# data[].attributes.body
Presenters

Gillian L - using own disciplinary background

Janet G - Liberatory practices

Roberta W - two identity work activities

Laura M - pracademics

# data[].attributes.body
Presenters

Alex Rey - observations as authentic assessment

Angela B - dialogic assessment

Jane Headley (work also informed by Lydia Arnold and Emily Chapman-Waterhouse) - authentic outputs (practice booklets)

Jamie/Chris - compassionate micro-teach assessment

# data[].attributes.headline
Keynote: The Value of PGCerts: Six Perspectives on Prompting Learning

# data[].attributes.subject
Keynote: The Value of PGCerts: Six Perspectives on Prompting Learning

# data[].attributes.body
Blurb:
In this interactive keynote, I will discuss six common ways to prompt learning in PGCerts in HE: through SoTL engagement, reflection, practice inquiry, classroom activities, e-portfolio building and mentoring.

For each perspective, I will consider both what makes it valuable and the specific tensions it brings into view.

Drawing on research and examples from my book, Designing Impactful PGCerts in Higher Education (live link), this session offers a conceptual anchor for the symposium. It invites participants to look more closely at how we design for, and articulate, the value of learning on PGCerts at a time of increasing pressure to demonstrate ‘value for money’ in educational development provision.

# data[].attributes.headline
keynote + 12 presentations draft schedule

# data[].attributes.subject
keynote + 12 presentations draft schedule

# data[].attributes.body
09:00 – 09:10 | Welcome (Aims & Housekeeping)
09:10 – 09:40 | Keynote (Virna Rossi: 6 Perspectives, Values & Tensions)

09:40 – 09:45 | Break 1 (5 mins)

09:45–10:35 — Theme 1 - valuable identity development: 4 x 10-min presentations + 10-min discussion

10:35–10:45 — Break

10:45–11:35 — Theme 2 - valuable assessment: 4 x 10-min presentations + 10-min discussion

11:35–11:40 — Mini Break

11:40–12:30 — Theme 3 - valuable innovations: 4 x 10-min presentations + 10-min discussion / wrap-up

# data[].attributes.body
Presenters

Helen W. - AI assisted feedback

Leeds PGCAP - 'Conversations' with key stakeholders

Mark w. - mentoring by previous cohort

Sarah S - using Film

# data[].attributes.body
Suggested:

2 mins - the context:

Briefly outline your role, institution and the specific 'flavour' of your PGCert/PgCAP (e.g., is it highly creative, research-led, or aligned to a specific agenda?).

4 mins - the 'Value':

What is the specific idea/activity?

Why is it valuable? What specific value does it add to the PGCert learning experience? (e.g., does it deepen reflection? encourage community?)

4 mins - the 'tensions' (the realities):

Discuss the 'issues' encountered or anticipated. (e.g., student resistance, workload, ethical complexities, or institutional barriers).

(this will move the event beyond 'show and tell')

# data[].attributes.headline
‘Speaking Academic Practice into being’ via a Professional Dialogue Assessment

# data[].attributes.subject
‘Speaking Academic Practice into being’ via a Professional Dialogue Assessment

# data[].attributes.body
Angela Buckingham, Programme Director, Academic Practice Programme, University of Reading

Jo Cordy, Academic Developer, University of Reading

Michael Kilmister, Academic Developer, University of Reading

This session reflects on the Professional Dialogue assessment, which offers an authentic, inclusive assessment that replaces traditional written tasks with a viva-style exchange. One of the capstone assessments on Reading’s PGCap, it enables academics to explore and validate their practice, engage with the PSF, and demonstrate their creativity.

Slides attached.

