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      <title>PSF review - stakeholder consultation by </title>
      <link>https://padlet.com/juliebc18/psfconsult</link>
      <description>This Padlet is now CLOSED for contributions - thank you for all your helpful responses</description>
      <language>en-us</language>
      <pubDate>2022-02-09 06:01:07 UTC</pubDate>
      <lastBuildDate>2025-10-15 00:12:27 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>eg for me Digital is at least T, L &amp;A (A1-4), K2&amp;3 and could be more...!</title>
         <author>juliebc18</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2037194426</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-09 06:11:28 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2037194426</guid>
      </item>
      <item>
         <title>have we not got to the stage where digital is just an everyday part of L&amp;T?</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2058774243</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 13:30:11 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2058774243</guid>
      </item>
      <item>
         <title>that last was from Barbara!</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2058774679</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 13:30:28 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2058774679</guid>
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      <item>
         <title>I agree with the points made but, given the importance of digital, I wouldn&#39;t want it to be possible to apply and not make reference to digital. At least a distinct Dimension like K4 means it has to be included. Do we simply reword K4 rather than remove it?</title>
         <author>ehyderm</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2058783376</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 13:36:02 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2058783376</guid>
      </item>
      <item>
         <title>How we define &#39;inclusion&#39; in the PSF feels critical </title>
         <author>kathleensavage</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2058807110</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 13:51:14 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2058807110</guid>
      </item>
      <item>
         <title>Dimensions</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2058841431</link>
         <description><![CDATA[<div>I understand that we are not looking at reshaping the dimensions, but maybe we are. I think AA could be 3, CK also 3 and PV 3 as well. There is currently a lot of replication as it has been highlighted already.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 14:12:39 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2058841431</guid>
      </item>
      <item>
         <title>Professional values</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2058845109</link>
         <description><![CDATA[<div>colleagues seem to be missing... </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 14:14:36 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2058845109</guid>
      </item>
      <item>
         <title>Positioning the PSF in time</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2058848452</link>
         <description><![CDATA[<div>Such a statement would be useful to position the framework in a specific timeframe. Inclusion, sustainability, collaboration, etc. could be mentioned there and digital practices... if needed.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 14:16:39 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2058848452</guid>
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      <item>
         <title>The guidelines on what can be submitted need rethinking to be more inclusive. There is little information for example on using visuals. As we know, some institutions have a wider range of possibilities for the ways in which claims can be submitted</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2058865220</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 14:26:32 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2058865220</guid>
      </item>
      <item>
         <title>Shorten applications?</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2058897688</link>
         <description><![CDATA[<div>Especially for D3 and D4?</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 14:45:06 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2058897688</guid>
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      <item>
         <title>I think inclusion is contextualised and often specific. It is important that the examples provided show depth rather than breadth</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060207028</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 09:29:51 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060207028</guid>
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      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060208135</link>
         <description><![CDATA[<div>One of the issues is the register and semantics of the current PSF - it is written focussing on the direct teaching of students which (a) is not inclusive for the range of people/practice involved in supporting HE&nbsp; (b)not helpful for the interpretation and demonstration of D3/4<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 09:30:35 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060208135</guid>
      </item>
      <item>
         <title>Learning environments rather than &#39;digital&#39;?</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060232032</link>
         <description><![CDATA[<div>Focus should be appropriate and integrated use of learning environments and resources, rather than particular approaches which are currently 'trending' (but may date)</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 09:44:12 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060232032</guid>
      </item>
      <item>
         <title>Inclusion where?</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060247473</link>
         <description><![CDATA[<div>Needs to be embedded in all aspects of practice - so this makes it a value, but we should be more explicit about the expectation that values are integrated throughout</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 09:55:11 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060247473</guid>
      </item>
      <item>
         <title>How the three dimensions relate</title>
