Interested in using classroom response systems? Want a change from ‘clickers’?
University staff also have access to MeeToo, a classroom response system that uses mobile devices.
Find out more about the benefits in this recorded webinar.
Interested in using classroom response systems? Want a change from ‘clickers’?
University staff also have access to MeeToo, a classroom response system that uses mobile devices.
Find out more about the benefits in this recorded webinar.
Want to find out more about Blackboard, Collaborate, and the Blackboard mobile apps? Sign up for free webinars with Blackboard’s product leaders.
The first Wonkfest will be held at Ravensbourne College on November 6-7
Wonkfest is for UK higher education professionals: from the policy wonks and planners to comms, marketing and public affairs professionals, academics with an interest in the future (and present) of UK HE and everyone in between. Joining them will be politicians, journalists, civil servants, business leaders and others from civil society with a stake in the future of our universities.
It’s a festival, not a conference, so sessions will run concurrently, food and drink will be available throughout both days and there’ll always be something to do at one of our different stages and areas.
For more information, follow this link.
From today’s WonkHE blog:
“Last week a series of important changes to future iterations of the Teaching Excellence Framework were announced by Jo Johnson in his speech at the Universities UK annual conference. The headline change is the halving of the weight allocated to National Student Survey metrics, something which arguably diminishes the role of the student voice in the exercise and relegates the metrics most related to actual ‘teaching’. The relative impact of employment outcomes has increased by adding the Longitudinal Education Outcomes (LEO) earnings data as a supplementary metric.
One of TEF’s key strengths, and its strongest advantage over league tables, is the benchmarking process comparing an institution’s performance against students with similar characteristics. This is essentially the tool which allows ‘excellence’ to be recognised wherever it’s found, not just confirming the prestige of the oldest and most research-intensive universities which attract the students with the highest entry tariff. In addition to adding LEO as a supplementary metric, TEF assessors will be told when an institution has scored in the top or bottom 10% of any measure. While used in addition to the core metrics, the inclusion in the process of these absolute measures diminishes the case that TEF adds value to what can be found in league tables and could make the judging process even more subjective.
Tweaks have also been made to find a way of providing NSS scores in cases where the NUS-led boycott meant that some institutions and courses didn’t meet the normal threshold. The message to disappointed boycotters is clear: the government will always find a way to fudge the numbers no matter what you do. There is welcome news for majority part-time providers as a new approach will allow them to supplement their submission with additional data better contextualising their position. This is a change made to encourage the Open University to take part in TEF next time, having sat out the first process.
It doesn’t take the most expert of data wonks to see that these overall changes are likely to benefit London-based institutions through the diminishing role of NSS and the inclusion of salary data. The changes should also benefit some Russell Group institutions which have high absolute scores but are under-performing against the benchmark. As we have seen throughout TEF’s development, there has been a consistent slide away from data to the qualitative elements and the judgement of the panel, something which – as seen in some perverse results from TEF2 – means that those who play the game best will do well, not necessarily those with the most excellent teaching.
Also new for TEF is a measure designed to tackle grade inflation. This may not be surprising to readers of the summer’s newspapers, but it may alarm some in the sector to see in black and white the lack of confidence in institutions’ standards. Future TEFs will reward institutions which are judged to have made efforts to keep a lid on increasing Firsts and Upper Seconds, something at odds with the league tables.”
Fifty-five new National Teaching Fellows (NTFs) are announced by the Higher Education Academy (HEA) today, alongside the fifteen team finalists for the Collaborative Award for Teaching Excellence (CATE).
The CATE recognises outstanding contributions to teaching by teams at higher education providers. The criteria for the CATE award are: excellent practice, teamwork, and the team’s dissemination plan. Teams will need to have shown they are working in collaboration with direct student involvement in their work.
Fifteen institutions have been shortlisted for the award. Six of these institutions will be awarded grants of £15,000 to disseminate their learning. The six teams will be announced at the formal celebration event for all these awards at Church House, Westminster, London, 1 November 2017.
