1 00:00:02,240 --> 00:00:13,250 Hello. Welcome to this training unit on the UKPSF, the UK Professional Standards Framework. 2 00:00:14,060 --> 00:00:20,240 This is an interactive video training which you need to complete as part of the 3 00:00:20,240 --> 00:00:28,430 application process for Advanced HE Fellowship via the UWTSD CPD scheme. 4 00:00:29,240 --> 00:00:35,180 It is expected that this training video will take most people about 2 hours. 5 00:00:41,830 --> 00:00:50,590 The first question most people ask is: What is the UKPSF and why do I have to know about it? 6 00:00:51,610 --> 00:00:57,070 The UKPSF is the benchmarking framework for teaching and learning at Higher Education. 7 00:00:57,580 --> 00:01:02,800 It is recognized not just in the UK but also globally. 8 00:01:03,460 --> 00:01:12,520 It is the fundamental tool for reflecting and improving our practice in teaching and supporting learning. 9 00:01:13,330 --> 00:01:17,080 It is also the basis of the fellowship descriptors. 10 00:01:17,560 --> 00:01:21,160 So it is essential to the fellowship application process. 11 00:01:23,860 --> 00:01:35,470 The UKPSF aims to support both staff and institutions in recognizing, supporting and enhancing the learning and teaching quality they provide. 12 00:01:36,880 --> 00:01:45,730 Whether you are an institutional leader or a graduate teaching assistant, the UKPSF not only can help you reflect, 13 00:01:46,180 --> 00:01:51,490 but also provides a framework for further professional development and qualification. 14 00:01:52,750 --> 00:01:59,440 Recognition is commensurate to your practice and responsibilities and a lot of colleagues over their careers 15 00:01:59,470 --> 00:02:03,640 move up the ladder of recognition as their work evolves. 16 00:02:06,950 --> 00:02:13,310 The PSF is for everyone who supports learning or teaches in higher education, 17 00:02:13,820 --> 00:02:19,370 irrespective of whether your official role focuses on teaching or not. 18 00:02:20,180 --> 00:02:28,910 If you are uncertain, it is worth checking the Fellowship Category Tool, which is created by Advance HE and is Anonymous. 19 00:02:29,690 --> 00:02:40,640 It will allow you to align your professional practice to the UKPSF and identify, if you so wish, the most appropriate fellowship category to you. 20 00:02:43,760 --> 00:02:48,170 The PSF is built around three primary dimensions. 21 00:02:48,890 --> 00:02:52,820 The areas of activity which represent what you do. 22 00:02:53,840 --> 00:02:58,010 The core knowledge which represent what you know. 23 00:02:58,640 --> 00:03:03,680 And professional values which represent the values supporting your practice. 24 00:03:04,550 --> 00:03:10,100 We will explore all three of these in detail in the rest of this video. 25 00:03:10,900 --> 00:03:24,550 There are four professional values in the PSF, and they all relate to the basic values of our practice. 26 00:03:25,660 --> 00:03:33,550 We will explore these individually and provide examples of how that relates to practice and experience. 27 00:03:34,660 --> 00:03:41,890 What you need to remember is that you will need evidence of these professional values in your fellowship application. 28 00:03:42,670 --> 00:03:46,060 You will not have to write specifically on each one of them, 29 00:03:46,510 --> 00:03:54,100 but you will need to show with examples how they relate to your reflection on the areas of activity. 30 00:03:57,420 --> 00:04:06,630 V1 is respect individual learners and diverse learning communities. 31 00:04:08,180 --> 00:04:20,780 Our students and staff come from across five continents, have a variety of religions and beliefs, and from an amazing diversity of ethnic backgrounds. 32 00:04:22,810 --> 00:04:27,040 They represent a spectrum of gender expressions and sexualities. 33 00:04:27,670 --> 00:04:32,440 They speak in a number of languages. Some are barely out of school. 34 00:04:33,250 --> 00:04:39,850 Others lived through the partition of India. It does not matter who you teach or support. 35 00:04:40,270 --> 00:04:43,750 You are dealing with diverse learning communities. 