During my secondment with the National Forum for the Enhancement of T&L in Higher Education, I became very in tune with professional development, reflection and also working with strategy. I have always been fascinated by the latter, and hence I identified an MC which would provide me with an opportunity to learn more about this in a very applied and focused way. So after many conversations at home (in regard to the associated monetary cost expense, and the accompanying need to work during the evenings and weekends for a few months!), I enrolled. I became a student again, with my new folder and pens...and soon after received my ID card, online library access etc.
The MC format was of course part-time, with 2-hour classes taking place online each Thursday evening, with preparation, studying and assignments carried out on other evenings and over weekends. I always believe what you put in, you get out so I gave it everything I could while still trying to juggle 'normal life'. I took out some physical textbooks from the library, kept up with pre-reading and even brought one book with me on a romantic weekend away! Dedication! I was so intrigued by the strategic management area that it never felt taxing to read and learn more about it. There were two assignments built in to the MC, one individual and one group assignment. You will be able to read more about my wonderful experience and learning from being a group work student in another blog post coming soon!
Will/can/does the micro-credential model work?
In an age where you can watch what you want on TV whenever you want; when you can listen to any song immediately - and then you combine this with the potential of technology for enabling learning as well as the concept of meaningful, relevant life-long learning - you can see how the 'MC' idea can easily grow. It will be important for institutions to identify what is actually and truly in demand and relevant, and both what industry and people need. Doors are open to everyone to engage, namely people looking to reskill, upskill or learn something new. Of course, these could 'tag' on to core modules in degree programmes also. For people in full time employment, the idea of 'going back' to college for a 2-year part-time postgraduate course can be quite daunting, however now, there is scope for anyone to engage in micro-credentials, and 'stack' these byte size courses over time to work towards accreditation. I quite like the potential of engaging with MCs across different participating institutIons too, or even across different countries, learning from various experts and discipline areas, and then being able to 'add' them together down the road.
It will be interesting to see how the various MC frameworks emerge over time. Investment in this space has began to taken place, and institutions across the ‘MicroCreds’ project are already promoting their offerings widely, while several others are exploring associated opportunities too. Personally, it was a great experience, but it would be nice to think one could re-engage over several years and perhaps when I'm all 'grown up' see them gel together and become an award of some time. Either way, I learned so much about a new area that makes me think differently about things - and I just love when that happens!
The concept of continuous learning and improvement has consistently been something I’ve been passionate about. We always have the opportunity to learn something new, and this has so many benefits. While I love learning, my role in education centres on this from the ‘other side’ - as I facilitate learning and understanding of complex scientific topics. On a personal level, I love learning new things, approaches, skills - developing new ways to look at the same thing with a fresh lens, new abilities to implement in different settings, new ways to communicate or connect, manage situations etc.
However, while we can always independently learn something new, we can also truly learn from each other’s experiences. Hence the concept of discussions with students, colleagues, mentors, management and other stakeholders can provide opportunities for learning. The pandemic experience often referred to missing the ‘watercooler’ conversations, while the National Forum’s professional development (PD) framework even includes these informal, collaborative activities as potential modes of PD - unstructured, non-accredited, informal.
Conferences, and focused professional development courses can provide excellent avenues for interactions with like-minded individuals, people interested in some of the same things as you, which of course carries enormous benefit. However, recently I attended a ‘Practice Sharing Event’ in DkIT which centred on feedback in teaching and learning (as part of the ongoing National Forum SATLE supported 'Focus on Feedback' project in the institution). Now while the format involved a keynote talk, and two sessions of short presentations, split by a coffee break and ending before lunch, which many may feel replicates the standard conference format, the subtle emphasis on practice sharing was very impactful on the tone of the event.
This was further supported by the opening keynote talk by the amazing Prof. Phillip Dawson from CRADLE/Deakin University in Melbourne (here’s a prompt to check out Phillips’s bio, and to seriously consider either attending one of his talks or inviting him to present at an upcoming meeting). His keynote was all you could ask for on the day - informative, engaging, interactive, thought provoking, and inspiring (and he was joining us from his home in Australia while we were based in Dundalk). The subsequent coffee break was a hive of activity, with everyone primarily reflecting on how amazing his keynote was. For example, people commented on his overall delivery and approach, the way he openly interacted with the audience and how he left paused after each question – leaving time for people to meaningfully engage. His deliberation of, and responses to, the comments from the group, complemented by his vast awareness of the literature and bringing in points by other leaders in the space too, all made led to it to be positively reflected on. For me, the true benefit of his keynote was in fact the tone he set at the beginning for the rest of the session - and I really think the way he set up the session ensured all attendees continued an approach of meaningful openness and sharing throughout the morning. When you combine this with the concept of the ‘practice sharing' mindset, everyone was in the same ‘zone’ and very open about their experiences.
I was fortunate to be involved in two presentations at the event (one co-delivered with former DkIT student Olya Antropova; see titles in image below), and from the stage I could see amongst the audience that - unlike at some conferences - people were not on their phones etc. and appeared so engaged. I actually noticed this for every talk during the morning. Perhaps it was the interest and familiarity of the feedback topic to the group of academics, perhaps it was the tone set from the beginning by the organisers around practice sharing, and the keynote speaker - but most likely it is due to the synergistic combination of all three.
Leaving the session, I felt invigorated, motivated and inspired to continue my work with students on employing effective feedback. Like many, I’ve put a great deal of time in to innovating my practice around this, in particular engaging with students and using digital tools to support the process, but I know I need to continue listening, learning, innovating, and improving my feedback practice. Huge, HUGE, thanks to the organisers of the practice sharing event (Gerry Gallagher, Aidan Garvey, Breda Brennan and Moira Maguire at DkIT and to my fellow colleagues who presented on the day....and finally to the speaker of one of the best keynotes I’ve attended, Prof. Phillip Dawson). |
Ronan BreeEducation Developer,Science Lecturer, Archives
March 2023
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Any opinions expressed here represent my own and not those of my employer.
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