 Mae'n bwysig i ddaeth ei wneud arall? A ddaeth i'n bwysig i ddim ni'n dweud i gwybod i'r gwrthwyr i gynnwys. Eftan hyn sy'n gofynion cywbeth yma, fy ychydig ar gyfer yr hyn ar callsiaudiofodion Mary Maclew ac dessлиw parsley, nid o adrwyddo fydd yr Ilio L. A ydych chi'n gweithio i fy hunain yr smêun yn ddullf cryf i roi'r enw cael ei ddrygu. Mae gwnau rhoi ddechrau'n ei ddim yn ddiddordebio. Rydych chi'n gweithio i'r prydysig, is all about enhancing teaching and learning through a regionally accredited programme. What we're doing is we're aligning and enhancing a recently developed as in its first year of iteration. We're just at the final stage this week in a summer school of a new graduate film and MA in teaching, learning and scholarship in higher education to the needs of the three partner institutions within the consortium. We have the University of Edinburgh, the University of Mary I at representing universities. Then we have LIT from an Institute of Technology contact. So we have different contacts to work with them. So you're all familiar with this, so I will go through it again. We took a lot of this on board when we were developing the programme in the first instance last year. So we did a whole programme review on an existing programme and we reviewed it and looked through focus groups and everything. But what we've done in relation to this particular project is we're looking at the innovation and individual pedagogy and assessment. We're looking at new module offerings in relation to the context and needs of the different institutions. And we're also looking at the need for recognised prior learning guidelines and ways of assessing that for entrance into the programme. Particularly a programme that we're all looking at here today, which is for a level nine programme where we're looking at teachers in higher education. So our students are actually our colleagues. So that's where it's a little bit more complex I suppose. So what we're actually doing, this is it in a graphic. Collaborative planning is part of what the Channing consortium has been doing for the last ten years and we're delighted to say that. So we're literally looking at the stakeholder needs analysis is literally completed, I'd say, two weeks ago across the three institutions. We're also scoping out recognised prior learning within the consortium and within the Irish context. And we've looked abroad as well to our international colleagues in CEDA to see what's happening there as well. Our aim around innovative pedagogy, assessment and provision was again to plan this provision across three contexts at three different institutions and look at what's required. And find out what our faculty, our peers, our potential students really need in this regard. So bearing in mind the whole idea of technology enhanced learning and the idea of an e-portfolio and developing e-portfolio around the assessment element of it. And the modules that we identified initially in our initial discussions around this and our initial piloting of it was the idea of leadership and education was something that we saw was missing. And sustainability in that regard and human development, internationalisation and inclusive education again seemed to be very much at the forefront with our UK colleagues but not necessarily something we were looking at in our programme. So that's really where our image of what we're actually about. So while we've come to date on what we're at, we've gained ethical approval for the project for the three institutions. We've communicated the overall project to our key stakeholders. So again that was management, that was potential students, that was our current faculty, that was post graduates. We completed six focus groups so two in each institution with the key stakeholders to establish what their needs are. So as I said our faculty are our students so there's two roles there. We also had management in there in terms of what management fath, deans and heads of department around what their expectations and requirements for a programme like this would be. In terms of recognised prior learning this is just Pandora's box in terms of what's there and what's not there and how it's managed and how people interpret the guidelines that they have in each institution. We're scoping that through, we've engaged with the National Forum, our sponsored recognised prior learning network. We're very much comparing, we sent out a request to our colleagues in CEDA through their jisc mail around what's happening, what our institution is doing. And the University of Sheffield has a very interesting model that we're looking at as does the University of Central Lancashire. So we're looking at both of those at the moment. There are much more lengthy processes than we thought. In Sheffield we're talking four or five months for somebody to get accreditation before they get on a programme. So it's quite a long wait for some people. So we're looking at that and the difficulty is around the experiential learning rather than the certified learning. So certified is quite easy to map, it's the experiential learning and that's where we're grappling and that's where we're just at that fact finding stage. And we're hoping to draft these universal sector guidelines so that people in different institutions across the sector can say, OK, we could adapt these for our institution in relation to a similar type programme that we're running. Curriculum development, we have two problems to this and we've done two pilots per se if you like in relation to what we're about. The first is around the aligning the professional development framework for people coming in at an 18 credit certificate level. OK, so they've completed 18 credits, they needed to up their credits to 30 credits to qualify with a specialist diploma. In that regard they came on a 12 credit module that