Jon Maber

Materials in Support of Job Application

Equality and Disability

Planning Distance Learning

A unit in a module aimed at academic staff in the Faculty of Health of Leeds Beckett University who were preparing to engage with distance learning courses. The module was led by Principal Lecturer Mick Young, myself and Rob Shaw. I was responsible for designing and teaching this Unit. I include the main materials extracted from the Blackboard learn module.

One Course Two Modes

Here are some materials from a half day workshop run by myself and Mick Young.

Assessment

Learning Design

Person Specification Mapping

Decimal numbers refer to numbered paragraphs in my "Supporting Statement" submission.

Qualifications

Person Spec. Essential/ Desirable Refs to Statement
A good honours degree or equivalent qualification. E 2.2
A teaching qualification D 6.1 Contribution to rather than enrolment on.
A qualification related to the use of learning technology in higher education D No formal qualification here but very large volumes of actual work in the field can be demonstrated.

Knowledge

Person Spec. Essential/ Desirable Refs to Statement
Knowledge of the national learning and teaching agenda and of learning enhancement issues in higher education. E 3.1, 3.3, 3.5, 3.6
Knowledge of effective approaches to teaching and to the support of student learning in higher education. E Sections 3, 5 and 6
Knowledge of pedagogy related to technology-enhanced learning and its application in the design of programmes and modules in higher education. E 3.1, 3.2, 3.3, 3.6, 5.1, 5.5, 5.6, 6.1
Understanding of academic culture relevant to a UK research-intensive university and its implica- tions for supporting learning and teaching. E Whole career but especially 3.5
Knowledge of quality standards for the design and delivery of fully online programmes. D 5.5 and 5.6. I have sometimes observed a tension between quality standards from the world of instructional design and from HE. The former being stressed by commercial partners and the latter by teachers. Can be source of conflict. Also quality assurance statements often omit actual quality assurance processes and consist instead of quality assessment statements.
Knowledge of e-learning standards and accessibility, disability, copyright and licensing legislation for e-learning. D 3.7, 5.3, 5.4
Knowledge of internal and external quality assurance frameworks for the effective design and de- livery of fully online programmes. D 5.1, 5.5, 5.6
Knowledge of instructional roles, responsibilities and techniques used to support the effective use D See, in particular, the materials linked to above.
Knowledge of a range of relevant current research regarding HE pedagogy and student learning. D See in particular, the key texts presentation above.
Knowledge of project management principles. D 3.6, 3.7, 5.6. I have a particular liking for Agile project management so long as it isn't applied dogmatically.
Knowledge of relevant approaches to impact evaluation. D Some knowledge but not experience of formal application. Better knowledge of evaluation as a component of course review - a particular liking for q-sort methodology.

Skills, abilities and competencies

Person Spec. Essential/ Desirable Refs to Statement
Excellent oral and written communication skills and interpersonal skills, to address a variety of needs and audiences, such as: (Bullet points ommitted.) E See example presentations and documents above.
Ability to deliver pedagogic guidance and support for the design and delivery of degree pro- grammes at undergraduate and taught postgraduate levels, to academic staff across a range of subjects. E 3.1, 3.2, 3.3, 3.4, 3.6, 5.5, 5.6 etc.
Ability to deliver learning technology training and support to academic staff across a range of subjects. E Starting in 1988 - see 3.1 to present day - see 5.6
Ability to maintain a high level of accuracy, even when producing work to tight deadlines. E 5.7 is a good example of where this was put to the test.
Cooperative management skills to liaise with/coordinate the contributions of colleagues across different service units. E 5.6
Ability to liaise with a wide variety of clients and to demonstrate excellent customer service skills. E 3.6, 3.7, 5.3, 5.6
Ability to work independently and as part of a team. E Ind. - from an early state in my career, see 3.3. In a team - esp. 3.6 which included sitting on interview panels for appointing team members.
Excellent time management skills and the ability to work well under pressure. E Part time work, including multiple roles has helped me develop these skills.
Ability to manage, monitor and evaluate a project. D Esp. 3.6
Ability to plan in the short and long term and to scope new areas of activity. D From early in my career, esp. 3.3, 3.6, 5.6.

Experience

Person Spec. Essential/ Desirable Refs to Statement
Experience of teaching or of supporting teaching and learning at degree level in HE. E Teaching: 3.2, 3.4 Supporting: 3.1, 3.3, 3.6, 3.7 and all section 5
Experience of the successful use of learning technology in HE as an educator or in a professional support role. E As above
Experience of delivering pedagogic guidance and support to academic staff for the design and delivery of degree programmes (ideally at both undergraduate and taught postgraduate levels). E As above and see links to materials at top of page.
Experience of delivering learning technology training and support to academic staff. D I have run several training events per year over 30 years in work.
Experience of supporting the design and delivery of fully online degree programmes. D See 5.5.
Direct experience of tutoring students or supporting staff in the active facilitation of students on online courses. D Both tutoring and support of tutoring 5.5
Experience of designing and writing user-support materials for online course design and delivery. D E.g. guide to on-line enrollment, student guide to Turnitin originality reports.
Experience of working with academic staff across a range of subjects as an educational / curriculum development adviser, incorporating technology-enhanced learning. D My main role at LBU.
Experience of curriculum / module design. D Yes, from as early as the 1990s. 3.2
Experience of supporting the development of academic policy and guidance, including the drafting of guidance statements. D Within LBU Faculty of Health E.g. 5.7
Experience of evaluating the impact of a learning and teaching project or activity, ideally relating to programme/assessment design and/or the use of learning technology. D Most of my evaluation experience is with qualitative evaluation of teaching/training to form future development. I know enough to understand that valid evaluation of impact is very difficult because it is practically impossible to control for placebo effects.

Personal Attributes

Person Spec. Essential/ Desirable Refs to Statement
A commitment to addressing teaching and learning needs and effecting change. E 2.1, 2.2
A self-starter, well organised and willing to take the initiative. E 3.2, 3.3, 3.6, 3.7, 4.1, 5.3, 5.6, 5.7
A proactive and positive approach, able to use initiative in problem solving and developing service opportunities with an appreciation of possible longer-term implications. E Throughout my career.
Enthusiasm and a commitment to service excellence. E Throughout my career.
A commitment to continuing professional development. E Both as participant and provider.
A commitment to equality and diversity. E Commitment and evangelism - see 3.7, 5.3. Also, see materials listed at the top of this page. Esp. Take Home Message