2.a An understanding of teaching, learning and/or assessment processes


Completion of the Foundation in Teaching and Assessment through the submission of my portfolio and the passing the assessment. This was at the time the only teaching qualification available at UWE for learning support time.

Put into practice here is an example lesson plan from a wiki’s induction.

Here is an example (from 2018) of Digitizing OSCEs Teaching and Learning Event I held for the Faculty. Here is the video for those who could not make it that outlines managing an assessment process from nose to tail.

I was a senior assessor and mentor for the CMALT process and have marked around 6 portfolios. I have also acted as a mentor for individuals within UWE undertaking the process especially helping them understand the process. I often think doing this is the closest I get to CPD. I really focus on constructive feedback for individuals, especially referrals. I really enjoy being a lead assessor with newer assessors as they are either really hawkish or really dovish and it’s really enjoyable to show them ‘behind the curtain’.

Other evidence includes:

Jones M, Joseph E, Hinga E, Roberts K, Pearce M,  Buckley T & de Viggiani N (2014) Health Promotion in the Age of Social Media: Evaluation of Word Press as a Platform for Developing Postgraduate Student Skills
British Journal of Education, Society & Behavioural Science, 
ISSN: 2278 – 0998,Vol.: 4, Issue.: 9 (September) – See more at: http://www.sciencedomain.org/abstract.php?iid=488&id=21&aid=4774#.U8Y6CLHyRyE

Armoogum, J & Buckley, T (2015) Academics and learning technologists working collaboratively to inspire learning through technology – the creation of cancer themed virtual patients. Poster Presentation. The UWE Learning and Teaching Conference 28th April 2015- ‘Outstanding Learning for All’ Available at: http://imp.uwe.ac.uk/imp_public/displayentry.asp?URN=7361&return=false

Stengler, E et al (2016) Designing for discussion: how we designed an online distance-learning course to sustain an active community of learners. Poster Presentation. The UWE Learning and Teaching Conference 21st June 2019. Available at: https://educologistdotcom.files.wordpress.com/2018/08/designing-for-discussion.jpg

During the pivot to online learning I assumed some central responsibilities for digital learning in lieu of anyone else being in post. I had created a matrix for the transformation of our assessment to digital medium during the pivot. This was based on the same Sally Brown document that everyone else used. This was pretty easy for us and we had pushed for digital assessment workflows to be in place for many years. Things like video submission rather than ‘live’ presentations were pretty much established if a little temperamental. However, there was one weak spot we had identified. Group presentations for assessment submission.

In Spring 2020 I tasked a group of people with looking at how we could meet this need. We worked through committee and working group and delivered a bespoke solution that allowed our webinar tool to be used for this purpose. It was a unique innovation. Blackboard Collaborate went on to be seen as an outgoing piece of software as our MS Teams roll out progressed and it will only be a solution for three years but I am very proud of how we identified a need, worked together through existing structures and met this need. To do this we needed an in depth knowledge of authentic assessments and the needs of our stakeholders.

The system can be explored here.


I always thought my role at UWE had 3 elements.

The Pedagogical. Improving teaching and learning to make it more active, more student centred and more importantly feel relevant.
The Productive. Improve ways of doing things to better serve our student body.
The Possible. Make previous impossible things possible.

I always felt a little under qualified for my role in regards to teaching and learning. This has been balanced out by being exposed to the industry for the length of time I have been, knowing the lexicon well and generally understanding the teaching needs of my constituency.

I am not chippy about my lack of formal qualifications or experience in a teaching role. I have planned and delivered plenty of sessions myself for staff AND students. I have literally no desire to engage with membership of the Higher Education Academy memberships. I wason the Festival of Learning steering group, heavily involved in the Learning, Teaching and Assessment Committee for the Faculty etc so I must be doing something right.

Pedagogical concerns at UWE fell away a little since I first did this portfolio. As written elsewhere in the portfolio my job was involved in strategising, managing and lobbying. I got to do less learning design than I would like. The sessions I do do have to be didactic in nature as they are either demonstrations, pitches or punchy knowledge mobilisation exercises (short speeches at programme meetings etc).

I would say my UWE career for the last two years: 15% The Pedagogical. 25% The Productive. 25% The Possible. 35% Admin. Now at the NHS I would say I am 50% on the pedagogical in the form of learning design. Albeit with quite a traditional pedagogy.