We are running a workshop for colleagues who support foundation year students. The workshop will cover learning outcomes and expectations at Level 3, characteristics of foundation year students and how best to support them. At the end, there will be a dedicated time slot for discipline specific questions.
The sessions will run on Monday 4th September between 10:00 – 13:00 in room F305, Luton and Thursday 7th September between 10:00 – 13:00 in room G2.21, Bedford. To sign up, please complete our online form at https://form.jotformeu.com/72411489713357 .
Want to learn more about using technology to support reflection? Pebblepad’s next webinar will be examining just that.
Topic: Using technology to support reflection on individual learning journeys
Date: Wednesday, 30th August 2017, 16:00 BST
Location: Online Zoom Meeting Space.
Presenters:Sarah Tutton, PGCE and QTS, Canterbury Christ Church University, lead student presenter; Geoff Rebbeck, Professional Studies Tutor, PGCE, Canterbury Christ Church University
Here’s a summary of what they’ll be talking about:
During their PGCE year, Sarah and her class have considered what education looks like in today’s digital society and identified areas in which technology has changed the world and how we need to prepare students for this new era. In the webinar, Sarah, supported by Geoff and her student colleagues, will showcase a particular assignment, in which students used workbooks and assets to improve their own educational experience and prepare for technological frontiers. They will highlight that it is not the technology that is important, but how we can use this technology to improve pedagogy and teaching practice.
Sarah has just won the CCCU PGCE prize for creativity on the PGCE. This is the top student prize and is given to the student who has shown and demonstrated by publication the greatest creativity in their teaching practice and we are delighted to have Sarah presenting her work.
You can sign up here.
Assistive technology has undergone a revolution in recent years. There is a wide range of established commercial and free and open source software products available (such as screen readers, on-screen keyboards and spelling aids), as well as in-built accessibility features in computers and programs.
More people use mobile and portable devices with assistive apps. One significant benefit of technology is the provision of a voice for those who are unable to speak themselves. Apps for tablet devices for example that use scanning and a touch screen interface can now provide this at a fraction of the cost of some of the more complex and advanced hardware technologies.
In this guide, Jisc provides an overview of the types of assistive technologies available and how they might be used in a learning and teaching setting.
Digital skills are essential in today’s workplace; there are few jobs that don’t require them, yet employers report a shortage.
Building on the highly successful Blended Learning Essentials series of MOOCs, the third course entitled ‘Developing Digital Skills’ has just been launched and will start in October. This course, commissioned and funded by the Ufi Charitable Trust is designed specifically for the Vocational Education and Training sector.
Professor Diana Laurillard, one of the lead educators behind Blended Learning Essentials, says, ‘We’re hearing every day about the need for digital skills in all kinds of jobs in the modern workplace. The idea of this course is to help the FE and Skills sector with gearing up to supply the graduates industry so desperately needs.’
More information: https://www.futurelearn.com/courses/blended-learning-digital-skills.
Blended Learning Essentials is a free online course developed by the University of Leeds and UCL Institute of Education, supported by the Association for Learning Technology and funded by the Ufi Trust.
September will start with a bang with the announcement of the National Teaching Fellowship Scheme winners and the Collaborative Award for Teaching Excellence finalists, days before the NET2017 Conference and the gala dinner which will celebrate the first winners of Global Teaching Excellence Award.
To help ease you back into the swing of things, and plan for your continued professional development throughout the year, the HEA has extended its early bird offer on all 17-18 training and events* if you book before 15 September 2017.
*Excludes NET Conference 2017 and Global Insights USA
Conferences and Events
> NET2017 Conference – LAST CHANCE TO BOOK
5-6 September 2017, Churchill College, University of Cambridge
> Teaching Excellence Programme – First Workshop
7 September 2017, HEA, York
> New to Programme Leadership: Higher and Degree Apprenticeships
12 September 2017, Manchester
> Virtual reading group: September
18 September 2017, Online
> Academic Leadership Programme – First workshop
19 September 2017, HEA, York
> Principal Fellow Writing Retreat
21 September 2017, Friends House, London
> Senior Fellow Writing Retreat
21 September 2017, Friends House, London
> New to Teaching in Higher Education
27 September 2017, HEA, York
> HEA STEM Conference 2018: Creativity in Teaching, Learning and Student Engagement
31 January & 1 February 2018, venue TBC – Call for papers now open
PebblePad have recently released a webinar on using e-portfolios for employability.