# data[].attributes.headline
Compassionate Assessment in Practice: Supporting Staff Through the Micro-Teach Assessment

# data[].attributes.subject
Compassionate Assessment in Practice: Supporting Staff Through the Micro-Teach Assessment

# data[].attributes.body
Chris Wood - Learning Designer, Portsmouth University

Jamie Meekins - Learning Designer, Portsmouth University

Micro-teach assessments can be among the most challenging elements of PGCert programmes, requiring participants to perform as educators while evidencing professional standards. This session explores how compassionate assessment principles can reduce anxiety, support confidence and foster authentic professional growth. Drawing on the University of Portsmouth’s Teach Well programme, Chris and Jamie will share practical strategies for maintaining academic rigour whilst creating a supportive and developmental assessment experience.

Slides attached.

# data[].attributes.headline
Can Formal CPD Make Space for Education as the Practice of Freedom?

# data[].attributes.subject
Can Formal CPD Make Space for Education as the Practice of Freedom?

# data[].attributes.body
Sandra Abegglen (University of Calgary)

Tom Burns (in memory)

Sandra Burns Sinfield (London Metropolitan University)

John Desire (London Metropolitan University)

Janet Gordon (London Metropolitan University)

Corresponding Author: Janet Gordon, J.Gordon@londonmet.ac.uk

Our three-module Advance HE-accredited PGCert Learning and Teaching in Higher Education focuses on Facilitating Student Learning, Managing the Assessment and Feedback Process, and Curriculum Evaluation and Development. In our presentation, we will provide examples of what we do to deschool, unschool, and make space for liberatory learning which our participants then repurpose and adapt in their context for their students.

[presentation slides forthcoming]

# data[].attributes.headline
Making Teaching Visible: Structured Pedagogical Observation as Authentic Assessment

# data[].attributes.subject
Making Teaching Visible: Structured Pedagogical Observation as Authentic Assessment

# data[].attributes.body
Alex Rey, Academic Development Manager, Birmingham City University.

This presentation explores an authentic assessment used on a PGCert in Learning and Teaching in Higher Education that develops pedagogical observation skills through three focused observations. Participants critically investigate teaching practices across disciplinary contexts, fostering reflective practice, professional identity, and pedagogical awareness. The presentation discusses the assessment's design, impact on professional learning, and wider transferability. Slides forthcoming.

# data[].attributes.headline
Presentation Slides: Can Formal CPD Make Space for Education as the Practice of Freedom?

# data[].attributes.subject
Presentation Slides: Can Formal CPD Make Space for Education as the Practice of Freedom?

# data[].attributes.attachment_link.title
Can Formal CPD Make Space for Education as the Practice of FreedomV2.pptx

# data[].attributes.body
Jane Headley, Principal Lecturer in Academic Practice (part-time), Harper Adams University

Our assessment requires participants to write a short practice guide identifying something within their teaching practice or support for learners that worked especially well. This enables colleagues to notice their own effective practice, and annually invited authors present their active learning guides at the inhouse conference for others use or adapt their techniques.

slides to follow

# data[].attributes.headline
Using mentoring to cultivate a sense of community and progression

# data[].attributes.subject
Using mentoring to cultivate a sense of community and progression

# data[].attributes.body
Dr Mark Wilsher Educational Development Coordinator Norwich University of the Arts This triple-layered mentoring structure is valuable for creating a sense of community and continuity between cohorts who might otherwise never encounter each other within the institution. It supports our students, and also allows graduates of the course to experience themselves as people with experience and insight.

# data[].attributes.headline
Environment and Identity: Co-Constructing the Conditions for Professional Becoming

# data[].attributes.subject
Environment and Identity: Co-Constructing the Conditions for Professional Becoming

# data[].attributes.body
Roberta Wolff SFHEA MSc
Module Leader, PGCert in Performance Teaching
Guildhall School of Music & Drama

# data[].attributes.headline
Environment and Identity: Co-Constructing the Conditions for Professional Becoming

# data[].attributes.subject
Environment and Identity: Co-Constructing the Conditions for Professional Becoming

# data[].attributes.body
Roberta Wolff SFHEA MSc

Module Leader · PGCert Performance Teaching

Guildhall School of Music and Drama

Professional learning involves changes in how educators understand themselves and their practice. This session introduces two approaches that create conditions for supporting identity negotiation through an explicit focus on the learning environment and professional becoming.

