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Managing & Developing Curricula
Transcript of Managing & Developing Curricula
My role in managing and developing curricula
Dimension of the UK Professional Standards Framework
This module has enabled me to consolidate my learning from the previous modules, whilst also having a greater understanding, particularly of the Professional Values as detailed within the UK Professional Standards Framework (2011). However I have felt that this module is also one that I have the least input into with my role as a Visiting Lecturer.
Personally the “thinking on the feet” aspect has been developed into more of an evidence informed approach, whilst also considering how the sessions I teach fit into the wider programme/module. This has been done by actually meeting with the Module Leaders which I had not previously done, mainly due to not knowing who they were. This has a twofold effect, one in giving me confidence in my Visiting Lecturer position, in feeling part of the team and also being able to be part of the marking team.
I have been able to offer a small but I feel significant change to one group of learners, 80% of which were overseas students and therefore I needed to understand some of the cultural and religious practices in respect of intimate procedures. Attendance had been low on previous attempts with this group and I arranged for small group tutorials prior to the simulation for all students to attend. This would consist of advising the students that they can raise their own issues individually prior to the smaller group activity or within the tutorial. Personal responsibility would also be expected in that the students will need to bring a solution to their issues being raised. So enabling a number of the seven principles as detailed by Chickering & Gamson (1987) e.g. active learning techniques, respecting of diverse talents and ways of learning.
All the students attended the tutorials and were able to practice the simulation in smaller groups, whilst considered by many writers (Bligh, 1986; Griffiths and Partington, 1992 as cited in A Handbook for Teaching and Learning in Higher Education by Fry, Ketteridge & Marshall 2009, to be a difficult teaching technique, with the informality often cited as one of the difficulties. However because of the previous session failures I felt perhaps a more informal approach would enable as Chickering & Gamson (1987) refer to as the developing of reciprocity and co-operation among students, to enable the students to feel more comfortable in raising concerns that could then be addressed prior to the formal and assessed session with the whole group.
This informality still had structure in that the students would still need to demonstrate their practice on their prosthesis, however, I also “used” members who were more willing to participate initially. Peer Assisted Learning (PAL) has been implemented as a means of tackling poor retention as well as to complement the learning experience of students (Wallace, 2003). Improving the learning experience is key for students who will be carrying out such procedures on people and as Ziv, Wolpe, Small & Glick (2003) reinforced that practice is better carried out in simulation and therefore less likely to cause harm to individuals.
The Quality Assurance Agency for Higher Education - Subject Benchmark Statement : Health Care Programmes (2001)
Areas of Activity
Dimension of the UK Professional Standards Framework
Before this course I had rather a relaxed approach to teaching and learning, mainly due to having been practising for a number of years. Such an approach I believe was further reinforced by not being part of a supervision programme with the University as a Visiting Lecturer, so other than the National Student Survey I had no other formal assessment of my practice. This course has therefore provided me with tools such as the UK Professional Standards Framework (2011) as a means to structure my teaching and learning. I have begun to use it as a checklist for my practice, which I had not been able to do prior to the commencement of this course.
The Areas of Activity within the Framework has been an influencing element within my current practice in that I am now aware of the importance of being part of the module staff on Studynet, one of the benefits is that it has enabled me to identify which students have Study Needs Agreements, which have resulted in me being more student centred e.g. arranging appointments with students who have identified needs through the Disability Services and have made reasonable adjustments such as printing on yellow paper and using particular fonts, in order to provide effective written feedback for the students. Arranging for tutorials to be at particular times to allow for students to be able to test their blood sugars, in order to ensure I am able to offer support and guidance at times suitable for the student. Whilst also formulating supervision arrangements for myself, in order to engage in continuing professional development, whilst involved within a module with the Module Leader.
Dimension of the UK Professional Standards Framework
In respect of subject material I am bound by the Nursing & Midwifery Guidelines PREP Handbook (2011) “The Prep requirements include a commitment to undertake continuing professional development (CPD). This element of Prep is referred to as Prep (CPD). The Prep (CPD) standard is to:
9.1 undertake at least 35 hours of learning activity relevant to your practice during the three years prior to your renewal of registration
9.2 maintain a personal professional profile of your learning activity
9.3 comply with any request from the NMC to audit how you have met these requirements.”
