Dimensions of Practice: SFHEA Self Assessment
SFHEA Themes
SOL & Formative Assessment Development (e-learning projects - The begining)
Embracing Technology (VLE, wireless technology, twitter)
Assessment & Feedback (The role of Formative FB, e-feedback, Video Feedback, Audio Feedback)
Re-validation & the development of Performance Conditioning (Teaching & learning excellenace in Non-traditional teaching environments)
Leadership (Video FB project, Schools Liaison Role, Staff Mentoring, HOP)
e-learning projects (the begining)
On-line student support developing a reflective approach to Supported Open Learning based provision; developing an interactive approach aimed at promoting deep learning.
SOL Development & dissemination
The development, implimentation & evaluation of formalised, structured SOL based tasks that embraced the principles of connection learning & built upon previous work (e-learning project) was presented at the Teaching & learning conference (2007).
Linking learning & research: illustrating examples of the integration of connection learning within Sports & Exercise Science
Staff Mentoring (L)
All new academic staff (Dale Forsdyke & Alastair Jordan) are mentored by an established member of staff from within their Faculty. Mentors are identified by the Faculty &:
share common interests with the new member of staff in terms of his/her own discipline/field of interest
be an experienced member of staff within the Faculty
have a good working knowledge of University and Faculty systems, policies and procedures
have a professional knowledge and understanding of, or interest in, staff development issues
The role involves undertaking general introductions to staff & facilities, providing the new member of staff with a positive & supportive contact during their first year.
School Liaison (L)
As part of a wider recruitment strategy for the sports department I developed a school visits policy whereby a total of 25 Further Education institutions were specifically targeted based upon a range of discrete inclusion criteria. This has resulted in a determined effort to develop new or reinforce existing relationships with these establishments based upon previous recruitment patterns, geographical location & the universities widening participation agenda.
Excellent take up resulted in excess of 160 students attending the events held over 4 dates at York St John University, engaging in degree specific taster sessions facilitated by academic staff in addition to associated activities managed by the marketing team.
This strategy was positively recognised within the faculty AER with other subject areas encouraged to explore similar opportunities as an example of best practice
University Liaison Representative (L)
Working in conjunction with York College to produce their 'top up' Level 6 programme to their foundation degree.
Advisory group contributing to the development of a new Foundation Degree in Football Studies
Acting as YSJ representative upon York College exam boards
Lit. - Reflection & FB
Lit. FB Theory
Learners rarely enter courses prepared for this, so there is a need to help develop their capacity, and disposition, to operate effectively to seek and utilise feedback.
Bould, D. & Molloy, E (2012) Rethinking models of feedback for learning: the challenge of design.
“when students receive feedback from teachers they must engage in self-assessment if they are to use that information to improve academic performance: that is, they must decode the feedback message, internalise it and use it to make judgements about and modify their own work”. (339)
Nicol, D. (2009) Assessment for learner self-regulation
Implimentation of Technological Innovation
Academics within the field, or the habit of employing educational technology have consequently served as agents & instigators of change through introducing concepts, procedures & products (hardware / software) that are often foreign to colleagues with whom they work.
Education innovation (including change & implementation) has been identified to be fundamentally influenced by a number of conditions: dissatisfaction, existence of knowledge & skills, availability of resources, availability of time, existence of rewards & incentives, participation, commitment & leadership (Ely 1999).
Video Assessment & Feedback
The Faculty of Health and Life Sciences, Principles of Exceptional Assessment and Feedback resulted in innovative employment of the practical implementation of video-based assessment and feedback.
Tutors Brett Wilkie and Andreas Liefeith have been working with 2nd year Performance Coaching students. Using a combination of and iPad and video technologies, developing a unique approach to providing students with feedback on their coaching performances. The impact of this new method led to students being much more reflective practitioners. In this video, Brett explains the process the technology and the outcomes in more detail.
Video Assessment
Qualatative Commentary from Analysis
Wireless Technology & Feedback
Despite the increased use of electronic feedback there are relatively few practice based research projects which report upon the success of e-feedback within sport subject areas (Sadler 2011).
