TDP Project Journal : Professional Standards Framework Mapping

Download my UK PSF Mapping here : Adam Grice UK PSF Mapping Template

I’ve found this process very helpful in validating my thinking and contextualising my project.

Dimension Relevance to project Explanation
0 1 2
A1 Design and plan learning activities and/or programmes of study x My assertion is that a lack of knowledge and understanding of the provision of digital resources at the university undermines the planning and design of learning activities and programmes of study. A resource which provides this information would countermand this.
A2 Teach and/or support learning x Staff are not well equipped to support students in their online and digital experiences if their own understanding of the landscape is incomplete or misunderstood. Students cannot get the best out of resources if they are not explicit and transparent.
A3 Assess and give feedback to learners x The resource might open up a new conduit of feedback to a tutor who was unaware, for example, of the potential of a blog as a tool to communicate formatively with students.
A4 Develop effective learning environments and approaches to student support and guidance x This is exactly what this is about. Unmapped and with no ‘tour guide’ the UAL digital landscape is a less effective learning environment than it could be.
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices x This project is an example of engaging in continuing professional development.
K1 The subject material
K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme x Raising awareness amongst staff about the universities ‘sanctioned’ (or at least encouraged) provision for a range of online tasks that support or augment teaching and learning.
K3 How students learn, both generally and within their subject/disciplinary area(s) x Students learn better if the resources they need to engage with the content are available and clearly signposted. At the moment there are a great many resources that fulfil the first criteria, availability, but not the second, accessibility. This engages with widening participation issues.
K4 The use and value of appropriate learning technologies x This is exactly what this is about. The value of the technology is enormous if it’s users understand why and where to access its functionality. A kettle isn’t any use if you don’t know what it does or how to switch it on.
K5 Methods for evaluating the effectiveness of teaching x Apart from signposting tools that might serve this function the project wouldn’t really relate to this standard.
K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching x Again like K5, apart from fulfilling a way finding role in linking users with  quality assurance and quality enhancement information the project doesn’t bear particular relation to this standard.
V1 Respect individual learners and diverse learning communities x This is exactly what this is about. Whatever level of digital literacy an individual comes to the university with they should be able to access all our resources that are relevant to them. Valuable resources should not have to be hunted out but instead made accessible via effective provision for way finding.
V2 Promote participation in higher education and equality of opportunity for learners x Similar to V1, accessibility is the first step to promoting participation and equal opportunity.
V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development x The feedback portion of the action research project is integral to the nature of the intervention. Only through feedback will it be viable to determine the effectiveness of the resource and subsequently fine tune its development.
V4 Acknowledge the wider context in which higher education operates recognising the implications forprofessional practice x An effective way finding tool would reference the wider context of the global online landscape. Also acknowledging the density of online resources and content is a driving force in the desire to make the universities ring fenced provision clear and accessible as opposed to getting lost in the vast array of digital tools and spaces.

Mapping of project to Dimensions of the UK PSF

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