As a teacher within both health and social care I spend a great deal of time updating my knowledge by both researching and writing courses, however these courses are in line with standards set out by the Care Quality Commission and are for guidance only. The benchmarks are set within the Qualifications Credit Framework. In line with my professional requirements as a dual practitioner I also need to ensure both roles have due regard in respect of continuing professional development. The Post-Graduate Certificate in Learning & Teaching in Higher Education is part of the process of ensuring my core knowledge is as (Fry, Ketteridge & Marshall 2009) regard as the “need for career long teaching competence not to be aspirational but part of the fabric of university life”. The University set its own standard as having 580 fellowships of the Higher Education Academy by 2015 and had reach 509 by 2012 Clutterbuck Presentation (2013).
I feel that I need to develop further my Core Knowledge in that I need to consider further how students learn and consider how my practice needs to complement the learning, whilst also ensuring future involvement within the evaluation of the effectiveness of teaching. I have been assuming students have a wider range of learning skills due to being in the 2nd and final years of study. Kolb’s (1984) '4 stage cycle of learning' as a central principle perhaps could underpin this workshop in which 'immediate or real experiences' provide a basis for 'observations and reflections'. E.g. students considering why they need to learn an emergency medication procedure. These 'observations and reflections' are integrated into 'abstract ideas' through the tutorials producing new suggestions for action which can be 'actively tested' in turn creating new experiences, with the student being able to carry out the simulation.
This assignment has also enabled me to consider other means of imparting knowledge to students. I have carried out a workshop using the Camtasia package and have also learned how to use Prezi’s as part of a presentation. Within the whole course I have also used the Electronic Voting System (EVS) as well as considering how to use Studynet to its full potential. As I have learned how to use these technologies I will be able to inform students how to complete more accurate searches within their researching and using EndNoteWeb as a means of collating the search documents.
Quality Assurance & Enhancement of the Programmes
I haven’t ever considered my role in maintaining and enhancing the educational quality within the University. I have definitely taken a “step back” approach within my Visiting Lecturer role, often reinforced by the teaching team, not including me within discussions in relation to the modules, learning outcomes or standards. Often being asked to fill in at short notice means that invariably I am sent occasionally Module Guides, lecturer’s notes and presentations and asked to deliver to the group on a certain day at a certain time.
This module has enabled me to consider the role of assessment and evaluation and how it feeds through from the session, tutorials, Student Viewpoint to National Student Survey. I now understand the attachment I received when asked to deliver a whole module of work, in that I received a copy of the Student Viewpoint for the module. Thankfully the feedback was very positive and every student passed the assignment, however I now feel that this was more down to good luck than good management and will not be put into such a position again. Whilst as a nurse I predominantly work within social care and it is only when as a Visiting Lecturer that I teach nursing students. Therefore I made the decision not to follow the NMC teaching route. However I now feel at a disadvantage in respect of the quality assurance and enhancement aspect of the programmes and will ensure more of an involvement with the processes in the future.
The External Examiner role taken on by various colleagues within my department, is one that I feel is important to ensure an external validation of the courses, assessment of students, evaluation of the standards and how they are implemented but have never met the Examiner, I will be making an appointment with them to assist me to consider the quality assurance role within my own sessions, the module and the wider context of the University.
The Quality Assurance Agency (2011) current strategy is very similar to those required through the Nursing and Midwifery Council Code of Ethics (2008) in that:-
The people in your care must be able to trust you with their health and wellbeing.
To justify that trust, you must:
• make the care of people your first concern, treating them as individuals and respecting their dignity
• work with others to protect and promote the health and wellbeing of those in your care, their families and carers, and the wider community
• provide a high standard of practice and care at all times
• be open and honest, act with integrity and uphold the reputation of your profession.
So as part of my own dual professional status I will ask to be involved with the validation and review procedures of the programmes I teach upon, even if it is from an observation stance.
