|Call for proposals closes 18 November 2019|
|The ALT will take place online 11-12 December 2019. The conference provides ALT Members an opportunity to highlight the work they and their community have been involved with and to gain feedback from peers. As with previous years, the conference is designed to be a festival of learning with the aim of increasing the impact of Learning Technology for the wider community. You can find out more about the conference, and submit a proposal via the conference website.
The format of the event is designed to be multimodal, encourages communication between attendees and presenters in advance of as well as throughout the conference and aims to cross boundaries like sector, geography and job role.
We have three types of sessions plus a wildcard option if you would like to try another format:
The deadline for submissions is 18 November 2019.
Proposals will be checked for eligibility, fitting within the chosen session type and programming restraints within each time slot. All authors will be notified of their acceptance or otherwise in w/c 18 November.
To see the variety of topics covered in 2018, see last year’s programme: https://altc.alt.ac.uk/online2018/programme/
If you have any questions about the conference or are having problems with this form, please contact firstname.lastname@example.org.
Do you know people that would like to take part?
Please share this information among your networks and let them know about what the conference has to offer – here are some suggested tweets:
ALT’s Online Winter Conference 2019 Call for Proposals closes 18 November. Submit your proposal now – https://go.alt.ac.uk/2IySRnB #altc
Register for FREE: ALT Online Winter Conference 2019, 11-12 December. For more information, visit – https://go.alt.ac.uk/online2019 #altc
Hopefully a few of you might be interested in this, as I know lots of you are playful academics yourselves J
The Playful Academic: Playful attitudes, approaches and activities in learning, teaching and research
Call For Papers for special issue of Journal of Play in Adulthood (full details on the journal website: https://www.journalofplayinadulthood.org.uk/news/7/)
Rikke Toft Nørgård, Aarhus University
Alex Moseley, Leicester University
Josephine Eghave Midttun Solheim, Aarhus University
In academia and higher education, there has been little research considering playful attitudes, approaches and activities in relation to academic development, research practice, teaching and learning or other institutional practices. This special issue seeks to create an international and transdisciplinary dialogue around what it could signify and entail to be a playful academic as it is conceptualised and practiced through different attitudes, approaches and activities as well as the connections between them. The overall aim is to explore the transformative academic potentials and possibilities of playful academia in the broadest and deepest sense of this term.
The special issue seeks to explore and qualify both scholarly and practice-related understandings of what ‘the playful academic’ is and could be – as well as to discuss the complex relations between this and learning, teaching and research in relation to the present and future higher education landscape. Importantly, the call invites for contributions that are themselves playful academic acts and show the courage and curiosity to draw up alternative academic ways of for thinkers and practitioners to participate in a dialogue on this. Taken together, the purpose of the special issue is to connect thinking around and practice of the playful academic more closely to dimensions of learning, teaching and research and for higher education futures.
All in all, the special issue seeks to establish playfulness, playful practice and playful thinking as important perspectives within academia and higher education institutions. Here, the special issue provides a space for sharing knowledge on playful learning, teaching and research as well as putting forward to be more playful academics in the way we create and share knowledge on such topics. The goal is to both showcase and stimulate playful academic thinking and practice and contribute to theoretical and methodological development while also providing important studies, insights and results within the area that can inform and inspire future thinking and practice broadly.
The call invites for contributions on both the macro, meso and micro level as well as within the three different themes of (1) academic learning, (2) academic teaching, and (3) academic research (listed in more detail online: https://www.journalofplayinadulthood.org.uk/news/7/).
5000-8000 words for academic articles (including references) The full articles should adhere to the submission guidelines and processes outlined here:
The Journal of Play in Adulthood makes content available on an open access basis, with the default of a CC-BY 4.0 licence. Authors retain their own copyright of submitted material, simply licencing the journal to publish. No fees are charged to read, or to publish in, the journal.
December 10th, 2019: Deadline for submitting abstract
January 10th, 2020: Notification of acceptance/rejection
July 1st, 2020: Deadline for submitting full paper
September 1st 2020: Review of papers
November 1st 2020: Submission of final versions
January 2021: Target publication date
Andrew Walsh MSc MCLIP FHEA FRSA CMgr MCMI
University Teaching Fellow, National Teaching Fellow
Academic Librarian for Education and Professional Development.
Editor of the Journal of Play in Adulthood.