Evidence highlights concerns related to the quantity & quality of feedback, in addition to the frequency, consistency & timeliness of the feedback received (Hounsell 2005; Nicol 2010).
The nature of e-feedback means that it encompasses several key attributes (targeted, specific, & personalised) which have the potential to improve student learning proficiently (Sadler 1989).
“the speed at which feedback was given was brilliant as the written feedback was there straight away” & “The fast turnaround of the feedback was a massive help in terms of evaluating our sessions”.
It provides a medium students are conversant with while facilitating their preferred working practices “I (student) really like the use of the iPads & that we hand our work in the day before so the tutors have it for the practical sessions”.
Video Feedback
Research has suggested that video feedback may offer a way to challenge & change distorted perceptions of performance & can address aspects of social phobia (Rodebaugh & Chamless 2002).
Van den Berg et al. (2006) suggests the benefits of video feedback are that it mirrors characteristics of professional practice & develops reflective practice (Kolb 1984), therefore providing a more authentic student experience.
“video analysis was good as we (the student) could peer review it in session & see where and when we went right & wrong and things that we could improve on”.
“this type of feedback…was extremely helpful as it helps me to understand better what is being said about my performance & why it is being said”.
Reflection & subsequent modified practice were clearly evidenced within student testimonies “Personally I found watching my previous videos back whilst preparing for my final exam was invaluable as it helped me pick up on points that I thought were good/bad”.
Teaching & Learning Conference
E-Pedagogy Fellowship (L)
The e-Pedagogy Teaching Fellows play a central role in their faculty/subject in on-going technology enhanced learning and teaching innovation work and the development of a TEL quality framework.
Role of E-Pedagogy Teaching Fellows
- To demonstrate leadership through extending good practice within one’s own discipline and University wide, in particular the development of technology–enhanced learning through effective use of best practice models, appropriate e-pedagogies and tools;
- To promote the enhancement of student learning through mentoring and leading individuals and/or teams particularly in relation to technology enhanced learning;
- To work within the Faculty with the Senior Teaching Enhancement Fellow, Heads of Subject, Heads of Programme, the Deputy Dean and with Learning and Teaching Development leading in the development of technologically enhanced learning, teaching and assessment and embed it into the existing faculty structures;
- To become a member of the YSJ Teaching Fellows Network and through leadership in learning and teaching matters and in collaboration with Faculties and Departments to encourage excellence in technology enhanced pedagogic practice and pedagogic research;
- To develop a national profile through research, scholarship and professional practice that underpins exceptional pedagogic practice and promotes the reputation of the university by national/ international conference presentations, engagement with external agencies such as the HEA and peer reviewed publications.
Background
I am Head of Programme for the Sport Science degree programmes (Sports Science and Injury Management, Sports Science and Exercise Practitioner and Sports Science and Performance Conditioning). My role involves the supervision and management of these programmes, including facilitating the initiation and evaluation of faculty strategies and management of the student experience. I hold a postgraduate teaching qualification in addition to successful completion of the PCAP programme. During my time at York St John University I have been integral to department projects developing the use of the VLE for the teaching on sports programmes (University Teaching and Learning Conference) and lead on pedagogical projects related to the development of innovative feedback and assessment strategies employing contemporary technology mediums (E-Learning Conference). These initiatives have been recognised through the University E-pedagogy fellowship award.
The event showcased best practices across a range of themes and inspired conference participants by providing them with a range of practical illustrations and tips which are transferable to their own instructional practice. The conference also fostered opportunities for cross-institutional networking and the establishment of communities of practice in support of the following themes: transition to higher education; academic skills development; assessment & feedback; active learning design
http://www.higheryork.org/staff/higher-york-elearning-network/higher-york-elearning-conference-2012/
Emerging Signature Pedagogies
The role of video & e-feedback in assessment presented to delegates attending a BASES workshop covering a range of signature pedagogies employed within Sports & Sports Sciences
The role of video and online feedback in assessment in non-traditional teaching environments
The combined use video of and electronic media in conjunction with more traditional strategies of feedback within sports programmes resulted in a high quality, innovative feedback package for students. The workshop reports back on data obtained from student evaluations identifying the key strengths and weaknesses of the process in addition to the perceived impact it has had upon their learning experience.