Video or 700-word text?: submitting a case for HEA accreditation

 

Video is a great way to capture the audience by adding a visual experience while simultaneously tapping into the oral auditory memory. The experts1 say that human communication is rooted in sound and that use of multiple senses allows more cognitive connections to be made. This blog explains the thinking and process for a recent application for Associate Fellowship using a video, rather than narrative as evidence of supporting student learning. Apparently, no-one has used video evidence for HEA applications at Greenwich. Maybe deterministic, because academic habits of inquiry and argument through written word are so engrained. I hope more will be encouraged to try.

As a MPhil/PhD student who teaches, I sought recognition of my teaching and learning practices through Higher Education Academy accreditation. The university GOLD scheme provides the route to HEA Fellowship scheme, underpinned by the comprehensive UK Professional Standards Framework (UKPSF) for HE providers and leaders. The application process provides structure and support for producing 700 word case descriptions which demonstrate success and effectiveness in supporting student learning. These are intended to do three things

  1. demonstrate a link between the HEA fellowship level and what you have been doing through the application of the UKPSF;
  2. evaluate success through critical, self-reflective and third party evidence (colleagues/students); and
  3. indicate engagement in continuous professional development from teaching and learning literature.

The GOLD scheme provides for applicants to use video or face-to-face presentation for one of the cases. Rather than relying on the written word alone, I elected for a video on the case that would benefit from a multi-sense communication of a convincing story, without the uncertainty of a live presentation. Step 1 was to develop the video script. My headings for this were: event description; reflective evaluation; what I would do differently next time; relevant core knowledge and professional values utilised; and T&L literature sources used. The recording of the video was done at first attempt. I imagined the GOLD Assessment Panel and spoke directly to the screen imagining them as my audience. I tried to show my audience things they care deeply about, to use the power of the screen to tell a story about myself. My rule of thumb was to talk at around 130 words a minute to deliver my 700-word script, to allow viewers to absorb what I was saying. Content with the resulting video file, I loaded that into Panopto and provided the hyperlink in the application form. You could use YouTube, but as I was talking about students, the Panopto storage on university servers was a preferable means of data security.

 

 

Richard Meredith

MPhil/PhD Student, Human Resources and Organisational Behaviour, Faculty of Business.

 

1 White-Schwoch, T., Kraus, N., 2017. The Janus Face of Auditory Learning: How Life in Sound Shapes Everyday Communication, in: Kraus, N., Anderson, S., White-Schwoch, T., Fay, R.R., Popper, A.N. (Eds.), The Frequency-Following Response, Springer Handbook of Auditory Research. Springer International Publishing, pp. 121–158. doi:10.1007/978-3-319-47944-6_6

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