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The question of whether the four categories of Fellowship, professional recognition from the Higher Education Academy (AdvanceHE), represent a progression framework appears to be one of those perennial discussions. At first glance, it is understandable that it might be interpreted as though individuals must first achieve a D1 (descriptor1) 'level' before moving on the D2 and so on. The truth is slightly more confusing. I believe we should all we use carefully chosen language in identifying the differences between categories of Fellowship by avoiding the implication of levels in D1, D2.... and instead have an active discussion with Faculty about the descriptors and potential labels. In my practice, I insist on discussing the differences between a Teaching Fellowship (D1) and an Academic Fellowship (D2), between that and a Leadership Fellowship (D2) and a Strategic Fellowship (D4).

I believe an accurate interpretation of the UKPSF and its relationship to Fellowship Descriptors across all four categories make it largely incompatible with any institutional promotional structure. Certainly achieving recognition within a category can, and should, generate evidence that can be used as part of an evidence base towards promotion, but tying Fellowship to internal promotion distorts individuals understanding of Fellowship and undermines their active engagement with the Professional Standards Framework.

Below are four videos representing extracts from an institutional Fellowship Seminar recently. They are presented in the order in which they were delivered although each should stand alone. They are:

  • Overview of the UKPSF (Professional Standards Framework)
  • Curating Evidence (putting a portfolio together)
  • Categories of Fellowship (an explanation of why they are NOT levels)
  • Good Standing (staying on top of your Fellowship)

Overview of the UKPSF (Professional Standards Framework)

I do not represent either an authority on the UKPSF nor do I represent the views of the HEA or AdvanceHE. These are my personal views based on having overseen an institutional scheme and written an aligned PGCert, as well as providing some consulting services to a number of UK colleagues in recent years. Other than my publicly stated reservations about the lack of an epistemological referencing within the UKPSF I think it is an essential tool for reflective practice.

Curating Evidence (putting a portfolio together)

Everyone is busy! I suspect we need to do a better job of supporting new Faculty to develop a reflective portfolio from their first day on the job. It should be part of that first on-boarding conversation with their new line manager. Encouraging new staff to document even the most mundane professional observations is necessary but is rarely a skill most of have naturally. This segment makes a few suggestions.

Categories of Fellowship (an explanation of why they are NOT levels)

The Fellowships have four descriptors, one each, obviously. Of course, they are numbered 1 through 4, D1, D2.... So it is natural enough to assume that they are progressive, that they constitute a series of levels. This is not the case. Each descriptor describes the kind of role that someone in HE has and articulates this with reference to the UKPSF. Even if you are an extremely competent academic, engaged in all dimensions of the UKPSF with evidence of your on-going excellence in practice, you cannot assume to be made a Senior Fellow without exploring your practice against this new category's descriptor, essentially the leadership and mentoring of others around learning and teaching. It is important to grasp the notion that longevity and 'excellent in role' is not sufficient to presume eligibility. In each category, there is a distinct focus. This segment explores the four distinct categories as teaching, academic, leadership and strategic roles. I think this makes it easier to unpack them.

Good Standing (staying on top of your Fellowship)

The Higher Education Academy (AdvanceHE) have not detailed any guidelines for what constitutes 'remaining in good standing' as a Fellow, in whichever category it is awarded. But, institutions are encouraged to support Fellows to document their practice and facilitate both reflection and sharing. In theory, an institution's delegated authority to award fellowships through an accredited pathway could be at risk if the HEA chose to audit an institution and found them wanting. It need not be that difficult. Here are a few suggestions.

Designing Engaging Learning Opportunities

Workshop aligned to UKPSF A1-A2,  K1-K4, V1 

The third element in a constructively aligned course design and stage six of the 8-SLDF is the learning activities that allow students to prepare for the assessment of their learning outcomes. This is not about the content that we share with our students; it is about how we develop an appropriate strategy to do that. Some modules will require a good deal of knowledge to be acquired by novice learners and a set-text and discursive seminars may be the appropriate strategy. Could we use one-minute papers, 'Pecha Kucha', lightning talks, and other techniques to secure student engagement? Alternatively, we might be designing a more advanced module in which a discovery learning approach is more appropriate. Could we use enquiry based learning models here instead, asking our students to prepare to take a debate position, run a Moot or team-based discussion? The important thing is that we are developing a strategy and practical approaches that build on our design, not seeking innovation for innovation's sake. The pages for this stage of the 8 Stage Learning Design Framework are summarised as:

      1. The content to be taught should serve the students ability to evidence the ILO
      2. The skills and attributes that are taught at a topic, week or session level should be designed to rehearse elements of the assessment
      3. Not everything that engages students is directly assessed but everything they are asked to do should be justifiable as informing the assessment and ILOs.