36 00:04:45,110 --> 00:04:53,570 Even more, you deal with individual learners with the support, kindness and professionalism that they deserve. 37 00:04:54,260 --> 00:04:56,060 You are already doing this. 38 00:04:57,080 --> 00:05:08,150 Think of the effort you have put into any one student or cohort and the ways that you have adapted your practice to support their learning. 39 00:05:10,420 --> 00:05:13,570 Think of the types of students that you teach and support. 40 00:05:14,410 --> 00:05:17,920 Some are in class. Others are distance learners. 41 00:05:18,280 --> 00:05:21,610 You may be working in one or more campuses. 42 00:05:22,150 --> 00:05:25,600 Some of our courses are run in the evenings or weekends. 43 00:05:31,380 --> 00:05:43,770 V2 is all about equality and ensuring that every student, whatever their background or situation, has equal opportunities in their studies. 44 00:05:44,820 --> 00:05:48,720 Remember that this is relevant to staff training as well. 45 00:05:51,410 --> 00:05:55,610 There are all sorts of ways where you promote participation and equality. 46 00:05:56,240 --> 00:06:04,390 It may have to do with your work and outreach. Or your role as admissions officer. As a manager, 47 00:06:04,780 --> 00:06:15,250 you may have created policies or found new or better ways to implement policies or strategies in relation to equality and widening participation. 48 00:06:16,330 --> 00:06:23,250 You may have supported induction activities that help diverse learners get acclimated to the university, 49 00:06:24,010 --> 00:06:28,060 or you may have provided career sessions for students from care. 50 00:06:29,200 --> 00:06:40,840 Depending on your role, your promotion of participation in education and providing equality of opportunity for learners is different. 51 00:06:41,410 --> 00:06:45,430 It depends on your role. It depends on the type of learners you work with. 52 00:06:49,620 --> 00:07:01,020 Interestingly enough, V3 is one that often stumps candidates, as we do not often reflect on our own learning in that way. 53 00:07:02,340 --> 00:07:05,790 How do I know what I know? Where did I read that? 54 00:07:06,060 --> 00:07:20,200 Who told me that? For some colleagues, V3 is all about what they read online and in journals and books. 55 00:07:21,100 --> 00:07:25,120 For others, information gathering is more informal, 56 00:07:25,690 --> 00:07:33,640 and they get a lot of knowledge and inspiration from other colleagues. Others yet use training events, 57 00:07:34,120 --> 00:07:37,780 whether in-person or online, to support their practice. 58 00:07:38,530 --> 00:07:41,020 Still, others work with policies, 59 00:07:41,530 --> 00:07:49,600 strategies and government or agency documentation that brings to them a lot of knowledge about teaching and learning. 60 00:07:50,230 --> 00:07:58,750 There is no correct answer. What you need to think about is how you learn and the evidence you gather to improve your practice. 61 00:07:59,500 --> 00:08:03,080 Do remember that evidence is more than just theory 62 00:08:03,100 --> 00:08:09,970 on learning and teaching. The NSS is evidence and so are all such surveys and information. 63 00:08:15,850 --> 00:08:26,410 V4 can also be a bit of an alienating value because it seems that it relates only to leaders. But note: 64 00:08:26,770 --> 00:08:34,480 It says acknowledge. This value is not about creating policy or strategy. 65 00:08:34,930 --> 00:08:40,210 It is not about being the person that has to coordinate the QAA review. 66 00:08:41,110 --> 00:08:48,370 This is about the everyday life in the institution and the things that we keep in mind all the time, 67 00:08:48,760 --> 00:08:52,510 even if we do not articulate them every minute of the day. 68 00:08:53,710 --> 00:09:00,460 When you tell students about plagiarism and how to avoid it this is acknowledging the wider context. 69 00:09:01,420 --> 00:09:04,990 When you are part of a plan to increase retention of a cohort, 70 00:09:05,590 --> 00:09:14,380 then you are acknowledging the wider context. When you make changes to your practice because of lockdown and moving online, 71 00:09:14,760 --> 00:09:19,390 this is acknowledging and responding to a wider context. 