AdvanceHE have a call for papers out for our publication “The Hidden Curricula of Higher Education”; a topic that Learning Developers could contribute much understanding to.
Proposal length: max 500 words
Submission deadline: Tuesday 29 October 2019, 5pm UK time
Key contact (editor): email@example.com
Further details: https://www.advance-he.ac.uk/hidden-curricula-higher-education
The Hidden Curriculum is a well-recognised phenomenon in compulsory education, acting as a “covert pattern of socialization” (Giroux and Penna, 2012). It concerns the knowledge, norms, values and attitudes that underpin the educational system and is conceptually used to explore the unstated rules of education, with notable enquiry from a number of perspectives such as functionalism, post-modernism and liberalism (Skelton, 1997).
Our aim with this publication is two-fold. The first is to reconcile where possible, existing knowledge and understanding of the hidden curriculum in compulsory education and transpose it to Higher Education (HE), whilst mitigating for and identifying HE’s own norms, values and beliefs. The second is to broaden the scope of enquiry to be inclusive of a wide range of students for whom unstated rules can significantly shape how they experience Higher Education.
Your proposal might focus on a particular group or groups of students, for example BAME, working class, autistic, care leavers, gender, mature and so on. Alternatively it might focus on more thematic or broader issues such as curriculum design, assessment, transitions, strategic planning, national policy, or lexicon. It could blend these or take an entirely different approach. All proposals must focus directly on the issues of learning and teaching.
We are seeking proposals for either evidence-based case studies of good practice, or thought leadership pieces on what the sector can do assist these student groups and/or tackle these issues of hidden curricula.
To be considered submissions should be no more than 500 words in length, fully referenced, and engage with the following three questions:
- Which group(s) of students and/or thematic issue(s) do you propose to focus on?
- Will you write an evidence-based case study, a thought leadership piece, or something else?
- Outline your main findings and conclusions (for case studies), or line of argument and position (for thought leadership). Highlight why this is of particular interest and how it contributes to the sector’s understanding of the issue(s) raised.
Important dates to note:
|29 October 2019||Deadline for receipt of 500 word proposal, including title and abstract|
|8 November 2019||Invitations for full articles to be communicated|
|13 May 2020||Full articles due|
|May-June 2020||Review process|
The closing date for submissions is 5pm (UK time) on Tuesday 29 October 2019. Submissions and queries can be sent to the editor firstname.lastname@example.org clearly titled “Hidden Curricula in Higher Education”.
Further details can be found at https://www.advance-he.ac.uk/hidden-curricula-higher-education
Please share widely with networks / individuals who you think might be interested.
Knowledge, Innovation and Delivery
A warm and open invitation to join the very first #creativeHE meetup in 2019/20 on the 14th of October!
#creativeHE is an open collaborative community for creative and innovative practitioners which exists online at https://www.facebook.com/login/?next=https%3A%2F%2Fwww.facebook.com%2Fgroups%2FcreativeHE%2Fabout%2F through which a series of events, conversations and courses are offered by the Centre for Excellence in Learning and Teaching (now University Teaching Academy) at Manchester Metropolitan University in partnership with Creative Academic and facilitators from a range of institutions nationally and internationally.
We will continue connecting, collaborating, experimenting and learning together online this year with practitioners and their institutions and organisations in the NW of England and further afield.
This meetup will take place at Manchester Metropolitan University on the 14th of October, 12-2 pm in the brand new and already very popular GROW cafe in the Business School (ground floor, North Atrium at the back) on the All Saints campus (Oxford Road). The focus of this meetup is to welcome colleagues and students new to the community and discuss plans for this academic year. You will also have the opportunity to purchase lunch or a drink if you wish from the GROW cafe.
We are very much looking forward to seeing you there. TABLES HAVE BEEN RESERVED FOR US.
More info about the #creativeHE initiative:
It aims to support pedagogical rebels and free-thinking innovators in experimenting with, developing, sharing and getting support for novel learning and teaching ideas as well as initiate and disseminate research activity around these that have the power to transform the student and staff experience within and beyond institutional boundaries.
This community is open to anyone who would like to join, academic staff, students and the wider public. All who have an interest in creative and innovative approaches to teaching and helping others learn.
We meet physically on a monthly basis, each time at a different institution. During our meetups, we will have the opportunity to get to know each other, share and grow new ideas, take risks and support each other in our creative adventures, experiment and play, as well as test and develop pedagogical ideas and identify ways to take them forward.