Embedding employability into the curriculum – a university wide approach to eportfolios by Heather Pate, Senior Learning Designer, Edith Cowan University Dr Katrina Strampel, Manager, Teaching Support & Senior Lecturer in CLT
ECU defines employability as having the skills, knowledge personal attributes, and self-awareness that make securing, and being successful in fulfilling, employment more likely. Through an integrated learning experience, the JIGSAW approach aims to improve employability outcomes by enhancing students’ ability to understand, demonstrate, take responsibility for, and articulate their learning, thus improving their written applications for employment, their verbal interviews, and their continuing professional development.
In this presentation, Heather will outline how this approach is being implemented with seven pilot courses across the university. Using PebblePad workbooks, courses provide students with scaffolded opportunities to recognise and articulate their knowledge, skills and achievements, and to collect evidence to support these. Students use the stories and evidence gathered to create portfolios, documenting their learning journey and preparing them for employment.
Watch the webinar here.
Today (July 4th) we’re switching over to Version 5 of Pebblepad. There won’t be any change in functionality, and all assets and resources will still be there – the main change you will notice will be the more streamlined interface.
Get in touch with us if you encounter any problems or want to arrange instruction in the updated version.
Applications are now being taken for the Postgraduate Certificate in Teaching and Learning in Higher Education (PgCTHE) which will commence in September 2017.
The PgCTHE will allow you to further develop your pedagogic skills and understanding, gain a professional HE teaching qualification, and gain Higher Education Academy Accreditation.
The course is available to the following members of staff;
1) Full-time staff who are teaching/supporting learning for a minimum of 50 hours over the duration of the course (12 months);
2) Part-time staff who are teaching/supporting learning for a minimum of 50 hours over the duration of the course (12 months);
3) Hourly Paid Lecturers who are teaching/supporting learning on a substantive contract (i.e., at least one unit).
Unfortunately, we cannot accept applications from research students. If you are unsure whether you meet any of these criteria, please contact us.
The PgCTHE is a 12 month Master’s level course which is delivered via face-to-face workshops and online sessions. Further information about the course can be found on our website at https://www.beds.ac.uk/pts/pgcthe.
To apply, please complete our online application form by 5pm on Thursday 7th September. You MUST provide two satisfactory references including one from your line manager confirming how you will meet the 50 hours teaching requirement.
The course is free to eligible staff but you MUST send us a completed fee waiver form which has been physically signed by your line manager to supplement your application. Once complete, please return to PTS Admin, Room F305, Luton. If any of these requirements are not fulfilled, we will be unable to process your application.
Thinking of using e-portfolios to support learning? Want to implement that strand of our new strategic plan?
This webinar from PebblePad will show you how e-portfolios are being used at scale at Plymouth and Bradford Universities.
If you want to know more about how to use PebblePad, contact Averil Robertson in the CLE – and look out for our switch to version 5 on July 4th!
Want to read up on the TEF? The Compass Journal has compiled a roundup of articles and opinion pieces.
Compass is a peer-reviewed cross-disciplinary research journal that welcomes articles, case studies and opinion pieces relating to innovative learning, teaching and assessment.
We are now just over one week away from the start of our staff conference and fringe events. Click the links below to sign up – the CLE team will be appearing in many places!
If you have any other questions please email email@example.com.
Our team will be appearing in a number of places at the annual staff conference, both during the main event and in fringe activities. Hope to see you there!
