Links to Dr Doug Belshaw’s keynote

To follow up from the IoE TEL SDD, here are the links to the keynote and free book offer.


Marie Stowell also circulated these links that you might like to explore:

Making Student Engagement a Reality: Turning Theory into Practice

Learning design has greatest impact on student satisfaction


Inclusive Pedagogy: Principles, Policy, and Practice

Message sent on behalf of Sean Bracken

SHARE AND INSPIRE-Sean Bracken-14-12-2015 (doc1) (003)

 Dear colleagues,

 Given the diversity of our student profiles and mindful of the current focus on widening participation and internationalisation in HE, the need to develop inclusive pedagogical practices has never been greater.  

 Please find attached the flyer for our forthcoming Share & Inspire Seminar entitled Inclusive Pedagogy: Principles, Policy, and Practice which takes place on 14th of December from 11:30-14:00, in EE2009. The seminar will provide key information about the diverse teaching and learning context at Worcester, it will provide insights into current great practice across the university and it will enable space to inform future policy through a hands-on seminar.

The IoE will be well represented so please do support your colleagues and sign up for this seminar here (


Sean and Karen.


Helen Beetham- UKPSF statements with a digital perspective

As many of you may be thinking about the Worcester Scheme for HEA Fellow applications this year you mind find the following information and link below helpful. Helen Beetham will be at the university running a Share and Inspire session later this year 3/2/2016.


‘Helen Beetham at Jisc is adapting the UKPSF statements with a digital perspective.
Helen is inviting feedback on her work via the Google doc below. Just go into the document and edit, and it will automatically ‘track change’ your comments. This is intended as a framework to help teachers and leaders develop their digital practice. It is not a replacement for the UKPSF statements’ (V Rolfe JISC).

Primary Centre TEL projects 2015-2016: Collaborative Pinterest boards

Several individuals and subject teams in the Centre for Primary Education recently expressed an interest in setting up collaborative subject Pinterest boards as their TEL project this year.

Sue Scott has kindly taken this forward for Primary Computing and we have set up some collaborative boards- see for examples. We have also embedded these within our ICT Support website to collate them in one place for students. Our next step is to invite students to be part of the co-construction process- update to follow on that part.

Sue and I are now ready to start working with you on creating any subject Pinterest boards you would like to collaboratively create with your subject teams and students on our courses. If you would like join in this TEL initiative here is what you need to do:

  1. Decide on the title(s) for your Pinterest boards e.g.: Primary Computing: coding etc. or Primary PE: gymnastics etc. When you have a list of titles for boards email them directly to Sue.
  2. Decide which subject colleagues you would like to collaborate with and email Sue their names.
  3. Next Sue will create the boards in Pinterest and use your university email address to invite you to collaborate. This will keep everything separate from any personal Pinterest accounts you may have. You will need to login to/register with Pinterest using you university email address and accept Sue’s invitation in the alerts. These boards will then appear in your area and you can start pinning to them.
  4. Sue will then create you a subject page on our WordPress site and embed your Pinterest boards so they are visible.
  • I am currently working with Sue to find a time efficient manner to invite students as collaborators. We will do this for you.

If none of the above makes any sense but you would like to get involved please do ask!

Not sure what Pinterest is


Moira & Sue

IT in Teacher Education Research Fellowship Programme- invitation to apply for a Research Fellowship

The University of Worcester is an institutional member of ITTE (the Association for Information Technology in Teacher Education).


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ITTE Fellowships worth up to £1000 are available to support a Research Fellow to lead a team in the review and synthesis of existing research on a topic of interest within the field of digital technologies in educational settings. Projects should support ITTE’s main aim which is to enhance the use of digital technology in all phases of education through effective teacher education and training and across the range of any UK curriculum.

Applications for a Research Fellowship are welcomed from ITTE members who are Teacher Educators or Researchers in Higher Education or any related teacher training provider, including  staff in Teaching Schools (Alliances, School Direct, Teach First, Strategic Partnerships etc.).

An application must include at least one team member in addition to the Research Fellow.

