To paraphrase the simple thought with which I began this account, as a teacher, I’ve never really stopped learning, whether that’s from colleagues, students, new experiences, or just from mistakes I’ve made, (although of course I find I do reframe these very quickly as ‘learning opportunities’). Underpinning this is the reflective practice that Schön (1983) described as “a dialogue of thinking and doing through which I become more skilful.” As a teacher educator, I fully recognise Kolbs (1984) model of professional development, and how the self-reflective cycle of observation, reflection, planning and action makes a vital contribution towards independent learning in both myself and others. Curiously perhaps, I believe it is a commitment to independent learning that is key to successful CPD. People are rarely compelled to do CPD, and in my view it can be counter-productive when they are. It is most often personal choice and a desire to know more that are the drivers for effective professional development. On a personal level I’ve always been a keen participant in CPD and in my professional capacity I also have plenty of experience of developing and delivering CPD to others.
Upon becoming established in higher education I undertook an in-service M.Sc by Research in Design for Manufacture at Manchester Metropolitan University. The decision not to pursue an educationally oriented Masters programme at this stage was deliberate; I was happy with the pedagogical aspects of my practice based on my recent school experience, but I was interested in maintaining the relevance and coherence of what I was teaching in terms of contemporary subject knowledge in Design and Technology. The course highlighted for me how it was possible to take high level concepts and strategies and build them into progressive learning experiences that can be applied at different levels. Participation in the course was the trigger for much of my subsequent research into design methodologies, which then came full circle by forming an important element of my teaching on our own MA programme and CPD courses for teachers. (K1). For my final thesis, I carried out some qualitative research to compare the embedding of sustainability issues into Engineering and Design curricula in HE, which involved liaison with colleagues in several HE institutions. (V3, V4)
Over the last 16 years, I’ve worked as an external examiner in six higher education institutions, which I believe to be one of the best professional development opportunities available in higher education and I highly recommend it to any colleagues who may be considering it. Although as an external examiner you are primarily operating in a quality assurance role for the host institution, the opportunity it offers to to build on one’s own knowledge about teaching and learning across the sector is invaluable. In a similar vein, participation in other quality assurance or academic roles such as refereeing conference abstracts and papers or taking part in course approval panels achieves a dual purpose, allowing me to offer advice in a professional capacity, but also building on my ability to perform the role more effectively in future. (K1, K2, K6, V1, L)
Much of my recent professional updating activity has been focused on my interest in technology enhanced learning. Attending Educa Berlin, International Conference on Technology Supported Learning & Training in Dec 2011 triggered an interest an in the potential of mobile learning. The Future of Technology in Education (FOTE) was an excellent opportunity to see how social networks are being used to enhance learning. The HEA CLL Mobile Learning in Art & Design at Salford University was instrumental in starting my interest in the potential of augmented reality in education. (K4, V3)
Developing and Delivering CPD for HE colleagues
A key part of the LTA lead role is about working with colleagues to enhance and develop LTA practice in the Art & Design department, that aligns with wider university policies and strategies. I have developed and delivered a number of internal CPD workshops for colleagues, including
- TEL : Collaborative Learning Annual LTA Conference (June 2010)
- TEL : enhancing the student experience – ACES Faculty Conference (Sept 2010)
- Learning & Teaching Technologies in Practice : innovation through sharing – Annual LTA Conference (July 2011)
- Preparation for Design re-approval (2012)
- Mobile Learning: Exploring the potential of QR codes in HE (Poster) ACES Faculty Conference (June 2012),
- Effective assessment and feedback (2014)
- Technology enhanced learning – Design Awayday (2012)
- Grade based assessment (2014) – see Case Study 2 for further details.
The principal aim of these activities is to provide support and disseminate good practice to colleagues, but they also play crucial role in developing my own understanding, providing countless opportunities for me to learn about current issues and concerns in the university and department. (L, K2, K4, V4)
Similarly, arranging and conducting staff development reviews with colleagues over the last ten years has provided me with a good insight into both the personal development concerns of the individual colleagues and the capacity of the university to respond to these concerns. (L, K5, K6, V1, V2. V4)
Developing CPD for Teachers
I have extensive experience of developing and delivering continuing professional development courses for teachers, which has evolved in the period 1998 to the present day and am also a member of the National Steering Group for CPD in Design and Technology Education. Throughout, I’ve worked closely with the Design and Technology Association on initiatives such as the Post Graduate Professional Development programme and the CAD/CAM in Schools Initiative (bringing full cost funding to the university in the region of £200K in the period from 2000 to 2008). During this time I was working with local authority advisers in planning co-ordination, delivery and impact evaluation of courses. From 2008 to 2012, I co-ordinated the Regional Support Centre for Yorkshire & Humberside as part of the national Digital Design & Technology centre network, which brought in regular funding to SHU from the DfE; http://www.digitaldandt.org/. At around the same time I was part of a working group developing the CAD/CAM Curriculum Framework; http://www.cadcamcurriculum.org/. I am currently developing the role of Regional Hub for the Design & Technology Association. Upcoming sessions that I have been invited to deliver as part of the national programme for teachers are ‘User Centred Design’ and ‘Biomimicry in Design’.
I also work as an invited mentor with the Innovation Group funded by the James Dyson Foundation; https://www.data.org.uk/news/join-the-innovation-group/ This is a national group of 20 newcomers to primary and secondary D&T teaching who have demonstrated exceptional talent. Members create innovative resources, explore creative projects, and develop new ways of working. They meet several times a year, including three two-day events, which I attend regularly. These events provide me with a great opportunity to develop and share practice with Innovation group members and other experienced mentors. (K1, L)
Most recently I am currently working as a mentor with several schools as part of the DFE initiative to introduce 3D printers into schools and was invited to present on ‘Strategies and Approaches to 3D Printing’ at the launch of the second phase of the project at the UCL Academy, London. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/251439/3D_printers_in_schools.pdf
Annotated CPD Record
Annotated CPD Record – John Lee 2014
References:
SCHON, D (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books Inc.
KOLB, D. A (1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
learning and teaching 