Dr. Maria Kukhareva: ‘Every teacher is a bit of an actor’
Dr. Mark Atlay & Dr. Diana Pritchard: ‘Utilising the TEF to identify the learning gain of our students’
Averil Robertson & Megan Loveys: ‘Ten Days of Twitter: running a social media course for university staff’
Dr. Mark Atlay: ‘The power of introverts’
Mark Gamble: ‘Draw your future’
Nick Botfield: ‘Engaging students in large group teaching’ & ‘Creating a MOOC’
Averil Robertson: ‘Developing Open Badges to support student achievement’
Dr. Maria Kukhareva: ‘Object-based learning: promoting creativity and lateral thinking’
Mark Gamble: ‘The development of Course Metric Infographics’
The results of England’s teaching excellence framework (TEF) will be published on 22 June, it has been confirmed by Madeleine Atkins, chief executive of the Higher Education Funding Council for England.
Universities will be informed on 19 June whether they have achieved a gold, silver or bronze award in the TEF, Professor Atkins said.
All other UK funding bodies and the Department for Education will be informed shortly after institutions are made aware of their own result, while a full set of awards will sent to all participating providers under embargo on 21 June.
The TEF results were originally due to be released on 14 June, but this was postponed by HEFCE owing to uncertainty caused by the result of the UK general election.
The framework will rate universities’ teaching as “gold”, “silver” or “bronze”, based on metrics for student satisfaction, retention and graduate employment, and submissions made by institutions.
Some of the UK’s most prestigious universities are expected to be among those rated as bronze, an outcome that could limit their ability to raise tuition fees.
Times Higher Education, June 16th 2017
The WONKHE blog has produced this summary:
The results of the Teaching Excellence Framework (Year 2), which had been due for release in late May, delayed until after the General Election and then again following the election results, will finally be published this Thursday. After all the waiting, we will finally get our hands on the judgements from one of the most significant, and most hotly contested, policy initiatives of recent years.
When the idea was first mooted in the last Conservative manifesto, written by a junior MP by the name of Jo Johnson, few in the higher education sector thought that a TEF would be seen through to implementation. Many expected Labour to lead the government following the 2015 election, or for the idea to be dropped in coalition negotiations that never took place.
At times, this scepticism from some sector leaders about the will to see a TEF through has bordered on denial – so many predictions were confidently made that it would never happen. And not only has TEF survived, it’s also managed to surmount the shifting political sands around it: Brexit, a new Prime Minister, parliamentary opposition, the passage of a Bill, and now another General Election. With Johnson returned, against the predictions of a ‘Jexit’, the future for TEF also now looks more assured.
Despite the political machinations, Jo Johnson’s original vision for the exercise has remained largely intact. Yes, there have been successive delays in tying the outcomes to fee increases, and there will now also be a review of the whole process in 2019 which was mandated by the final tweaks made to the Higher Education and Research Act.
Nonetheless, TEF will be a distinct evaluation of universities’ ‘performance’ for three main reasons:
There are many other features of TEF that make it distinctive from other rankings and evaluations, for example the ‘split’ metrics, which will evaluate the equitability of student outcomes compared to peers from different backgrounds. And crucially (if rather obviously), TEF is a government-backed and branded evaluation giving it extra media credibility. It’s quite possible that this credibility will have some bearing on prospective students’ decision-making.
The current acknowledged hierarchy of universities in the UK, as shaped by newspaper league tables, is primarily based on the linked factors of the age of foundation, research volume and quality, and students’ entry tariff. These are not indicators of teaching quality. For all its faults, TEF will come closer to representing the quality of teaching, learning and student experience at universities than other ranking exercises because it has not included both of these measures. But we should not forget that the definition of ‘teaching’ in TEF is quite a stretch: it is more student experience, or ‘education’ than ‘teaching’, or ‘learning’ for that matter.
Most universities’ will already know the outcome of the exercise based on the benchmarked data supplied to them in advance of making their submissions. Some are likely to be nudged up from Bronze to Silver, and Silver to Gold based on the provider submissions and the TEF panel’s largesse. From the data we know, it is expected that several prestigious universities will find themselves with Bronze ratings. On the flipside, some modern universities not used to topping traditional league tables are expected to perform very strongly and obtain Gold.
