Traditional professional development (PD) strategies revolve around either the provision of a series of workshops or completion of a post-graduate qualification in teaching and learning, often leading to a portfolio of evidence for a professional accreditation framework. The Universities and Colleges Information Systems Association Technology Enhanced Learning (UCISA TEL) surveys identify the need for investment in academic PD and exploring different approaches to PD (Walker et al., 2018, Walker et al., 2016), leading to evidence of greater impact upon student learning (Jenkins et al., 2016). The development of Advance HE HEA Fellowship and Certified Member of the Association for Learning Technology (CMALT) professional accreditation frameworks is one way to address this need. CMALT accreditation is arguably closer aligned to addressing the need of evidenced-based TEL PD. However, there is a significant difference in up-take of HEA fellowship in comparison to CMALT accreditation, and the links between the two portfolio-based accreditation systems are currently loosely defined (Association for Learning Technology (ALT), 2017, National Forum for the Enhancement of Teaching and Learning in Higher Education, 2015). We argue that a closer mapping between CMALT and HEA frameworks will facilitate a higher engagement with CMALT accreditation beyond the niche community of educational technologists, leading to increasing the impact of TEL PD across the wider HE sector.
This presentation uses an analysis of a PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) systematic review (Moher et al., 2009) of the literature to map the current professional accreditation framework landscape, and enable better collaboration between the Technology Enhanced Learning (CMALT) and the wider higher education research and practice (HEA Fellowship) communities. A search of the Evidence for Policy and Practice Co-ordinating Centre (EPPI-Centre) and Campbell Collaboration systematic review databases (Petrosino et al., 2001, EPPI-Centre, 2007) indicates a gap in the systematic review literature to date. The presentation will critically analyse the themes identified in the PRISMA systematic review of literature and its relevance to mapping PD pathways using a protocol that includes the key search terms: higher education, professional accreditation, CMALT, HEA, alignment, mapping, pathways, certified member, technology enhanced learning, Advance HE.
This session will be of interest to ALTC attendees who are considering HEA fellowship or CMALT accreditation and the overlap between the two frameworks. In the ALTC presentation, interactive participant feedback techniques will include a Twitter back channel and an online participant survey. We will outline an innovative strategy for agile and scalable TEL PD, using a cMOOC framework – evidenced by four iterations of the CMALT cMOOC, https://cmaltcmooc.wordpress.com (Cochrane and Narayan, 2017, Cochrane and Narayan, 2016, Cochrane et al., 2015). Participants will be invited to join us in growing the CMALT cMOOC network and join the Scholarship Of Technology Enhanced Learning (SOTEL) Research Cluster at http://sotel.nz that provides a theoretical framework and supportive community for exploring innovation in TEL research and practice (Cochrane and Narayan, 2018).
Association for Learning Technology (Alt). 2017. CMALT and other frameworks [Online]. Association for Learning Technology. Available: https://www.alt.ac.uk/certified-membership/cmalt-and-other-frameworks [Accessed 25 February 2019].
Cochrane, T. & Narayan, V. 2016. Evaluating a Professional Development cMOOC: MOSOMELT. In: Barker, S., Dawson, S., Pardo, A. & Colvin, C. (eds.) Show Me The Learning. Proceedings ASCILITE 2016 Adelaide. University of South Australia, Adelaide, Australia: Ascilite.
Cochrane, T. & Narayan, V. CMALT cMOOC: Developing a scalable lecturer professional development framework. In: Partridge, H., Davis, K. & Thomas, J., eds. Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, 4-6 December 2017 University of Southern Queensland, Toowoomba, Australia. Ascilite, 216-224.
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Cochrane, T., Narayan, V. & Burcio-Martin, V. 2015. Designing a cMOOC for Lecturer Professional Development in the 21st Century. In: Keengwe, J. & Onchwari, G. (eds.) Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. Hershey, PA, USA: IGI Global.
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Petrosino, A., Boruch, R. F., Soydan, H., Duggan, L. & Sanchez-Meca, J. 2001. Meeting the Challenges of Evidence-Based Policy: The Campbell Collaboration. The ANNALS of the American Academy of Political and Social Science, 578, 14-34.
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Walker, R., Voce, J., Swift, E., Ahmed, J., Jenkins, M. & Vincent, P. 2016. 2016 Survey of Technology Enhanced Learning for higher education in the UK. UCISA TEL SURVEY REPORT. Oxford OX2 6NN: University of Oxford.