article:
Mahara Newsletter, October 2013 (Issue 3) ‘Solent’s move to Mahara 1.7 & the Solent Blue’  

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Core knowledge & values

I really enjoy going to conferences as there are so many opportunities to learn. You can see what other Universities are up to, meet like-minded professionals and potentially make contacts that may provide opportunities for collaboration. I like presenting at conferences too; any opportunity to get out there and show them what Solent are up to and how creative our lecturers and students are.

I find the newly hyped MOOCs are having such a huge impact on my career and my confidence in role. These can be done in my own time and do not affect my job, are free and often open my mind to new ideas and ways of learning.

I will also continue to nurture my Personal Learning Network as I have found this to be key to my professional success. My networks can be accessed via my link below:

K4, K6, V3 & V4

Competency

Core Knowledge:

K1

The subject material

A1 & A4

K2

Appropriate methods for teaching and learning in the subject area and at the level of the academic programme

A1 & A4

K3

How students learn, both generally and within their subject/ disciplinary area(s)

A1 & A2

K4

The use and value of appropriate learning technologies

A2, A3, A4 & A5

K5

Methods for evaluating the effectiveness of teaching

A3

K6

The implications of quality assurance and quality enhancement for  academic and professional practice with a particular focus on teaching

A3 & A5

Professional Values:

V1

Respect for individual learners and diverse learning communities

A2

V2

Promote participation in higher education and equality of opportunity for learners

A1

V3

Use evidence-informed approaches and the outcomes from  research, scholarship and continuing professional development of learning communities

A1, A4 & A5

V4

Acknowledge the wider context in which higher education operates recognising the implications for professional practice

A4, A5

Line Manager’s statement of support

download.php?file=855&view=607&embedded=1&text=3164For the attention of Southampton Solent University Professional Recognition Group

I wish to confirm that the evidence of teaching/support of student learning drawn on for the application of Sam Taylor is correct, and that the applicant has been working in a professional capacity in education for a minimum of two years, of which at least one must have been in Higher Education.

Brief comment in support:

Sam is an excellent Learning Technologist and very much valued here in the Learning Technologies department of Southampton Solent University. Sam has been working with us since 2008 firstly as an e-Learning Support Officer before becoming a Learning Technologist. Sam has an excellent approach to her work and is professional in all aspects and is very well respected by her colleagues. Sam attends and contributes to many conferences in the H.E sector and constantly reflects and considers how the knowledge gained on these continuing professional development activities can enhance her work. Sam plans and delivers sessions to both staff and students in both one to one and one to many situations. The feedback from both staff and students for these sessions is excellent and I have no hesitation in supporting Sam’s application for Fellow of the HE Academy. 

Name: Steve Hogg
https://portal.solent.ac.uk/it-and-media/learning-technologies/staff-profiles/steve-hogg.aspx

Date: 27/01/2014

My certificate