There is an outstanding question about the influence that providers’ written submissions will have on the final outcomes. The HEFCE guidance released late last year stated that the metrics would only create an “initial hypothesis” outcome. It also stated (in bold) that “the more clear-cut performance is against the core metrics, the less likely it is that the initial hypothesis will change” as a result of provider submissions.
Nonetheless, TEF chair Chris Husbands and DfE officials have been at pains to stress the importance of the provider submissions and their potential for influencing changing the initial hypotheses. We will only get a sense later this week of the true balance between quantitative and qualitative measures in final outcomes. If qualitative evaluations appear to carry more influence than initially expected in the HEFCE guidance, Husbands and his panel will have to be sure that they can defend their judgements in a relatively objective manner.
There are thus two ‘rings’ of expectation management which could shape the media narrative on outcomes. On the one hand, observers with some knowledge of the exercise and the expected metric outcomes could have expectations confounded if written submissions are particularly influential. On the other, the general public’s expectations of ‘good’ universities could be confounded if the final outcomes closely match the metrics.
As a refresher ahead of the results later this week, Wonkhe’s Ant Bagshaw has produced a beginner’s guide to TEF.
We will be running a Course Coordinator workshop on 23rd June between 9:30 -12:00 in Bedford.
By the end of the workshop participants will:
UoB staff can sign up using our online HR system.
If you know this course will be of interest to a colleague, please pass this on.
We are now just three weeks away from our staff conference and fringe events; we hope to see many of you at the various sessions. Staff from the CLE will be presenting at both the main conference and the fringe.
You can find out more information from the links below:
In the meantime if you have any other question please email firstname.lastname@example.org.
In August 2016, we upgraded to V5 of PebblePad. Since then, Version 5 has been running concurrently with the ‘Classic’ version, in order to minimise disruption to those staff and students already working within it.
However, the older version will shortly cease to be supported by PebblePad, and we will therefore be switching as an institution to Version 5. The switchover will take place on July 4th at 8:30 a.m.
It’s important to note that the main difference in the new version is its ‘look’, and improvements to functionality – existing assets etc. will remain in your personal spaces. We have been working on a range of supporting materials (for staff and students), and will provide various hands-on sessions: for novice PebblePad users; for those who are transferring to V5; and for those who are already using it and just want to know more – look out for opportunities to sign up for these.
On July 12th, a representative from PebblePad will be at the University and available for Q&A and practical sessions – please get in touch if you would like to know more about this.
Please note that ATLAS is not changing in the short term, and all assessment activity (such as setting up assignments and marking) will continue as before.
Dr Maria Kukhareva, Educational Developer in the CLE, reflects on the interaction of creativity and academia following a workshop as part of Birkbeck Arts Week 2017.
We would like to draw your attention to a free online course ‘Inclusive Learning and Teaching Environments’ beginning on June 5th that is very relevant to HEFCE’s requirement to move towards a more inclusive approach, as well as the cuts in Disabled Students Allowance.
Who is the course for?
This course has been created for teachers and educators interested in inclusive practices, learning technologists and education design professionals. It will also be relevant for marketing and communications professionals working in training situations and those with disabilities who want to understand problems in education and how to overcome them.
In this podcast we take a look at how learning analytics can be used to boost fair access and retention of students in higher education.
Download the podcast, subscribe to the series and add the RSS feed from this page.
Colleagues may be interested in signing up for the following webinar, coming up soon:
4 ways to improve student retention – sign up here.
Making students feel included, engaged and listened to is a real challenge lecturers and teachers face and a hot topic in the education currently, which the April 2017 ‘What Works?’ HEA report highlighted.
We look at how technology can help create a sense of inclusion and belonging between students, but also make them feel they are being heard by their lecturers and teachers.
Join MeeToo’s Education Customer Success Manager, Amie, in this webinar to take a look at this report and discuss how Meetoo can help address some of the issues, covering the points below, and more:
This short course aims to introduce you to some of the main social media tools and how they’re being used in Higher Education.
Unlike most of our courses, this will not be a linear process – you can dip in and out and have a look at the tools that most interest you, over the course of two weeks.