was run over four months of weekends, so four weekends if you like, and they completed two portfolios. One in a group where they looked at a particular topic and a challenge that challenged them in their work. And they worked on a group project bearing in mind the model of reflective practice and evidence based learning and reflection that's in the national development plan. They're literally submitting individual portfolios last week and the rest of the group portfolios are next week. Our colleagues then from HR and from our own centres for teaching and learning are delivering today as part of a pilot of a 12 credit module for a 60 credit programme, which is this graduate diploma. These colleagues are working on, I can show it here anyway in a minute. They're working on international inclusive education, they're looking at sustainable education and human development and they're looking at leadership and education. So I'm teaching on Friday in terms of international and inclusive education. My colleague Martin Fitzgerald is teaching sustainable education and human development of the angelica rescased tomorrow. And then our colleagues from Mary I are teaching leadership and education today. This has been a collaborative event through liaising together in developing the content for those themes. And those themes were formed part of a much bigger week I suppose. So I'll show you the overall structure for you to forgive me for separating through. The module we called Contemporary Issues in Higher Education. And this was around looking at relevant pedagogies and themes that are really interesting to people teaching in higher education. And really exploring a variety of strategies to engage the experiences in different contexts. So the schedule for the week is as such so we have Professor Norman Jackson from the UK who was over in the initial plan anyway outside of working with us on this particular module. To coordinate the week and we're all giving our inputs into that. So in that you can see we have National Forum in there in terms of what the National Development Framework were. And each of the afternoons the individuals are working on their own creative portfolio developments at their professional web page around what they're doing, where their challenges are, what innovations they're engaging with along the themes that have been identified in the morning. And that's how that week is structured and that's just a pilot of what we've been doing this week. I want to go back, apologies now. Focus Group themes then came through and as I say we ran six focus groups across three institutions. And interestingly what we had predicted to come up maybe didn't come up as strongly as we thought and other themes came up much stronger. So you can see skill development teaching and learning was very much at the forefront and again that aligns very much with the professional development framework. Ethics and professionalism in there as well in relation to really how do we draw the lines, how do we work the boundaries. Our disciplines are very different and taking into account the different disciplines that we're looking at because we don't teach the disciplines very much like the previous project. Bringing in the specific disciplines wasn't something that we had looked at and we used the experience of the participants on a programme to explore how they apply things in different disciplines rather than us talking about how you might do it in STEM or how you might do it in arts or what have you. And then the pedagogy is different in the different contexts. That's dealt with very well in this pilot and I've met a couple of the participants yesterday and they were saying it's going really well in relation to just exploring how they're engaging their own discipline and pedagogy in a much more creative way. So again that was only two days in so let's see. In terms of the resources came up as an issue for focus groups. Really the blended idea of the previous project sounds very interesting to me. Workload and time and space is a major concern for people embarking on a programme like this very much because in the ITs for example you're talking 17 or 18 contact hours so where is the time for managing their own CPD and fees. That's an issue for sustainability who is going to fund this where the resources are going to come for this so that's something we need to consider and that's on our agenda. The role of RPL is something that's come through as well from the current students on the programme. How can their own experience particularly in scholarship be acknowledged and accredited in relation to the scholarship modules on the programme is not something that we have to look at so how can we give credit to people, their own experience and their own writing. How can we give credit to them and exemptions potentially in relation to that when they're experienced academics perhaps. So there are two things that came up around recognised power learning that we are exploring. The panel feedback from previous meetings in December. The three key themes that we saw coming through that panel feedback and again you can correct me if I've misinterpreted anything. Engagement was something that came up how will we get people to engage with this programme. So what we have worked towards in that regard is that it's a structured CPD process across the consortium. All it's open to everyone and it's designed in a way that it meets the needs of each institution rather than just what we presume it to be. If we were to just go with what we presume it to be the week that we've just run would be it forever. Whereas we were piloting out how that's going and how that structure might work just in terms of a taster. There has been inter-institution and collaboration across the project in all its forms and we have regular meetings every month. We