We will continue using the #creativeHE online community space which now supports and connects a global community. Furthermore, this space will offer additional opportunities for professional development through online discussions, events and courses that are organised through #creativeHE, the Creative Academic and the wider academic community. The openly licensed #101creativeideas project will help us collect and share our ideas and the pedagogic innovators project (#pin) to engage in related research activities.
The institutional contact will coordinate the monthly gathering and a booking system will be in place through CELT at Manchester Metropolitan University. If you would like to become a #creativeHE champion in your institution, please get in touch with us.
We are really looking forward to seeing you again online and locally,
Chrissi on behalf of the #creativeHE team
GREAT THINGS HAPPEN WHEN PEOPLE COLLABORATE TO LEARN TOGETHER
I was was recently elected as Vice-Chair for the UK Advising and Tutoring association (UKAT) with responsibility for professional development. UKAT is the sectoral voice and leading association for personal tutors and academic advisors. It seeks to support the advancement of effective personal tutoring and academic advising, a field which has historically been under-researched and under-developed across the sector.
Established four years ago, this is an exciting time for UKAT with a new governance structure in place (of which my role is a part) and several new initiatives underway. I believe that the organisation could be really useful for the UTA and, by extension, MMU’s personal tutors and coordinators of tutoring and advising. So, I am taking this opportunity to tell you some more about it and how it could benefit us all…
Who are UKAT?
UKAT is an association of multidisciplinary academic and support professionals dedicated to transforming tutorial and advisory practices with the aim that every higher education student is able to experience inclusiveness, well-being and personal growth, leading them to flourish and succeed. We support the development of staff and students throughout the learning journey by sharing resources, practicing scholarly inquiry, promoting partnership, fostering community, and espousing excellence in personal tutoring and academic advising practice.
What do we do?
UKAT’s professional development committee exists to create an accessible culture of shared professional experience and improve the training, development and everyday practice of tutors and advisors. Members engage in the identification and sharing of good practice aiming to ensure that tutoring and advising makes a valuable contribution to the student experience.
UKAT’s free monthly webinar series, Tutoring Matters, commenced in January 2019 and has been very well received and attended. It is designed to support all those engaged with personal tutoring and advising, whether that be as a practitioner, leader or in a related support role and also acts as key professional development for those undertaking tutoring and advising roles. Facilitated by various key professionals associated with UKAT and collaborative in nature, the webinars cover important issues for academic advising.
Professional Framework for Advising and Tutoring
UKAT has recently developed a Professional Competency Framework for Advising and Tutoring which defines competencies tutors and advisors should possess and is mapped against UKPSF and National Occupational Standards for Personal Tutoring. The principles aim to provide a clearer set of guidance on the things that make a difference to making tutoring work, and a set of guidance that is easier for institutions and tutors to see whether or not they are following and achieving them. The framework also serves the purpose of being the basis for the professional recognition of tutors and advisors to raise importance and recognition of the role across the sector with an evidence-based, retrospective application with dialogic assessment. It is being trialled at one or more HEIs over the next 6 to 12 months. The planned awards are Recognised Practitioner of Advising (RPA), Recognised Senior Advisor (RSA) and Recognised Leader in Advising (RLA).
Postgraduate Certificate in Academic Advising and Tutoring
UKAT has created the UK’s first PGCert in Academic Advising and Tutoring as a collaboration between UKAT and a UK university. This will be offered across the sector as a blended online programme with modules on specific aspects of tutoring and advising including the Foundations of advising and tutoring; Advising theory; Interpersonal relationships; Legal & ethical issues in advising; technology & data in advising; Inclusive advising; Supporting employability; Quality enhancement of advising. Delegates have early access to a GDPR module which forms part of the legal & ethical issues module.
UKAT’s research development committee exists to champion research and evidence-based scholarly enquiry into tutoring and advising in the UK. It promotes an accessible culture of intellectual curiosity where members engage in purposeful scholarship and research to recognise and explore the value of Personal Tutoring and Academic Advising for the student experience.
Research Mentoring Programme
UKAT offers an intensive 14-month peer mentoring programme designed to promote research into personal tutoring and student success in the context of UK Higher Education. Participants are fully supported in taking research projects all the way from the initial idea, through detailed planning, implementation and dissemination. The programme consists of residential retreats, writing workshops, peer mentoring, support for early-career researchers, webinars, face-to-face meetings to progress the work, and support with dissemination and writing for publication.
