Hi,
A comment...
I strongly endorse the commitment to '....institutions, nations and internationally'. SEDA has been making a commitment to educational development internationally for many years through its membership of, and contribution to, the International Consortium for Educational Development (ICED) - as well as its conferences, journal and accreditation processes - and it is important to confirm and make visible commitment to this value.
Suggestion...
I suggest we don't need the word 'continually' in relation to 'develop our understanding of how people learn..'
We don't have 'continually' in front of the other verbs. Could this commitment be strengthened by, 'Develop and interrogate our understanding of how people learn.'
Commitments to 'sharing/dissemination' and 'evaluation' are encompassed in the values below, but they could be emphasised.
Best wishes
Kristine
Kristine Mason O'Connor
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From: Online forum for SEDA, the Staff & Educational Development Association [[log in to unmask]] on behalf of Cooper, Alison [[log in to unmask]]
Sent: 09 February 2014 04:13
To: [log in to unmask]
Subject: Re: SEDA Values Consultation reminder: Deadline for responses 10 February
At nearly the final hour, for my part I have tried to draw on all the valuable ideas that has been offered in the last few days - Sally's original input, David's TNE additions, Janet's 'commitment' idea and her issue about the understanding of how people learn, and the point about critical reflection, to pull these suggestions together. It is hard isn’t it to phrase them as values that are still action orientated, which guide both our own practice and those with whom we work....
SEDA asks of colleagues that our practices, and those with whom we work, be underpinned by a commitment to the following values:
• To continually develop our understanding of how people learn, in different ways, in different local and global contexts and through different media;
• To conduct and encourage scholarly, professional and ethical practices, making best use of evidence-based scholarship and literature in the field to underpin our pragmatic proposals for change;
• To promote and foster learning in communities of practice, within and across subjects, institutions, nations and internationally;
• To advocate inclusivity, recognising the diversity of both students and staff, and work to ensure academic equity, celebrate difference and redress disadvantage in higher education.
• To support engagement in critical reflection and professional development, both for ourselves and those with whom we work, aiming to ensure processes and practices are developmental, supportive, and appropriate to contexts and capabilities.
Good Luck Sue and Jo - and thank you both for doing this.
Ali
Ali Cooper | Educational Development Adviser | Organisation & Educational Development | HR | Lancaster University | LA1 4YW | [log in to unmask] | 01524 510632 | Educational Development: http://www.lancs.ac.uk/celt/celtweb |
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Sue Thompson
Sent: 06 February 2014 06:10
To: [log in to unmask]
Subject: SEDA Values Consultation reminder: Deadline for responses 10 February
Dear Colleagues
Thank you very much to everyone who has responded so far. This is just a reminder that there are only a few days left to respond to the Values Consultation which closes midday on 10 February. Short and sweet is great- we would really like to hear from you. Many thanks. Sue and Jo.
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Reviewing the SEDA Values: a consultation SEDA is currently in the process of updating its Strategic Plan and, as part of this process, the SEDA Executive Committee feels it is timely to review the SEDA Underpinning Values. It's important that this review is informed by the SEDA community, so please do take a few moments to read what follows and respond with your views and feedback, either through the SEDA jiscmail list or in an email. Many thanks.
Consultation responses: We hope response to the consultation questions will generate discussion on the SEDA jiscmail. Please also email individual responses to Sue Thompson [log in to unmask]
by 12pm midday Monday 10 February. Responses will be collated and a report with recommendations prepared for the SEDA Executive Committee meeting on 27 February.
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Consultation questions:
1. To what extent do the current SEDA Values (listed below) continue to reflect what we hope to convey to our members/stakeholders in HE and to the public?
(What does SEDA value? What deserves our commitment? What are the things that matter?)
2. Are the current Values all expressed as Values?
(Are some of the existing values actually skills and attributes? Are some statements more like principles than values? Is there overlap/unevenness in the current values statement?)
3. Do any of the Values need redefining, clarifying, developing, revising?
(Do the value statements reflect the full community that SEDA represents? Are the values, for example, over-focused on the academic teacher? Should the values have a stronger student perspective, eg. better reflecting the student experience and students as developers in student engagement/partnership work? Do any of the values lack clarity?)
4. Are any of the values problematic in the context of their underpinning of professional practice?
(eg. for those undertaking SEDA PDF programmes or applying for SEDA Fellowship)?
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Current SEDA Values
• An understanding of how people learn
• Scholarship, professionalism and ethical practice
• Working in and developing learning communities
• Working effectively with diversity and promoting inclusivity
• Continuing reflection on professional practice
• Developing people and processes
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References
In framing these consultation questions we drew on the following:
A. An international perspective.
Feedback on the SEDA Values presented to the SEDA Executive Committee by Alan Wright, Vice-Provost, Teaching and Learning, University of Windsor, Ontario, Canada
B. A student perspective.
An opinion piece by Debbie McVitty, National Union of Students, ‘How relevant are SEDA’s Values to students?’ Educational Developments, 14.3, September 2013, pp18-19 (attached)
C. An earlier critique of the SEDA values Critique put forward by Tony Brand, ‘SEDA Values- The Jewel in the Crown’, Educational Developments, 10.1, February 2009, pp 5-7 http://www.seda.ac.uk/resources/files/publications_112_Educational%20Dev%2010.1%20final.pdf
D. A theoretical consideration of values in an educational development context
See Gosling, D. (2010). ‘Value Commitments and Ambivalence in Educational Development’, Chapter 8 in New Directions for Teaching and Learning, No 22, Summer 2010, Wiley Periodicals
http://www.academia.edu/2233149/Value_commitments_and_ambivalence_in_educational_development
We look forward to receiving your comments
Best wishes
Sue Thompson and Jo Peat
on behalf of the SEDA Executive Committee
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