72 00:09:23,790 --> 00:09:30,240 So let's move on from professional values to core knowledge. 73 00:09:31,020 --> 00:09:34,260 This dimension of the PSF has six parts. 74 00:09:35,100 --> 00:09:43,650 Just like with professional values, we will briefly explore each one and you will need to stop and reflect on your own practice. 75 00:09:48,020 --> 00:09:58,190 K1, the subject material is often the easiest to consider for academics and a daunting prospect for professional staff. 76 00:09:59,000 --> 00:10:06,920 Yet there is no real difference in K1 that depends on your role, even if the specifics are rather different. 77 00:10:08,180 --> 00:10:15,530 The subject for colleagues in professional services is simply the specifics and background of the service that you provide, 78 00:10:16,310 --> 00:10:23,770 whether you are a member of student support, you work in the library, or you support learners in the registry or an institute office. 79 00:10:24,920 --> 00:10:33,290 How the subject affects your practice depends on the specifics of your teaching and learning support. For academics, 80 00:10:34,070 --> 00:10:41,240 This might be new research on a topic that you teach about or new legislation that affects your industry. 81 00:10:42,230 --> 00:10:48,200 How do you change your modules or activities to incorporate this new knowledge or new information? 82 00:10:50,210 --> 00:10:53,360 Colleagues in professional services or in supporting learning, 83 00:10:53,360 --> 00:10:58,969 on the other hand, should consider iss such issues as employability and supporting students in their graduate journey. 84 00:10:58,970 --> 00:11:07,010 Technicians and technical support should consider practical skills and health and safety concerns. 85 00:11:07,550 --> 00:11:17,000 Those who train or support staff should consider the particulars of the training subject, such as regulations or compliance and policy. 86 00:11:24,880 --> 00:11:29,320 K-2 covers the basics of teaching and training. 87 00:11:30,040 --> 00:11:37,180 Think of a class or training session you are giving. Before you even start the process, 88 00:11:37,720 --> 00:11:43,720 You make certain decisions, whether consciously or subconsciously. 89 00:11:44,290 --> 00:11:54,110 How long do you have? What do you need to cover? Will your session be in person or online, synchronous or asynchronous? 90 00:11:55,400 --> 00:12:00,050 Having this in mind, then you make a further set of choices. 91 00:12:00,800 --> 00:12:08,180 How will you teach? Will you lecture? Will you ask students to work on their own or in a group? 92 00:12:08,990 --> 00:12:14,420 Will there be an exercise for the students to complete? What resources will you need? 93 00:12:15,980 --> 00:12:23,630 And finally, in every module, class or training session, there is one fundamental question. 94 00:12:24,290 --> 00:12:28,700 How do I check with my students have learnt what they needed to learn. 95 00:12:29,690 --> 00:12:34,999 In some cases, that will be obvious by the end of the session, but in the majority, 96 00:12:35,000 --> 00:12:42,260 the answer will be given in a summative or formative assessment, and hence another set of choices. 97 00:12:43,070 --> 00:12:52,250 What is the best way to assess the learning? An essay, an exam, a website, a computer program, a presentation or something else. 98 00:12:54,010 --> 00:13:04,960 Now what you need to keep in mind is that while we all ask and answer these questions, we may not necessarily think them through systematically. 99 00:13:05,830 --> 00:13:12,490 That is particularly true if you are operating under specific constraints or you have thought through. 100 00:13:13,600 --> 00:13:23,400 So for K2, you will need to unpack your thought process and identify the evidence and experience that informs your decisions. 101 00:13:32,240 --> 00:13:36,470 K3 and K2 are intimately connected. 102 00:13:37,160 --> 00:13:47,990 The way we teach is fundamentally informed by the ways that students, indeed all people learn and how we understand them. 103 00:13:48,830 --> 00:13:52,280 Don't imagine that this is merely about learning styles. 