# data[].attributes.headline
Connecting Theory to Practice: Using film to Explore Teaching in a PgCert

# data[].attributes.subject
Connecting Theory to Practice: Using film to Explore Teaching in a PgCert

# data[].attributes.body
Sarah Stacey, Academic Practice Lead Lecturer & PgC TAP Programme Director, Cardiff Metropolitan University
Using contrasting film clips provides an accessible entry point for PGCert participants to analyse teaching practice. Structured comparison supports deeper discussion and helps participants articulate why approaches differ in effectiveness. This connects intuitive judgments with formal pedagogical concepts, supporting reflective, theory-informed understanding of learning, teaching, and student engagement.

# data[].attributes.headline
Arts-based pedagogies on the Postgraduate Certificate in Academic Practice

# data[].attributes.subject
Arts-based pedagogies on the Postgraduate Certificate in Academic Practice

# data[].attributes.body
Laura Minogue

Head of Academic Professional Development

St Mary's University, Twickenham

Arts-based pedagogies encourage different ways of seeing, surfacing beliefs and assumptions and developing new lecturer identity. In a time of the ever-increasing intrusion of AI and digital practices into university spaces, arts-based pedagogies acknowledge and foreground the emotional and relational dimensions of teaching and learning.

# data[].attributes.headline
Enhancing Reflective Practice In PGCAP Programmes through AI-Supported Video Feedback

# data[].attributes.subject
Enhancing Reflective Practice In PGCAP Programmes through AI-Supported Video Feedback

# data[].attributes.body
This presentation explores the how use of video observation combined with AI-generated feedback, aligned to the Professional Standards Framework (PSF) can support PGCAP participants to develop both their reflective skills and teaching and learning practices. Participants engage collaboratively in a bespoke developmental pathway supported by a PSF coach and reflect on their video observation and their AI-insights. This approach deepens critical reflection, strengthens pedagogical awareness, and promotes evidence‑informed development, enabling participants to make purposeful, targeted improvements to their teaching and learning practices.

# data[].attributes.attachment_link.title
Video Observation with AI Assisted Feedback

# data[].attributes.body
Ranking, Roleplay and Reading: from language teaching to PG Certs HE

Dr Gillian Lazar, SFHEA

-Independent Lecturer and Consultant

-Online Tutor on PG Cert L+T in HE, Centre for Online and Distance Learning, University of London

Drawing on my disciplinary background as an applied linguist, I will present three activities from the signature pedagogy of language teaching, repurposed on a PG Cert HE to generate discussion, empathy and engagement with theory.

I invite participants to consider how signature learning activities from their own discipline might be similarly adapted.

# data[].attributes.attachment_link.title
Ranking, Roleplay and Reading   G. Lazar

# data[].attributes.headline
The PGCAP Conversations - Enhancing inclusive practice through collaboration 

# data[].attributes.subject
The PGCAP Conversations - Enhancing inclusive practice through collaboration 

# data[].attributes.body
​

Victoria Taylor | Academic Development Consultant | PGCAP Programme Lead | University of Leeds​

Dr Kate Richardson | Academic Development Consultant | PGCAP Module Lead | University of Leeds

The ‘PGCAP Conversations’ provides a collaborative learning experience between programme participants and those leading on areas of inclusivity at the institution. The ‘PGCAP Conversations’ demonstrates the value of providing the opportunity for reciprocal professional growth amongst colleagues through “trust and honesty within these Conversations which creates a safe space to ask difficult questions and engage in courageous discussions” (Inclusivity Lead, 2025).​

​

# data[].attributes.attachment_link.title
PGCAP Conversations - University of Leeds - The Value of PGCerts in L&T - July 2026