My final remapping of the project to the Professional Standards Framework (PSF) is here (in red) : Adam-Grice-UK-PSF-Mapping-Template-End-of-Project
It was interesting to review my original PSF mapping in light of how the project has progressed. In many respects my expectations had been born out in the results I saw. In some although the results were not explicit I felt that my predicted outcomes could still be inferred from the feedback I did receive.
In the version above (word doc) the 2nd mapping is marked in red. my.blog doesn’t support colour. The second paragraph is the final map.
|Dimension||Relevance to project||Explanation|
|A1||Design and plan learning activities and/or programmes of study||xx||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.
I feel that my research and feedback support this assertion, students and staff found the resource made them more aware of the digital provision available.
|A2||Teach and/or support learning||xx||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.
The resource is all about supporting staff and students in their learning by giving better access to UAL digital tools and resources.
|A3||Assess and give feedback to learners||xx||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.
Although I had no direct evidence from feedback to suggest this had happened I would still say that it could happen as there are assessment and feedback tools documented on the map that might not be explicit to all staff.
|A4||Develop effective learning environments and approaches to student support and guidance||xx||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.
This was definitely born out in the feedback with 95% of respondents feeling they had a better understanding of the online learning environment.
|A5||Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices||xx||This project is an example of engaging in continuing professional development.
Probably the central conclusion from my project was that further development was the key to making the resource more useful and accessible. Indeed in its current format I still don’t feel like I have advanced it much beyond a prototype / beta level. Better integration into the universities online landscape is important. What I do feel I have though is a proof of concept to suggest that PPD is important here.
|K1||The subject material|
|K2||Appropriate methods for teaching and learning in the subject area and at the level of the academic programme||xx||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.
In this respect the resource delivered as I predicted with feedback illustrating staff and students had raised awareness of online provision.
|K3||How students learn, both generally and within their subject/disciplinary area(s)||xx||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.
Again the feedback from the project indicated accessibility issues were addressed by the resource improving the learning experience.
|K4||The use and value of appropriate learning technologies||xx||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.
Once more feedback bore out that students and staff appreciated the resources function of improving access to appropriate learning technologies (ie online resources and tools) and therefore their ability to use and get value from these improved.
|K5||Methods for evaluating the effectiveness of teaching||xx||Apart from signposting tools that might serve this function the project wouldn’t really relate to this standard.
As mentioned in A3 this was not directly referenced in the feedback but I feel it can be inferred that staff could be unaware of online assessment tools in which case a infomatic map of this type would make them more aware of exsisting provision and potential.
|K6||The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching||xx||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.
See above ;P
|V1||Respect individual learners and diverse learning communities||xx||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.
Although my feedback came mostly from users who considered themselves Digitally literate I think one can infer that better, more visual accessibility tools will aid learners from less IT literate backgrounds.
|V2||Promote participation in higher education and equality of opportunity for learners||xx||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||xx||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.
Action research has been essential in advancing my project. The rigor of the approach and the directedness it enabled has kept the scope and scale manageable and made it possible for me to break down my rational, methodology, results and conclusion in a controlled academic fashion.
|V4||Acknowledge the wider context in which higher education operates recognising the implications for
|xx||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