2a) An understanding of teaching, learning and/or assessment processes

Through working in a variety of teaching and technical support roles within Further and Higher Education, I have a broad experience of teaching, learning and assessment.

Whilst working at Warwickshire College, I undertook a C&G Certificate in Further Education. This focused on principles of pedagogy and adragogy to support a diverse group of learners. I created a lesson plan and teaching schedule template that follows a model of Constructive Alignment (Biggs and Tang) and that I still refer to today. I also built up an understanding of Learning Styles (Honey and Mumford). It is popular to criticise the work on learning styles, suggesting that there is a more nuanced approach to learning and that it depends on context and I feel as a learner that I draw from all styles of learning, though I predominantly chime with the 'Reflective' Learner/Practitioner and find writing thoughts/blogging a useful means of doing this.

By working as a Learning Technologist in HE and undertaking the PGCHE at Falmouth University, which forms part of the MA Creative Education, I have clearer understanding of formative and summative assessment methods and managing quality in assessment. I experienced in a range of teaching and delivery methods that utilise technology to enhance learning and teaching such as Blended/Hybrid and Flipped learning. The MA also requires peer observation of teaching and I often encourage colleagues to attend a session I am delivering in order to share pratice and get feedback. The PGCHE has also enabled me to gain Fellowship of the Higher Education Academy, which requires holders to evidence core knowledge, areas of activity and professional values of teaching in Higher Education.

Evidence

Reflection

I looked back on my notes from the CertFE recently and was surprised at how teaching has changed as new pedagogies emerge. My first assignment talked about maintaining control of the classroom and ensuring dominance. I think the web has facilitated the move away from a wholly didactic model of teaching to one where students are involved as partners in learning and this is something that is central to my approach as a Learning Technologist. Whereas when I started teaching, much of the specialist knowledge was available via the tutor and /or through textbooks. Modern search and web enabled research means that the tutors role becomes more of a guide on the side.

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