We’ll include examples and some further reading so you can think of ways in which you can introduce these tools in your own practice to enhance student engagement and skills.
You can sign up here.
For more information, email email@example.com
Interested in finding out how you can use social media in an educational setting? Look out for our social media 2-week course, which will be running again from June 5th. More details coming soon!
The University of Bedfordshire has risen fifteen places to 98 in the Guardian league table, published today.
We saw gains in course satisfaction, student-staff ratio and graduate employability rates, and increased our rank on feedback satisfaction where we are now 26th in the country.
But our most significant progress was in the Guardian’s value-added measure, which captures the distance travelled by students between entry and graduation. Due in part to last year’s increase in good degrees, Bedfordshire moved forward very strongly on this measure – a real testament to how we are delivering on our mission to transform lives.
Cambridge tops the league table again – full details here.
A webinar on assessment and feedback in Higher Education was recently (April 25th) recorded by the HEA.
You can access the recording and the associated slides here.
Latest news from the Higher Education Academy – find out what’s on, what’s in the news and more.
The Teaching Excellence Framework has proved to be the most controversial policy in UK higher education over the last two years. With the results of TEF2 eagerly anticipated, on 8th June in London, Wonkhe is hosting a one-day conference to explore all the important issues and to look ahead to the future of the exercise.
To find out more, and book a place, click here.
Staff from the CLE recently presented some of the outcomes from our Teaching & Learning Project on Open Badges at the ALDinHE conference in Hull.
You can see conference images in the Storify here.
Date: Thursday 11th May
Venue: Judith Blake Theatre, Luton Campus (Park Square)
Aimed at: staff, students, general public
Facilitators: Yasmin Sidhwa, Artistic Director of UK-based International Mandala Theatre, presents an open rehearsal showcasing her directorial work. Yasmin will be using provocative text to inspire debate around connection and disconnection to the communities we grow up in, wherever we are. Yasmin wants to engage everyone who lives, works and studies in Luton to join this discussion and reflect on their past and present.
TO BOOK YOUR PLACE: click on the Demo week link and look for the box “sign up now”
We invite you to take part in a bespoke workshop, which encourages you to explore and use your leadership and creativity for higher student engagement. This is a unique opportunity to work with an external expert.
Theme: ‘Stimulate student engagement and student voice through creativity and leadership’
Date: Thursday, 11th May
Venue: F304, Luton Campus (Park Square, next to the CLE office)
Aimed at: teaching and support staff, researchers, aspiring educator
Facilitators: Artistic Director Yasmin Sidhwa (Mandala Theatre), and Maria Kukhareva (Centre for Learning Excellence).
TO BOOK YOUR PLACE: Please email firstname.lastname@example.org
New research highlights the growing importance of higher education staff being capable of delivering technology-enhanced learning experience for students.
A survey of 1,000 16-24 year olds, commissioned by Jisc, found that three quarters (75%) of higher education students surveyed believe that having staff with the appropriate digital skills is an important factor when choosing a university. 99% of students think that technology is becoming increasingly important in education, while 62% believe technology keeps them more engaged.
Want to know more about webinars? Welcome to Blackboard’s next generation web conferencing. It’s designed to run right in the browser, making online collaboration easier than ever. Group work, meetings, lectures, and more… whatever your goal, Blackboard Collaborate with the Ultra Experience makes communication easy. Now, you can forget about the technology… and focus on each other.
This video presents an example of classroom collaboration using Blackboard Collaborate with the Ultra Experience. Including file sharing, group annotation of the shared file, hand raise, notifications, video, chat, polling and breakout groups.
We are running an ‘Engaging students for effective learning’workshop on 15th May between 10:00 – 13:00 in Luton and on 23rd May between 10:00 – 13:00 in Bedford.
This workshop will provide you with the opportunity to explore effective approaches to support student engagement in all types of learning, understand student engagement and motivation, explore strategies for engagement in scheduled, guided and independent learning and consider evidence-based approaches to address lack of engagement.