sit down and work through where we're at and what the next stage is. There's three exit points of the programme. You have a certificate, a graduate diploma and a master's so you can exit with a certificate at 21 credits. You can exit with a graduate diploma at 60 credits and you can exit with a master's at 90 credits. Again, it may be that there will be a requirement and depending on how these, our first full cohort come out, it may be that they want to spread it over longer periods of time. Maybe they do want to do it over two years rather than a calendar year. I don't know. Initially with the current cohort we had expected, we had an initial cohort of 16. There are now 11 continuing on to graduate diploma masters. It's interesting that we had initially thought, well, they go for the quick fix of 21 credits, but actually once they got involved in it and engaged in the process and the discipline, the network that they developed that has changed. Engagement with the national development framework through enhancement. We're sharing experience all of the time with our students and with our faculty and that's something that's key to how that type of a programme works, that all of the experience and the networking that goes on outside of the classroom is hugely important. The new content and approach is very much what we're piloting this week around innovative pedagogy and using a new portfolio and their own website development to capture their career to date and to map it to where they fit on the national development framework. Finally, in relation to evaluation and sustainability, we're looking at building capacity and teaching and learning across the consortium, but not just in our own local region. We're talking across the sector. We're using our own local region as representative, if you like, economies of scale as well, that we won't be producing three different programmes. We have one programme that everyone can link into and that's very important for us. Evaluation of impact. I'm going to go to the... We've used stuff for being very much to direct us, but this is what we've come out with in terms of what the National Forum has asked us to look at. It was quite difficult to put on the fortune-teller glasses and say, what will the impact be in 18 months? I had a mini panic attack going, how will I predict all of this? But actually we came up, we had a great discussion around it, but actually there's so many impacts we can see already. But again, we need to be much more explicit around how we're going to measure those rather than anecdotally maybe like I'm saying or yesterday was a great experience for students. We need to really capture it. So the direct impact of CPD across the consortium, the reports of improvement, people's self-esteem, people's sense of confidence and validation in the professions hugely, something that we see all of the time and we need to look at measuring that maybe more explicitly. Collaboration around projects and presentations, not just for us but also for our participants. They're already engaged in working across disciplinary already in their projects and I think that's very exciting to see disciplines working together and I think that can happen across the institutions also. Self-report is obviously improvement on the repertoire of teaching skills. That's something really important to everybody on the programme, but also for us as collaborators on something like this. We want to make sure that people can see the outcome of what their efforts have been. The impact then on the learning and the learners, flexibility of pathways, that's I think the crux of what it's all about, making sure that there's access there, that it is inclusive that everybody can gain access to this if they want and the prior learning is really where all of that comes together and making sure that we do recognise not just the accredited programmes but the experiential because when you are talking about faculty at level nine, we're talking about people who may have 20 years experience. I have three faculty members on the programme at the moment with 20 years experience each, one of them is a head of department so we have to acknowledge their experiential side of things as well. Organisational practices again, the whole idea of the RPL. Sustainable practices around development of pedagogy and curriculum is hugely important to us that we're capturing what's required. For example, an example in LIT might be very different to what's required in our institution and again in Neary Isle. We're talking about three very different contexts and how we might meet the needs and the content needs that are coming through. For example, in LIT there was a lot of focus around we need to have pedagogy for different types of disciplines whereas in the university that wasn't something that the students reported at all or something that they were concerned about. The enhancement and sustainability again. This is where we're going to have a lot of discussion again the whole idea of international policy. We need to link into international policy, we need to look at processes in terms of the scholarship of teaching and learning. We're talking with Ruth Pilkington at the moment around the recognised prior learning and the scholarship around what she's done in that regard but also in relation to people publishing in the area. And finally then to develop the collaborative framework beyond the time frame. So again we're back to sustainability. We're again back to the awful words like money and time and resources and those kind of things that we will need to pin down and we need to be very clear with our own human resource departments. We're going to have to be very clear in terms of CPD and graduate studies around how that comes together. So at that point I'd like to thank you for your time and apologies if I went over.