To Apply for a Fellowship please complete this application form.

Closing date Friday 25th September 2015

For the 18 month period of the award, the Research Fellow will be entitled to use the title ‘ITTE Research Fellow in <the topic>‘ and use the special ITTE logo. If team members are involved (who are not required to be ITTE members) they will be entitled to use the title ‘ITTE Educational Researcher‘ and use the appropriate special ITTE logo.

Project teams will be supported by a dedicated online collaboration workspace provided by Knowledge Hub.

The final outcomes of the Fellowship to be completed within 18 months are expected to be:

  • a research review to be submitted for publication as an academic article in the Association’s journal Technology, Pedagogy and Education;
  • a summary of the findings of the review published as a MESHGuide and written in a form accessible to practitioners;
  • a presentation about the project at an ITTE annual conference in the year of completion.

The outcome of the Phase 1 application round will be announced in October 2015.

To find out more please visit:

“I know I am just a student but….’ An education provider’s perspectives in supporting students to raise concerns about professional practice in the context of safeguarding children.” (Area 6)

Claire Richards (NCSPVA) & Catriona Robinson (IoE)

The paper will present the initial findings of a study which aimed to highlight aspects of professional practice dilemmas for students of Early Childhood Studies and Education where they are working with children and families. Consequent to students’ understanding of their safeguarding responsibilities, dilemmas are identified when theory and practice may be at a critical variance. Early Years practitioners and Teachers continue to play an increasingly pivotal role in their safeguarding responsibilities to promote the rights of children. The promotion of the voice of the child is viewed as synonymous to hearing the voice of the student where concerns are identified in the context of professional practice. The university seeks to offer procedural approaches to enable students to raise concerns and access emotional support from staff. The study therefore examines the role and implication for academic staff in this process. The research is a qualitative study and acquired ethical approval from the Institute’s Ethics Committee of the Worcester of University. The results of this research indicate that students do identify a range of anxieties in the context of professional practice and there is a strong message that there is a need for more teaching focus on safeguarding children in preparation for practice. Academic staff have also indicated some concern about the need for support and further training on this issue.

“Developing a Teachers’ Resource Webpage” (Area 6)

Branwen Bingle (IoE)

After a course presentation done by LGB charity Stonewall, our Primary Initial Teacher Education trainees identified a need for more support and resources to help them create inclusive learning environments. In order to support our trainee teachers in tackling prejudiced-based bullying and support a wide range of pupils (and teachers themselves) in the classroom we developed a SAP project to create a UW website in order to support trainees and newly qualified teachers (NQTs). A team of students identified themselves as participants and collated resources and sources, judging their suitability and evaluating content on the webpage, supervised and guided in this role by a staff member from the UW IoE Primary centre and a director from an LGBT charity. This presentation outlines the process undertaken, from students’ motivation for becoming involved to the launch and reception of the webpages, from the perspective of the participants themselves.

“Freebies for NQTs – what we need to know: An evaluation of ‘free’ commercial resources that could be used in a Primary Teacher’s NQT year” (Area 5)

Sue Irving and Isobel McLaughlin (IoE)

Interest for this project arose at the first UG3 StARs meeting in October 2014. As early career teachers and in a time of austerity, NQTs may be increasingly exposed to the business aspects of education and attractive offers of ‘free’ resources from commercial, non-educational companies. The aim of this SAP project is to provide primary NQTs with critically evaluative tools, in order to make informed decisions about the ‘free’ commercial resources they may wish to use when teaching. Being able to make informed choices about the resources used and how to use them will have a positive impact on   the children being taught by trainees/NQTs, in that any use of free commercial resources will be mediated by enhanced professional judgement. Developing   evaluative skills will enhance the employability of UG3 trainees and their skills. This may contribute to their career development, such as subject co-ordinators, thus making a positive contribution to the UW NQT community and their schools.   Whilst UW tutors consistently provide potentially suitable professional resources for the UG3 primary trainees, an important aspect of the project is that the UG3 trainee partner researched and discovered these, because ownership and relevance to UG3s/NQTs is a paramount principle of the project.