To sign up to either session please complete our online form. Registration for the Luton event closes at 5pm on 8th May. Registration for the Bedford event closes at 5pm on 16th May.
We are running a ‘Risk Taking and Effective Teaching’ workshop on 16th May between 10:00 – 13:00 in Bedford.
In the workshop, you will explore how to be more creative in your teaching by becoming less risk-averse.
You will consider barriers to creative approaches to teaching and supporting learning, explore risk in the context of teaching/supporting learning and explore opportunities for you to be more creative in your practice.
Please sign up using our online form by 5pm on 9th May.
The CLE is running a ‘Teaching International Students’ workshop on 17th May in Bedford between 10:00 – 13:00.
This three hour workshop will enable you to explore and consider how you can best support international students.
To sign up for this course please complete our online registration form by Wednesday 10th May.
We will be moving to Version 5 of PebblePad at the end of June. Look out for announcements and opportunities to learn more.
We’ve collected together the tweets from our recent 10 Days of Twitter course – you can see it here!
, or as it’s called in twitterspeak, #UoB10DoT
Have you started work on your EPR portfolio (formerly known as the PTS portfolio) but not yet had a chance to complete it or would you like some guidance?
On Friday 9th June, we will be providing a one-day writing retreat in Putteridge Bury for staff and research students who need some time away to focus on their portfolio.
By the end of the day, it is anticipated that you will have a virtually complete EPR portfolio ready to tweak and submit for the deadline of 6th July. The review itself will be held on Thursday 20th July.
The retreat is open to those who have previously registered on to the PTS, those who wish to progress on to the next category of HEA Fellowship along with those who have started to gather evidence for their portfolio but not yet registered.
To sign up, complete our online form.
Registrations received after 5 pm on 1st June may not be processed.
Please note, we have updated our guidance so please visit our BREO site for further information on how your portfolio should be structured.
If you have any questions about this day, please do not hesitate to contact us by email at email@example.com.
The percentage of staff who have HEA fellowship at the University of Bedfordshire is officially sector-leading. The annual review of our HEA accredited programme, the Professional Teaching Scheme, reports that we have 85% of staff with HEA recognition, compared to 50% average for other Million+ universities and 29% sector average.
Since December 2016, the recognition for HEA Fellowship has been as follows. Our congratulations to all concerned.
|Name||Category of Fellowship|
|Yan Qinq Duan||Senior Fellow|
|Mallika Devi Rasaratnam||Fellow|
|Syamarlah Rasaratnam||Senior Fellow|
|Emma Spikings||Senior Fellow|
|Kathrine Laurier||Associate Fellow|
|Jean Egbegi||Associate Fellow|
|Sisi Wang||Associate Fellow|
This year, Jisc will be releasing a learning analytics student app (part of their effective learning analytics project) so that students will be able to see how their learning activity compares with others and set targets to do better in their courses. This will not only benefit students, but staff members too, who will be able to view a dashboard showing the learner engagement and attainment of their students, allowing them to better target students who might be struggling with the course, and prevent drop-outs too. The app will also help staff members to better understand how to make learning more effective.
Today’s the last day of our Twitter course. We’ve had a lot of fun and it’s been good to watch participants’ progress. Look out for the next run, or get in touch if you want to know more!
Our first badges have been awarded for staff doing our Ten Days of Twitter course! To gain their ‘Hatched’ badge, participants had to:
Looking forward to giving out the Flying and Soaring badges!
From today’s WONKHE blog:
Today the Higher Education and Research Bill enters the third day of its Report stage in the House of Lords, and it’s in very different shape to this time last week. Cross-party opposition peers, with a little help from a couple of Conservatives, have taken a legislative sledgehammer to some of Jo Johnson’s central policy initiatives, defeating the government on a number of key points, at least for now.
As we stand, against the government’s wishes, the amended version of the Bill now allows for the following:
TEF, in particular, has taken a bit of a hammering. Peers have criticised, amongst other things, the use of a medal rating system, the metrics including NSS and DLHE, the lack of parliamentary oversight of the methodology, and the benchmarking which means only a relatively small portion of institutions would obtain Gold (not everyone can be above average).
