We can challenge ourselves to consider the balance of our activity and influence across the two levels. How does framing educational development work in this way help us reflect on and develop our practice and influence?įirst, staff in teaching and learning centres can reflect on those areas where we lead thought and action at the micro level, and those areas where we collaborate within our institution to effect change at the meso level. Being involved in actively contributing to our professional bodies such as SEDA and HEDG, cross-institutional and inter-state collaborations with others where difference in context is noted and celebrated are all ways we can contribute at the macro-level. It can also include citizenship work, for example acting as a reviewer for national schemes such as NTFS and CATE awards, or membership of steering groups to oversee change. This could include ‘going public’ and sharing our micro and meso level activity through publications that have national and international reach, and by submitting case studies of our work.
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