104 00:13:53,030 --> 00:14:03,350 Instead, K3 is as much about the different students and the ways that they learn based on their background, experience and subject. 105 00:14:05,210 --> 00:14:14,540 Mature students learn and respond to teaching techniques differently from students that have just finished their secondary education. 106 00:14:15,620 --> 00:14:18,770 Workplace learners approach study differently, 107 00:14:19,400 --> 00:14:26,570 and their learning is more work connected than the average undergraduate student. Learning 108 00:14:26,570 --> 00:14:32,959 techniques for distance online learners are very different from those who study 109 00:14:32,960 --> 00:14:33,920 primarily 110 00:14:33,920 --> 00:14:45,620 in-person. Learning theories are as relevant to K3 as experience of different groups and learning or teaching spaces and environments. 111 00:14:47,980 --> 00:14:55,420 Finally, it is important to always keep in mind that the subject is one of the most important elements of learning. 112 00:14:56,350 --> 00:15:09,100 Different subjects support different learning methods and have, as well as create, different expectations. A BSc in Building Surveying, 113 00:15:09,490 --> 00:15:17,590 by definition, will have at least some different learning methods than a B.A. in philosophy. 114 00:15:25,960 --> 00:15:35,380 It used to be the case that K-4 was a hurdle for a lot of academics, particularly in the more traditional subjects. 115 00:15:36,130 --> 00:15:39,250 Nowadays, teaching and learning are very different. 116 00:15:39,940 --> 00:15:50,290 The effect of teaching at a distance and the trial by fire that it was for many colleagues and students has meant that all of us, 117 00:15:50,800 --> 00:16:00,370 irrespective of our subject or previous experience, are much more connected to the technology we use and the technology that we can use. 118 00:16:02,670 --> 00:16:08,670 So what does K4 cover? This is not simply about the technologies that you use, 119 00:16:09,240 --> 00:16:17,220 but about how you use them to support learning and the value that they provide to you and to your students. 120 00:16:18,270 --> 00:16:22,140 Recording lectures is a good example. We all do it. 121 00:16:22,740 --> 00:16:26,430 But why do we do it? How does it help students? 122 00:16:27,160 --> 00:16:36,570 What does it add to the experience of other groups of students for whom recordings are essential or extremely helpful to their learning? 123 00:16:37,320 --> 00:16:43,650 Think both of students have specific support in it, but also those that learn differently. 124 00:16:44,790 --> 00:16:49,410 For some subjects, the technology under discussion may be more specialized. 125 00:16:49,890 --> 00:16:55,080 That is perfectly fine. But the ideas and issues remain the same. 126 00:16:55,620 --> 00:16:59,640 Why do you use this technology? Why is it appropriate? 127 00:17:00,060 --> 00:17:07,530 What does it offer students? What are the choices that you have made and what informed your decision? 128 00:17:13,370 --> 00:17:18,640 K5 is all about reflection and how you achieve it. 129 00:17:19,600 --> 00:17:28,240 Teaching has to be effective and we receive feedback about our teaching all the time and in different ways. 130 00:17:29,050 --> 00:17:35,560 Consider all the ways that you evaluate your teaching practice, all the ways that you support learning. 131 00:17:36,880 --> 00:17:43,060 Some of the feedback would come from students or colleagues and others from data. 132 00:17:44,320 --> 00:17:51,910 What is particularly important is how you use the feedback and how that feedback impacts upon your practice. 133 00:17:52,630 --> 00:18:00,700 Think of specific examples such as when you have made changes to the next class or module based on student feedback. 134 00:18:04,770 --> 00:18:12,330 Finally, K6. K6 is all about quality, assurance and enhancement. 135 00:18:13,440 --> 00:18:21,720 Everyone who works with students, even indirectly, should be aware of quality assurance procedures within the institution. 