You might want to ask yourself as a course design team

        • How closely mapped are the  ILOs to each topic, week or session outline?
        • How confident are you that you cover the ILOs appropriately in terms of weighting and importance?
        • How much variation is there in the learning approaches taken throughout your module?
        • How are you enabling students to develop skills beyond knowledge acquisition?

    See 8-SLDF pages for a fuller explanation.

I thought I would share some cross-platform videos which reflect whatever is on my mind professionally each morning.  Shot in portrait for IGTV and then annotated for YouTube,  they represent unscripted notes on some aspect of learning design or educational enhancement.

This one explores the value of an individual approach to personalizing reflection for academic practitioners. I urge faculty to make reflective journal notes immediately following any teaching event. This is invaluable, as is watching and listening back to your work. Combined with an SGID or in-class evaluation process you will find that any end-of-module evaluation of your teaching effectiveness should hold no surprises.

1

It is always a privilege to be listed with others whose work one admires. I was pointed recently to a page produced by Laura Heap at the London Metropolitan University in May 2014 on their eLearning Matrix pages. On a page where Laura outlines possible answers to the question "What models are there for blended and distance online learning delivery?" she has chosen to include my work here on the SOLE Model alongside some people that I deeply admire.

LondonMet Reference
LondonMet elearning Website

Laura lists four different models (references on the London Met webpage) which each, in very different ways, seek to clarify dimensions of the challenge presented by distance and blended learning scenarios (something I have already written about on my personal blog). Professor Terry Anderson at Athabasca University (Canada), alongside Randy Garrison, whilst at the University of Calgary back in the late 1990s and 2000s, developed a "community of inquiry model" as an instructional design model for e-learning. It seeks to acknowledge the impact of the mutual interdependence of student and teacher through three overlapping 'domains' of the social presence, cognitive presence and the teaching presence.

Her second inclusion is the '5 stage model' originated by Professor Gilly Salmon, now at Swinburne University (Australia). This model, from memory, originated from Gilly's PhD work at the Open University Business School in the early 1990s and I have been a critic of its simplistic adoption by many others. The original premise was similar to that of Anderson and Garrison's work that learners needed to be socialised into a learning 'community' in order to operate as effective learners. Originally somewhat limited by the world of CMC (Computer Mediated Conferencing) this model has been extended by others.

Laura Heap's fourth 'model' (I'm third so will come back to that) is by Professor Diana Laurillard, now at the the Institute of Education (London) referred to as the 'Conversational Framework'. This work also dates from Diana's time at the Open University late 1990s and early 2000s and has been adapted and developed by a great many others since. Essentially I would describe it as a reinterpretation of dialogic learning, notably in its form advocated by Mikhail Bakhtin (Bakhtin, 1981) who argued that meaning is a co-construction that results in processes of reflection, dialogue, between people. Laurillard builds a simple model that encourages teachers to structure, and plan, that dialogue into their teaching design.

The inclusion of the SOLE Model is flattering and does fit rather well. I tried to incorporate meta-theory into the development of a toolkit which would support learning designers and teachers to create 'communities of inquiry' whilst recognising the 'social' dimension and the the cultural differences which students live through every day. Borrowing particularly from Professor John Biggs's work on the SOLO taxonomy (Biggs and Collis, 1982). I also sought to encourage , after Bakhatin and Laurillard, to embed a conversation between the learner, learning activity and the learning objectives.

What is clear is that to have a theoretical framework for effective on-line learning design is essential. I may have deviated from Anderson and Garrison's separation from the social and cognitive processes, and from Salmon's stress for human socialisation but the SOLE Model does allow for the personal, communitarian and societal dimension to learning. In fact I see the principle difference is the focus on the student's immediate 'campus' environment and to place a greater stress on the student's real and diverse life 'outside' the control of the learning provider. I also differ from Laurillard's sequenced activity designs that result from the conversational framework into a more 'freeform' learning design at the theoretical level, but the toolkit development will hopefully include further structural aspects in the near future. Learning and teaching online (distance or 'blended') presents unique challenges for teachers and students alike. Personally I advocate transparency to design for the student by sharing the design as an advanced organiser (SOLE Toolkit) in order to express clarity of the learning process (dialogue) and to encourage interaction and feedback leading to enhancement. Whichever way you look at it, it is privilege to find the SOLE Model included in such illustrious company.

SOLE Model at London Met
SOLE Model at London Met

Bibliography

Bakhtin, M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
Biggs, J., & Collis, K. F. (1982). Evaluating the Quality of Learning: Structure of the Observed Learning Outcome Taxonomy. New York: Academic Press Inc.

I am very pleased that the model and the toolkit continue to attract attention despite the relative neglect that I have subjected it to.