How does this relate to MMU?
Hopefully, through the aforementioned activities, you can see how UKAT may benefit the UTA and personal tutoring practice and management in the university in the areas of:
- continuous professional development;
- professional competencies;
- professional recognition and accreditation;
- continuous research and scholarship opportunities.
In addition, UKAT has established a successful annual conference and is developing further professional learning opportunities including podcasts, international travel grants/study trips and Special Interest Groups (SIGs) being formed in such areas as ‘Advisors But Not Academics’, ‘HE in FE’ and ‘Strategy and Policy’.
Individual membership of UKAT is offered for a small fee and we are currently developing an institutional membership scheme, more information to follow soon.
If you would like to discuss anything regarding UKAT.
Contact Ben on email@example.com or by phone: 0161-247-1141
Congratulations to Katrina our Academic CPD Administrator for completing the Postgraduate Certificate in HE incorporating HEA associate fellow status. The PGCHE provides a nationally recognised qualification for teaching and academic practice in HE. Upon completion, participants gain 60 masters’ level credits and have the option to proceed to the masters in Higher Education. Katrina registered for the complete Master of Arts in Higher Education (MA) but decided to exit with an award, as she will be starting a PhD in September. Katrina said she found the experience an exciting challenge and different from her original discipline in history. She chose to participate in the ‘Global Citizens’ workshop and admits she found it more interesting than she initially thought. She particularly enjoyed the conversational aspect and discussions based around ‘What is a Global Citizen? Moreover ‘‘what can we do? This looked at the difficulties faced by international students in the UK and ways in which we could improve on their experience. The next chapter on her journey was ‘HE today, the core unit for non-teaching staff. This looked at the HE landscape and modern universities incorporating different perspectives/priorities on what a university looks like within professional services, stakeholders etc. TALENT was an opportunity for Katrina to deliver her first short teaching session entitled ‘Challenges historians face when using primary sources’. This experience highlighted how different teaching is when compared to delivering a conference paper. Katrina thoroughly enjoyed microteaching and the feedback she received was a wonderful confidence boost. This teaching session is now available as a UTA resource for ILTA and TALENT students.
Katrina has also succeeded in winning a full scholarship from the AHRC to do a PhD on Veteran soldiers in medieval literature. This will be full time starting in October and will be part of the returning soldier network.
We would like to take this opportunity to wish Katrina the very best on this new and exciting chapter in her life. Very well deserved!
You can contact Katrina on: firstname.lastname@example.org
I decided to apply for Principal fellowship of the HEA as I felt it would be a good opportunity to consolidate my personal development in my career and highlight my commitment to learning, teaching and the student experience. Having chosen the presentation route, I was aware of the need to ensure that I was mapping practice against the D4 criteria throughout. I was systematic in my approach to this and referenced against the standards all the way through the presentation, ensuring that I was able to also demonstrate Impact and provide evidence of this.
The whole experience has given me the opportunity to evaluate and critically reflect on practice. Having undertaken some analysis during the evidence gathering stage, I have been able to review areas of activity that require change and development. Overall, I found the experience to be very rewarding. Having always considered myself a reflective practitioner, applying for Principal fellowship has prompted my development of a more formal and systematic process of reflection, which I feel will undoubtedly have a positive impact on my future practice! Continue reading
Hello, my name is Ben Walker and, as of 1 March, I am a Senior Lecturer in Academic Continuing Development here at CELT.
Before my arrival at MMU, I was a senior lecturer working in higher education research at the University of Lincoln where I undertook funded research and produced resources and an accompanying academic development programme for personal tutoring. Prior to working at Lincoln, I was a course leader within college-based higher education, specifically for the Postgraduate Certificate in Education course in partnership with Sheffield Hallam University. Going further back, I was Head of English and a full-time teacher of English for several years.
My doctoral research is focussed on academic and pastoral support of students informed by critical pedagogy. I have designed and delivered various staff development activities for teachers and personal tutors and am a Senior Fellow of the Higher Education Academy (SFHEA). I am chair of the UKAT (UK Advising and Tutoring) Professional Development Committee, for whom I am the coordinator of their national webinar series for HE staff and the originator of the current Tutoring Matters series. I also happen to be a drummer in a Sheffield indie band…
I am passionate about the impact the support side of a lecturer’s role, including personal tutoring and coaching, can have on students individually, as well as institutions more broadly, and I am committed to developing this field further.