136 00:18:22,380 --> 00:18:30,960 The Academic Quality Handbook is the key document there. But, it is not just our internal procedures that are important, 137 00:18:31,410 --> 00:18:38,760 but also the directives from the QAA and from relevant organizations to your subject, such as professional bodies. 138 00:18:40,300 --> 00:18:46,240 Still, the importance of K6 is not about simply knowing about quality, 139 00:18:47,410 --> 00:18:57,639 but rather about how it informs and shapes your practice. That can take many forms, from your own contribution to quality procedures 140 00:18:57,640 --> 00:19:06,700 within and without the institution to how you respond in your classes and modules to quality imperatives and directives. 141 00:19:07,960 --> 00:19:16,540 A basic example is how your module or modules relate to subject benchmarks and how creating your module or 142 00:19:16,540 --> 00:19:25,450 being part of a program-wide development is informed by and follows the benchmark requirements for the subject. 143 00:19:32,270 --> 00:19:45,170 Most people expect discussions of the UKPSF to start with the areas of activity because they tend to be the mainstay of fellowship applications. 144 00:19:46,070 --> 00:19:56,510 However, a fundamental aspect of discussing and understanding areas of activity is their connections with core knowledge and professional values. 145 00:19:57,350 --> 00:20:06,890 So in this section we will explore the areas of activity, but always within the context of the other dimensions of the PSF. 146 00:20:07,850 --> 00:20:18,710 Let us start. A1 is all about design. 147 00:20:19,790 --> 00:20:25,910 So while it is connected to A2, you need to concentrate on your design process, 148 00:20:26,510 --> 00:20:32,720 whether it is for a class, training session, module or whole program of study. 149 00:20:33,710 --> 00:20:39,590 It is best not to stray into your actual in classroom practice. 150 00:20:40,430 --> 00:20:44,690 Design has to do with both synchronous and synchronous learning. 151 00:20:44,960 --> 00:20:48,350 So keep that in mind when considering A1. 152 00:20:50,380 --> 00:20:56,830 We all plan differently. Whether it is on a piece of paper or Moodle or just in our heads. 153 00:20:57,580 --> 00:21:09,100 The planning process, however, is often a longer process that informs the particulars of what happens when you sit down to plan an activity or module. 154 00:21:10,100 --> 00:21:18,670 If you think about creating module descriptors, choosing the right learning outcomes and the most appropriate assessment. 155 00:21:19,420 --> 00:21:24,430 It may very well be that you are working on activities based on an existing module. 156 00:21:24,760 --> 00:21:28,900 But that's all right, because A1 covers every aspect of planning. 157 00:21:29,860 --> 00:21:37,390 But it is essential that you consider the limitations of your position because they have an effect on the planning process. 158 00:21:38,470 --> 00:21:48,580 Don't hesitate to showcase your reflection over time and how your planning and designing has changed based on experience, 159 00:21:48,910 --> 00:21:54,219 training or learning more about specific types of assessment or inclusive 160 00:21:54,220 --> 00:21:59,440 technologies or anything else that affects or has effects with your planning. 161 00:22:04,010 --> 00:22:16,310 A2 is a complex area because it seems like it encompasses everything that you do, but it is not quite as broad as it seems at first glance. 162 00:22:17,030 --> 00:22:27,920 A2 is all about your interaction with the learners, whether it is face to face or online synchronous or asynchronous. 163 00:22:28,670 --> 00:22:36,320 So the focus is rather narrow. Although there are close connections with A1, A3 and A4. 164 00:22:38,270 --> 00:22:44,480 Think of where you teach, when you do it and the types of groups of learners that you work with. 165 00:22:45,320 --> 00:22:52,370 Chances are your teaching is varied, depending on module, program or circumstance. 166 00:22:52,850 --> 00:23:00,740 You also make chances or vary your practice, depending on the group, its size and composition. 167 00:23:02,780 --> 00:23:06,950 Think back over your own teaching and choose an example of an activity. 