CPD Portfolio

ME

This is my E-portfolio that documents my continuing professional development. Each post represents a CPD activity that I’ve undertaken or achievement I have attained – and some of these are linked to my ongoing development as a fledgling researcher in Vitae.

 

 

Advertisements
Posted in Uncategorized | Leave a comment

Foucauldian Discourse Analysis Training

20/05/18 – Online Training Session, Dr Craig Owen, St Mary’s University.

I found this session extraordinarily useful! It refreshed a lot of the content I’d accessed during my PhD and it also gave me previously unidentified perspectives on the practicalities of carrying out this type of analysis.

Posted in RESEARCH DOMAIN A1 KNOWLEDGE BASE, RESEARCH DOMAIN A2 COGNITIVE ABILITIES, RESEARCH DOMAIN B3 PROFESSIONAL & CAREER DEVELOPMENT | Tagged , | Leave a comment

PSRP – Reflection and Action Plan 3

19/05/18 – Peer Supported Review of Practice B 17-18

Carried out 12th April 2018 for Academic Session 2017-2018

Feelings

I was already aware that whilst the design and delivery of this session was ‘adequate’ I felt as if there could be a great del of content missing – this worried me, as I believe it is my job to provide as much information as possible to our students ahead of their viva voce.

Evaluation

Good = I have synthesised: my own experience, the experience of other students I’ve worked with AND some preliminary researched material on viva practice.

Bad = an absence of some recent scholarly, peer-reviewed material – this could do with being incorporated for future versions.

Analysis

From participants, the feedback garnered has been very positive – including from University of Huddersfield visiting students. I think sometimes I am to stringent in my pursuit of quality assurance. However, I know I would feel more confident in the material I’m presenting if I were to include more truly up-to-date, reliable, authoritative sources. I’m aware that students often ask me about process and I keep referring them to PGR-admin. I resolutely am not the authority of the processual and administrative aspects.

Conclusion

My reviewer has pointed out that there seemed to be some detail missing. I accept this but would also counter this with the fact that lecture plan is not a ‘script’ for everything said – my plan is just that, and my visual aids are designed to be for the participants – not a verbatim account of every item a teach or tip I provide. Nor can the session materials show the reviewer what I illicit from the learner discussions to use as learning points.

 

Action plan

In a similar situation, what would you do differently?

  • Be explicit in the inclusion of mock vivas and their utility.
  • Make this session a development plan point as part of the new Outduction intitiative.

How will you adapt your practice in the light of this new understanding?

  • This means I will devote some time to actually incorporating the latest research in the next year – my practice will benefit from this.

What specific actions are you now going to undertake as an outcome of this review?

  • Authoritative source reading
  • Redrafting of session plan and materials with citations.

Do you need any support with these actions and if so how are you going to seek this out?

Yes – there are a number of texts that I will need to draw on. I will need these to be purchased so that I can work with them extensively.

When do you expect to have completed these actions by?

November 30th 2018 – ready for next session to be rolled out.

Posted in A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices, K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching, V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development | Tagged , , , | Leave a comment

GDPR and Research – National Training

26/04/18 – GDPR: What does it mean for research and repository managers online briefing, 11:00 to 12:00 by JISC.

The event covered:

  • GDPR summary
    • New and expanded rights
    • Personal data and special categories
    • Data controllers and data processors
    • Informed consent, impact assessments and privacy notices
    • Data protection by design and default
    • Research derogations and exemptions
    • Data sharing, data security and data breaches
  • GDPR in the research life-cycle
    • Pre award (compliance, ethical approval, Informed consent, privacy notices, impact assessments, exemptions, data protection by design)
    • Post award (compliance, data sharing, data security, data breaches part one)
  • GDPR for CRIS systems and repositories
    • Open research, anonymised data, communication, subject access requests, data management, data retention, database encryption, data controllers and data processors, data breaches part two
  • GDPR for everyone
    • Education, compliance checklists, networking, sharing best practice

Presented by Nykohla Strong from the University of Aberdeen and Andrew Cormack, Jisc’s chief regulatory adviser.

Posted in RESEARCH DOMAIN C1 PROFESSIONAL CONDUCT, RESEARCH DOMAIN C2 RESEARCH MANAGEMENT, RESEARCH DOMAIN C3 FINANCE, FUNDING & RESOURCES | Tagged , | Leave a comment

GDPR Online Training

25/04/18 – UoB Online Training Around GDPR

I took this online training in order to enhance my understanding of the new legislation. Part of the issue is that it was solely concerned with Bradford’s use of personnel/student data, rather than being around data management in research.

Some of the items I found easy to understand, other items I struggled with, however, I did pass the exit test without needing to retake the training.

https://www.bradford.ac.uk/data-protection/gdpr-at-the-university-of-bradford/

Posted in A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices, RESEARCH DOMAIN C1 PROFESSIONAL CONDUCT, RESEARCH DOMAIN C2 RESEARCH MANAGEMENT | Tagged | Leave a comment

SPSS Training Solutions

12-16/04/18 – SPSS with Mr Sapre & Ms Ovuakporie

Once again I led on creating an SPSS solution on behalf of the institution. Sessions were peer-led and involved extensive problem-solving on my behalf to overcome technological issues and snags in delivery. The 2 students were excellent, as before.

Posted in A1 Design and plan learning activities and/or programmes of study | Tagged , | Leave a comment

Faculty of Life Sciences – Presentation Skills

17/05/18 – School of Pharmacy, N19, Richmond Building

This session is an excellent example of collaborating with the research students and staff to address something they have identified through their own professional development evaluation as a training need.

The session involved pre-designed content but was actually intended to be directly responsive to participants’ questions and needs. I used a Padlet to present, which, frankly was not as smooth as I’d hoped, some links out wouldn’t work as I had planned. Others wouldn’t allow me to demo as I wanted.

Feedback was broadly positive but next time I would:

  • ask for more time to allow me to open and demo each online presentation app/programme
  • choose a different visual aid that I could guarantee would work exactly as i wanted – i should have opened the original Padlet so that I would have write access.
  • do my intended opening activity so that I be sure to offer something that some of the senior staff in the audience would definitely benefit from.
Posted in A1 Design and plan learning activities and/or programmes of study, A2 Teach and/or support learning, A3 Assess and give feedback to learners*, A4 Develop effective learning environments and approaches to student support and guidance*, K1 The subject material, K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme | Tagged , | Leave a comment

Training Needs Analysis

Feb 2018 – Leading on strategic thinking of redesign

At its initial inception the TNA was fit for purpose, but this had lost its leader (the staff member moved on) and therefore it had quickly become confusing, and poorly adapted to recent changes.

This work involved:

  • reformulating the obsolete approach and researching, designing and implementing a new TNA that matched more closely with the RDF
  • creating a brand new set of webcopy for students and supervisors about the TNA
  • writing advice and completion tips for all to use, irrespective of discipline
  • creating awareness and raising buy-in to the new link and its documentation
  • leading the way for a renewed commitment to TNA
  • delivering a new training session on TNA, RDF & researcher dev as part of induction.

THIS IS ONLY THE 1ST PHASE OF A LARGER PIECE OF WORK AROUND EVALUATING AND MEETING RESEARCHERS NEEDS AS PART OF THE RESEARCH CONCORDAT 2018-2020.

Posted in K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme, K3 How students learn, both generally and within their subject/disciplinary area(s), K4 The use and value of appropriate learning technologies, RESEARCH DOMAIN C2 RESEARCH MANAGEMENT | Tagged , , , | Leave a comment