Dispatches: Recent activity from SEDA’s Professional Development Framework

Dr Giles Martin FSEDA; SEDA-PDF Co-Chair; Bath Spa University

SEDA’s Professional Development Framework enables institutions to accredit courses against 14 named awards, with institutions in UK, Europe, Africa, the Middle East, Asia, the Pacific islands, and the Americas. It’s been a busy period with a number of initiatives and this post aims to provide a brief update for this area of SEDA’s activity. To start with, here are a few examples to provide a taste of recent accreditations and their experiences:

Lingnan University, Hong Kong, recently accredited three programmes: Supporting Learning and Teaching (SLT@LU), a foundation for well-informed, reflective practice in a Liberal Arts higher education environment; Approaches to Learning Teaching and Assessment (ALTA@LU), developing course design and assessment using a Problem Based Learning approach; Active and Blended Learning Enhancement (ABLE@LU), employing an experiential and action learning approach to develop this priority area of teaching practice.

Comenius University in Bratislava, Slovakia has two new courses accredited with SEDA under the Supporting Learning award: Innovative teaching that inspires good learning and Effective teaching for internationalisation.“We have enjoyed very much working with SEDA accreditors and highly appreciate how they helped us do design both courses as well as feedback they provided us with. The courses have had over 30 graduates so far and we continue offering them for new cohort of participants. Innovative teaching course got particularly popular with an enrolment of 22 participants (we had 14 for the first year).”

SEDA Supporting Learning Award recipients from Comenius University in Bratislava.

University of Wolverhampton, UK, recently re-accredited their Digital Transformations and Learning to Tutor Online programmes. As with initial accreditations, this process is supported by mentoring, and aimed to be developmental:

Our recent reaccreditation offered us the opportunity to reflect upon our successes over the previous 5 years and the impact our SEDA-PDFs have had on the practice of over 150 colleagues. It also enabled us to reassess our offer and ensure its relevance in a rapidly evolving sector in which access and inclusion remain paramount.”

SEDA is also a partner in two other projects, providing new PDF accredited educational development opportunities:

Partnerships for Enhanced and Blended Learning West Africa
SEDA is a partner with the Association of Commonwealth Universities in both East and West Africa PEBL project. Recently 30 participants in the West Africa project gained recognition for completing SEDA accredited programmes, supported by 6 graduates from the East Africa project’s accredited programmes (in turn as part of their own development for a further accredited award).

Erasmus project

SEDA is a partner in a 36 month Erasmus projectcordinated by University of Economics in Bratislava (EUBA), partnered with Comenius University, Lund University, and the University of Tartu and aimed at designing a holistic plan for educational development at a university relatively new to ED practice, in order to encourage professional formation of university teachers. One component of the project is a SEDA accredited course, which is already making awards to successful participants.

Supporting Learning Award Recipients from University of Economics in Bratislava (EUBA)

Finally, two further developments for SEDA PDF award graduates:

Recognition Titles
In order to enhance recognition of those who complete accredited programmes, SEDA recently agreed a set of approved recognition titles for nine of the PDF awards. Graduates are entitled to use titles (such as SEDA Recognised Teacher) based on the theme of the specific PDF named award (see the named awards pages for details).  

Recently SEDA and the Association for Learning Technology (ALT) have worked together to agree a mapping between two technology related PDF awards (STEL and LETEL) and ALT’s CMALT recognition. This means that those who complete these PDF accredited programmes are provided with guidance on how to use their learning and evidence for outcomes towards a future application for CMALT status.   With thanks to project partners, leads, PDF committee members, accreditors and mentors, and all the PDF accredited programme leaders and participants!

Dr Giles Martin is Co-Chair of SEDA’s PDF Committee and the Programme Leader for Higher Education Practice at Bath Spa University.


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