168 00:23:07,580 --> 00:23:17,960 Consider what that activity is trying to accomplish and how you take specific aspects of the cohort into account to support the learning process. 169 00:23:19,800 --> 00:23:32,280 Then take a step back and consider how you achieve the same aim, but with a different activity for a different environment or cohort. 170 00:23:34,630 --> 00:23:42,700 Connections are key here and A2 connects with most dimensions in both core knowledge and professional values. 171 00:23:43,720 --> 00:23:54,160 What is important to keep in mind here is how those connections are achieved and how your own practice changes from iteration to iteration. 172 00:24:01,610 --> 00:24:13,190 A3 much like A1 is connected to A2, but takes an aspect of our practice and asks us to reflect on it specifically. 173 00:24:14,270 --> 00:24:18,230 Assessment and feedback is an essential part of learning. 174 00:24:19,280 --> 00:24:24,620 A3 connects to A1 in terms of the types of assessment, 175 00:24:25,190 --> 00:24:34,760 but expects a concentration on feedback or feedforward mechanisms and an understanding of how feedback supports improvement. 176 00:24:36,290 --> 00:24:42,890 Always start with a basic idea of why are we assessing in this way? 177 00:24:43,490 --> 00:24:48,470 And then go on from there. To examine and consider your own practice. 178 00:24:49,310 --> 00:24:55,130 How do you give feedback or do you primarily give feedforward? 179 00:24:56,090 --> 00:25:05,660 Do you utilize formative assessment? How do you connect those to summative assessments, whether yours or somebody else's? 180 00:25:06,710 --> 00:25:12,020 Remember the importance of driving and supporting improvement for the student 181 00:25:12,470 --> 00:25:17,900 and how the feedback you provide is not just about the submitted work, 182 00:25:18,380 --> 00:25:22,100 but also about the future work that the student will do. 183 00:25:23,900 --> 00:25:32,930 Don't concentrate only on formal written feedback; that is only one aspect of feedback that we provide students. 184 00:25:33,700 --> 00:25:38,690 And a lot of feedback is feed forward in time as well as nature. 185 00:25:40,310 --> 00:25:46,430 It is the workshop on assessment where you bring examples of common issues from past years. 186 00:25:46,850 --> 00:25:51,920 It is the small group sessions in advance of the assessment deadline to answer questions. 187 00:25:52,460 --> 00:26:00,770 It is the formative activity that you ask students to complete to support their understanding and engagement with the summative assessment. 188 00:26:01,400 --> 00:26:07,610 Once again, do remember how A3 connects with professional calues and core knowledge, 189 00:26:08,330 --> 00:26:15,290 as well as the importance of reflection and how you have shaped and changed your practice, 190 00:26:15,680 --> 00:26:20,120 whether based on experience or in good practice that you have come across. 191 00:26:25,580 --> 00:26:37,280 Most people, when they first read A4 immediately think of the physical classroom and indeed A4 can be about the 192 00:26:37,280 --> 00:26:44,780 way that we work in space and how we create effective environments for the type of learning that 193 00:26:44,780 --> 00:26:53,269 we are trying to achieve in a physical space that can range from sitting in a circle to discuss to 194 00:26:53,270 --> 00:26:59,450 creating separate areas for separate types of learners or activities within the classroom space. 195 00:27:00,620 --> 00:27:06,590 But A4 is much broader than the physical space and its manipulation. 196 00:27:07,400 --> 00:27:15,830 It includes all the different learning environments that students inhabit, whether physically, intellectually or digitally. 197 00:27:16,790 --> 00:27:23,810 Learning environment can be about how you design and create more inclusive moodle sites for your modules, 198 00:27:24,230 --> 00:27:30,680 or how you use Twitter based exercises to support debate in and out of the classroom. 199 00:27:31,580 --> 00:27:38,690 It might as easily be about learning spaces outside the university, such as creating learning opportunity, 200 00:27:39,020 --> 00:27:43,550 opportunities at placement or as part of a student's work based learning. 