None of the noble Lords expressed opposition to increasing tuition fees annually by inflation; their objection to this policy is that the link with TEF means not all universities would be entitled to such an increase. The government could still award universities (perhaps all of those that meet the baseline quality threshold) the increase through a statutory instrument, as it has done for 2017 entry. But it is by no means certain to do so in the future without the quid pro quo of the TEF, and so when the dust settles on the Bill, the fee rises could be shelved altogether. Whether the government has the stomach for the ensuing fight with the sector (which had been expecting and planning for the rises) remains to be seen.
As the Report stage continues this week, the following proposed amendments could be flashpoints for debate and possible government defeat:
Amendment 145 which would prevent retrospective changes to the terms and conditions of student loans.
Amendment 146 prevents students in unincorporated higher education providers from fully accessing publicly funded student support.
Amendment 150 which will stipulate that students not “be treated for public policy purposes as a long-term migrant to the UK”. The amendment also aims to secure employment and immigration rights for foreign nationals working at higher education providers. Universities UK is briefing peers in support of this amendment.
Passing these amendments would be a big problem for the government, and it’s probably at this point that the Bill and associated debate moves firmly up No.10’s risk register. The peers’ revolt was not widely reported in the mainstream press last week, which was more preoccupied with covering the Budget, Brexit Bill, and grammar schools.
Amendment 150 on international students could reverse this. It’s a bit of a wildcard – not related to the Bill text itself, but an issue on which the Prime Minister does not have a clear majority in the Lords, nor possibly in the Commons, and not even around the Cabinet table. Theresa May is unlikely to want to suffer an embarrassing and very public defeat on the issue in Parliament and so may have to offer some sort of compromise to stop both Houses defeating her government. Despite trying to call a truce last week over the Bill, Universities UK is now lobbying furiously to ensure that 150 gets a hearing and the vote goes its way.
There appear to be three main ‘endgame’ scenarios that could now play out when it comes to the future of the Bill, and particularly TEF which has had some of the roughest treatment in the debate.
Remember, anything changed in the Bill by Lords needs to be sent back for MPs to vote on, before being sent back again to the Lords for approval or rejection. Colloquially, it’s known as ‘ping pong’, and it’s notorious for its ability to ramp up the political drama and the pressure on proposed legislation. Jo Johnson and his team will probably want to avoid having to go through the process if possible as it can be bruising, torturous and raises the prospect of further defeats.
Scenario 1: Compromise before ping pong. This is probably the most likely outcome and would see a quiet resolution to the political standoff. Under this scenario, the government would propose some further compromise amendments that opposition peers would accept, and the House of Lords would remove the latest changes from the text before sending the Bill back to the House of Commons. For example, a further delay in the link between TEF and fees – to 2020, well after the ‘lessons learned’ exercise – may be enough for peers to back down on that point. Other similar compromises could satisfy peers on some of the other issues up for debate.
Scenario 2: No compromise and the government gets its way. If Lords decide that they don’t want to/can’t sustain a fight with the Commons during ping pong, the Bill would probably lose the wrecking amendments and the trajectory of policy would largely proceed as expected before the peers’ intervention. Let’s remember that differentiated fees aren’t anticipated until 2019 entry that is after TEF3; the results from May’s TEF2 exercise entitle all participating institutions to the full uplift.
Scenario 3: No compromise and the Lords win at least on some issues. It’s an unlikely scenario, given it would require a rebellion of Conservative MPs to agree to the Lords’ amendments. However, the government only has a very small majority in the Commons so it wouldn’t take many MPs to rebel. Opposition peers may sense an opportunity to keep pushing the amendments that could be won – Amendment 150 on counting international students as migrants could be a contender if there is no prior compromise. But if the TEF-related amendments were to pass, it would bring a whole new level of complication and it’s hard to see what a completely revised TEF – perhaps no longer linked to fees and no longer ranked Gold, Silver and Bronze (and so lacking any monetary or reputational incentive), and overseen by Parliament – could look like.