I believe the foundations to teaching in higher education are underpinned with The UK Professional Standards Framework (2011), self-reflection and the Subject Benchmark Statements from The Quality Assurance Agency for Higher Education (2001). These tools provides teachers with the standards for dual qualification practice. Before commencement of this course, I used self-reflection and the supervision arrangements I pay for, to “manage oneself, one’s practice and of others in accordance with the Code of Professional Conduct and critically evaluate own abilities and limitations” in line with Statement A of the Benchmark Statement on Academic and Practitioner Standards, as my personal means of quality assurance.
I now feel, following this course, that my knowledge within the benchmark in respect of what I deliver to the students, is somewhat lacking, this was evident in my previous submission. I was aware of the benchmark statements and the role of The Quality Assurance Agency for Higher Education, but now with the prospect of a dual registration I feel I need to be more involved within the module and course design in order to ensure that only my personal practice is of a quality in order to teach, but also that the quality standards for students attaining is within the standards set for the programme.
As yet I have no further work with the University, the nature of Visiting Lecturer means I may only teach once every few months and I have made appointments with the programme tutors in order to discuss the modules that I teach on and also to discuss the teaching, learning and assessment processes as detailed within the Benchmark Statement (2001)
• Chickering A W & Gamson Z F (1987) Seven principles for good practic in undergraduate education. American Association for
Fry, H, Ketteridge, S & Marshall, S (2009) A Handbook for Teaching and Learning in Higher Education, Routledge, Oxon
• McKernan J (1991) Curriculum Action Research : A Handbook of Methods and Resources for the Reflective Practitioner (2nd edn), London: Kogan Page.
• Nuring & Midwifery Council (2011) PREP Handbook
• Quality Assurance Agency (2011) Strategy 2011-2014. Available online at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Strategy2011-14.pdf (Accessed 5th July 2013)
• Quality Assurance Agency (2006) Code of Practice for the Assurance of Academic Quality and Standards in Higher Education (2nd edn) Section 6 Assessment of students. Available online at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/COP_AOS.pdf (Accessed 3rd July 2013)
. Quality Assurance Agency (2001) Benchmark Statement : Healthcare Programme
• Schon D (1987) Educating the Reflective Practitioner, San Francisco Jossey Bass
• The UK Professional Standards Framework for teaching and supporting learning in higher education. http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf (Accessed 4th July 2013)
Reflection on own Practice
Schon (1983) describes my personal approach to teaching, in that “professionals in practice tend to think on their feet”. This has been area of professional development that I have wanted to improve, in line with the dimensions of the UK Professional Standards Framework (2011). I tend to have a relaxed manner but without real understanding of why I was teaching what I was teaching and more importantly whether the students were actually attaining anything within the sessions. I had never before asked about the Definitive Module Document and how my sessions would complement the learning outcomes for the modules. This I believe was mainly due to the sessional nature of my Visiting Lecturer role, so I felt I was just helping out, but particularly within this last module, I am now aware of where the sessions I teach fit into the learning outcomes for students, how the Student Viewpoint Feedback fits into the wider National Student Survey and how has previous feedback reviewed the modules, all whilst ensuring that students are at the centre of my practice, as evidenced within the inclusive strand of the Curriculum Design Toolkit. Therefore I am now going to have a more participatory role within the structures listed above, by meeting with the Module Leader prior to my sessions to discuss where the session/s fit within the module, what the expected learning outcomes are, whilst ensuring that my professional practice continues to demonstrate the dimensions of the Framework.
This wider context as detailed in the UK Professional Standards Framework has enabled me to consider how one element of marketing of courses relies on feedback from the National Student Survey and as such I need to be more aware of the feedback requirements and ensure that my teaching practices reflect on what students need from the course, as well as being in line with the Definitive Module Document.
McKernan (1991) suggests that “action research is systematic and self-reflective” in order to ensure such an approach I am going to request observation of my practice, both by students, but also the Module Leader, in the years of practice within the University I have never been formally observed, apart from within this course and feel that observation is one way in which I can receive some critical feedback to my teaching, both in approach and content. This will enable continuing development of my practice but will also ensure the content of the sessions that I run are in line with the learning outcomes for the students.