There have recently been to academic enquiries that give me some calls to think that the model and toolkit continues to have significant value. One was a request to use the illustration of the model in an upcoming chapter on blended learning, which was the challenge which prompted the models development in the first place. And the second an invitation to translate the SOLE toolkit into Spanish. This second request is itself particularly interesting since I believe the fundamental concepts to be universally applicable. Some of the early writings around the SOLE model explored the ways in which it might be applied in indigenous educational contexts and so the opportunity to translate into another language community internationally is very exciting.

I hope that in the not too distant future there may be Spanish resources available here to share and this will give an impetus for the further development of the toolkit.

I've been looking recently at a range of new builds in Universities and colleges in the UK and have been struck by the relative lack of any learning theory behind the designs. Beyond, that is, the Vice-Chancellor's evident pride at being able to point to the new coffee franchise and padded benches and say wisely "students' like to learn in these informal spaces you know". Today, ahead of some planned workshops in July, I published a short working paper entitled “Re-visioning Learning Spaces: Evolving faculty roles and emerging learning spaces“.

The paper recognises that new build and refurbishments of educational spaces can be significant financial commitments and often represent ‘flagship’ investments for many universities. It questions whether they are really supporting effective learning. This paper advocates that truly effective spaces need to be more closely associated with the particular learning contexts one is seeking to enrich. Re-visioning our learning spaces requires universities to create and engage with a conceptual model of the learner and faculty, to develop not just new spaces but support for new roles within those spaces. The SOLE model is presented as a conceptual framework through which new spaces and new faculty roles are considered.

Paper can be downloaded at Academia.edu or direct from BPP University College pages (ISBN – 9781 4453 5457 6 / Publication Date: May 2013)

Can one know too much about the learning we design? Why is it we appear to know so little? It's hard to share what you can't articulate. This is an attempt to make the learning expectations, aspirations and intentions we have of learners as transparent as possible. The desire to produce a useable, intuitive (or at least helpful) toolkit to implement the SOLE model of learning design has seen several small incremental updates in 2011.

Version 2.3 of the SOLE toolkit is released today 5th September and introduces a 'modes of engagement' schematic to a new 'dashboard' sheet within the toolkit workbook. The toolkit remains a standard Microsoft Excel workbook, without macros or protected cells that any user can customise and adapt.

Download the toolkit and explore.

Dashboard in Version 2.3 Beta

Following the presentation of the SOLE model and toolkit at Madison-Wisconsin in August 2011, a number of conversations about the ‘diagnostic’ function of the SOLE  toolkit have taken place.

One of the concerns of faculty and students is contact time. How much contact time am I being offered (versus how much I take advantage of), what other opportunities for facilitated guidance do I have. Why indeed, do I as the student not recognise the ‘directed’ learning I have been pointed to, and in the case of the SOLE approach, the entire toolkit forms an advanced organiser that demonstrates the consideration faculty have given to my learning time as a student.

The version of the Toolkit presented at the 27th Distance Education Conference at Madison Wisconsin broke down the learning engagements students were being asked to complete under the 9 elements of the model into 5 areas, or modes, of engagement. These are exploring the notions of learning engagement as reflective, introspective, social, facilitated and directed. In the next version of the toolkit I’m exploring a ‘dashboard’.

The Dashboard is a separate sheet that simply presents an overview, to faculty and potentially students, of the modes of learning being designed for the student. It shows at a glance, alongside the full profile of activities for each week or unit, a schematic that illustrates how much of the activity is facilitated, directed, and so on.

 

Great afternoon session today at Madison Wisconsin Conference. Some 50-60 people, the majority were faculty, and the majority with some responsibility for learning designs. It was an opportunity to outline the model and explore the cultural and contextual factors that lie behind the conceptual model. Some good exchanges and lots to think about. The toolkit was then demonstrated and seemed broadly appreciated. At least two people downloaded the free Excel Workbook during the session and hopefully more will do so shortly. It would be wonderful to find a US institution that felt the SOLE model could support their instructional design teams and faculty to develop more effective holistic learning design for learners.

The Workshop was run from this WordPress site so all the materials are available here

SOLE Model Poster
ALDinHE Poster - SOLE Model

This years ALDinHE conference had as its theme - “Engaging Students - Engaging Learning” and was a series of small, diverse but very practical sessions ranging from identifying successful work-based learning models to the effective induction of non-traditional learners. In amongst all of that I ran a small workshop on Wednesday 20th April using a single webpage on the wordpress site for the DiAL-e Project. (You are welcome to access the workshop resources if you are interested in the DiAL-e)

I had two posters at the conference, a solo effort with the SOLE model and a joint effort with Kevin Burden from the University of Hull featuring the DiAL-e framework work we have been doing since 2006. There was an excellent response to the SOLE poster and considerable interest in its potential use as a staff development stimulus. I was particularly keen to suggest it form a useful tool for course team development in the broader context of course design, but every conversation helps me refine my own ideas, which is after all why we go to these conferences!

The ALDinHE Poster (as a PDF: SOLE Poster 2011-1 FINAL)

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