201 00:27:44,210 --> 00:27:49,470 So learning environments are diverse and depend on your particular practice. 202 00:27:51,380 --> 00:27:57,800 What you need to keep in mind once again is that A4 is about design and reflection 203 00:27:57,800 --> 00:28:02,810 and its effect on your practice rather than merely a description of what you do. 204 00:28:03,680 --> 00:28:13,820 You may have decided to utilize audio files to make materials more accessible to differently abled learners and auditory learners. 205 00:28:14,120 --> 00:28:24,530 That's great practice, but part of your reflection must be about what influenced you and an articulation of the purpose of your practice. 206 00:28:31,790 --> 00:28:38,360 For a lot of people, A5 seems weirdly similar to V3. 207 00:28:38,990 --> 00:28:42,350 That is not incorrect, but the focus is different. 208 00:28:43,520 --> 00:28:55,010 A5 is about your practice and indeed about how you put V3 into practice and how it affects what you do. 209 00:28:56,120 --> 00:29:06,650 So it is about CPD in all its forms, from what you read to the training you receive to the chat with a colleague in the lunchroom. 210 00:29:07,310 --> 00:29:15,770 But it is not about how you get the information and the evidence, but rather how you use it in your practice. 211 00:29:16,610 --> 00:29:23,090 In simple terms, A5 is not about what, but rather about how. 212 00:29:25,130 --> 00:29:32,450 So consider here all the different types of evidence and knowledge that you identified in V3. 213 00:29:33,560 --> 00:29:42,410 You might want to have a look at your notes now. And now take the next step in how you relate to them and apply them. 214 00:29:43,310 --> 00:29:46,490 How do they inform and change your practice? 215 00:29:47,630 --> 00:29:56,060 There is a range of approaches and examples when it comes to A5 as well as the networks that information, 216 00:29:56,330 --> 00:30:02,990 evidence and experience that travels through in higher education. For one colleague, 217 00:30:03,110 --> 00:30:09,050 It might be reading an article in a learning and teaching journal about contract cheating, 218 00:30:09,590 --> 00:30:18,590 which then informs changes in their assessment patterns to include more authentic tasks. For another colleague, 219 00:30:19,220 --> 00:30:27,890 It might be observing a peer and their use of group work that leads them to request a room that has easy 220 00:30:27,890 --> 00:30:34,910 access to a communal space so that they can utilize different physical environments for activities. 221 00:30:36,800 --> 00:30:45,260 A5 is all about how you inform and evolve your pedagogy and how you apply it in practice. 222 00:30:46,070 --> 00:30:55,070 There is no clear road or equation when it comes to the CPD that you do and how it informs how you support learning. 223 00:31:03,940 --> 00:31:11,979 We have now gone through the three dimensions of the UKPSF in brief and is very much advised that 224 00:31:11,980 --> 00:31:19,660 you explore the PSF in more detail and connected more securely with your own reflection practice. 225 00:31:20,590 --> 00:31:29,409 I would suggest that you read carefully both the dimensions of the framework and the digital lens documents from Advance 226 00:31:29,410 --> 00:31:38,380 HE you can find links to all of these in the unit on the UK share in the Moodle space for the training module. 227 00:31:39,580 --> 00:31:46,860 There are particular guidance documents of the PSF for colleagues in learning support, colleagues 228 00:31:46,870 --> 00:31:54,280 teaching HE courses in the FE partners and those who specialize in doctoral supervision. 229 00:31:55,450 --> 00:32:02,230 There is also specific guidance for colleagues that focus on music and conservatory work, 230 00:32:02,560 --> 00:32:06,700 which can also be helpful for colleagues in the fine and performing arts. 231 00:32:10,180 --> 00:32:14,500 This completes the mandatory unit of the UK PSF. 232 00:32:15,100 --> 00:32:21,460 Good luck with your application. Do remember to post any questions that you have on the forum. 233 00:32:22,240 --> 00:32:23,380 Thank you for listening.