Suffice to say I am very excited about working with you all!
Ben’s contact details below:-
Telephone extension number: 1141
A recent article in the Journal of Creative Behaviour, proposed a Socio-Cultural Manifesto for the purpose of advancing theory and research in the field of creativity studies (Glaveanu et al 2019). It set out a number of propositions or beliefs about creativity held by the signatories and briefly explored the implications of these for researchers in this field of study. We found the document useful to test our own views on creativity and it was gratifying to discover that our own explorations of the meaning and practice of creativity are closely aligned to the socio-cultural perspectives offered in the manifesto.
Manifestos are common in the field of education. Such documents identify and justify concerns, new needs and interests and propose changes to current practice. They provide a platform around which interested practitioners and institutions can cohere. A nice example is the Learning Outside the Classroom manifesto prepared by the Council for Learning Outside the Classroom (https://www.lotc.org.uk/), which sets out the case for why learning outside the classroom is important, how such learning might be achieved and what practitioners, schools and other organisations can do to promote and realise the ideals contained in the manifesto.
Another example, initiated by a group of educational practitioners, is Manifesto 15 (https://manifesto15.org/en/).
The need for higher education to pay more attention to the growth of imagination and the creative development of learners has been recognized for many years. As we get deeper into the 21st century the future has turned out to be even more uncertain, turbulent, challenging and disruptive than we ever imagined at the start of the millennium. An education system that does not commit to the development and recognition of learners as whole, imaginative and creative beings is not enabling them to prepare themselves for a future that none of us can imagine.
As a starting point for collective, bottom-up action the Creative Academic, #creativeHE and CIRCE networks will, through an open discursive process, develop a manifesto
to Advance Imagination and Creativity in HE Learning and Educational Practice. The Manifesto, and some of the related discussions, will be published in the April issue of Creative Academic Magazine (CAM#13) during World Creativity and Innovation Week (April 15-21, 2019). This will be our collective contribution to this important annual global event.
Q1 What are the most important reasons for why higher education needs to take seriously the development of learners’ imaginations and creativity and invest in educational practices that encourage and facilitate such development?
Q2 What are the important values, propositions and principles that need to underpin such a manifesto to encourage higher education to invest in educational practices that facilitate the development and recognition of learners’ imaginations and creativity.
Q3 What actions might be undertaken at the level of individual practitioner, department/ subject group, institution and whole system, to realise aspirations contained in the manifesto for a more creative future?
Join us at https://www.facebook.com/groups/creativeHE/
Norman Jackson & Chrissi Nerantzi
Co-Founders Creative Academic, co-facilitators #creativeHE
Director Centre for Imagination in Research, Culture and Education (CIRCE)
Glaveanu,V.P., Hanson, M.H., Baer, J., Barbot, B., Clapp,E.P., Hennessey, B., Kaufman, J.C., Lebuda, I., Lubart, T., Montuori, A., Ness, I.J. Plucker, J., Reiter‐Palmon, R., Sierra, Z., Simonton, D.K., Neves‐Pereira, M.S. and Sternberg, R.J. (2019) Advancing Creativity Theory and Research: A Socio‐cultural Manifesto Journal of Creative Beahviour 1-5 23 January 2019 Available at: https://onlinelibrary.wiley.com/doi/full/10.1002/jocb.395?fbclid=IwAR1OpJ2bmqneyQJECMchh7OpBHGRhg6e0ueTDZIz7mdXJHZ470xStsxpJUU
Jackson, N., Oliver, M., Shaw, M., & Wisdom, J. (Eds) (2006) Developing Creativity in Higher Education: An Imaginative Curriculum. London: RoutledgeFalmer.
Jackson N J (2008) Tackling the Wicked Problem of Creativity in Higher Education Surrey Centre for Excellence in Professional Training and Education Available at: http://imaginativecurriculumnetwork.pbworks.com/f/WICKED+PROBLEM+OF+CREATIVITY+IN+HIGHER+EDUCATION.pdf
Example Educational Manifestos
Learning Outside the Classroom MANIFESTO Council for Learning Outside the Classroom Available at: http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf
CONNECTED LEARNING MANIFESTO
Manifesto 15 Evolving Learning https://manifesto15.org/en/