         <author>David_Baume</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060252979</link>
         <description><![CDATA[<div>It may be useful to clarify the relations between areas of work, knowledge and values. We might feel that knowledge and values only matter insofar as they demonstrably inform practice. They may sometimes be assessed separately?&nbsp;<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 09:58:57 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060252979</guid>
      </item>
      <item>
         <title>Including whom? staff as well as students</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060255444</link>
         <description><![CDATA[<div>Important that UKPSF much more clearly embraces the wealth of different L&amp;T roles - it's still very much 'traditional academic as default' which is often a barrier for other staff roles.<br><br>Also the extent to which effective L&amp;T is not a solo pursuit (not straightforward in the context of a individual recognition framework... but an integrated team approach so important for effective L&amp;T)</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 10:00:41 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060255444</guid>
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      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060265208</link>
         <description><![CDATA[<div>the word successful is not helpful as it implies that everything has to be super-shiny and brilliant - the key word is effectiveness and how you know this to be the case. This latter could take a variety of forms not necessarily surveying, but also more observational evidence which might also be from a longitudinal perspective</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 10:07:59 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060265208</guid>
      </item>
      <item>
         <title>Who is UKPSF for?</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060266462</link>
         <description><![CDATA[<div>International currency for UKPSF has value for UK colleagues too - should it remain UK based? It's owned by the UK sector. Would we accept a trade-off which strengthened its global reach, but weakened its standing within the UK?</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 10:08:54 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060266462</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060267367</link>
         <description><![CDATA[<div>context is key - moving away from UK centric perspectives which may not always be appropriate in all international settings. how are the dimensions best interpreted within the context of the individual<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 10:09:34 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060267367</guid>
      </item>
      <item>
         <title>Focus on critically reflective and evidence based practice</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060278746</link>
         <description><![CDATA[<div>These features should be core to all descriptors - could be strengthened</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 10:17:32 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060278746</guid>
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      <item>
         <title>D4.III &amp; D4.IV can be trickier for a range of roles to evidence. E.g. someone with strategic responsibility for enhancing student learning might not be involved in organisation policies for supporting or promoting others. So would D4.I, D4.II and D4.V be sufficient to capture a range of roles and contexts that relate to enhancing teaching and learning?</title>
         <author>helen5_king</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2060304739</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-22 10:36:39 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2060304739</guid>
      </item>
      <item>
         <title>Digital is captured in A4</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2064547294</link>
         <description><![CDATA[<div>Currently, A4 encapsulates digital teaching approaches quite well I think</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-24 13:31:25 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2064547294</guid>
      </item>
      <item>
         <title>Inclusivity - where?</title>
         <author>pturner57_1</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2064611496</link>
         <description><![CDATA[<div>There is such a range of understanding and practice related to inclusive practice - many staff have no idea how to approach providing examples of these. If it becomes explicit within the Descriptors in a pervasive way it might well create a driver for those supporting staff and running schemes to provide development regarding inclusive practice. In this way we might surface good inclusive practice and also encourage staff to change/adopt new practice (linking in to then capturing these changes to show impact of the PSF).</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-24 14:06:37 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2064611496</guid>
      </item>
      <item>
         <title>inclusivity</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2064669143</link>
         <description><![CDATA[<div>inclusivity can be added in A2 and K2 eg. 'Teach and support inclusive learning' and 'Appropriate and inclusive approaches to teaching, learning and assessment.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-24 14:35:42 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2064669143</guid>
      </item>
      <item>
         <title>SFHEA D3.7 wording</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2064767734</link>
         <description><![CDATA[<div>I think that the '...and/or mentoring' of the D3.7 descriptor is slightly misleading as we had some applicants misinterpreting that, thinking that they can apply for SFHEA on the basis that they have mentored a couple of colleagues failing to evidence some of the other areas - leading, influencing, co-ordinating staff in relation to teaching and learning<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-24 15:25:43 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2064767734</guid>
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      <item>
         <title>V2</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069110230</link>
         <description><![CDATA[<div>Our colleagues sometimes struggle with V2 as there is a tendency to interpret this as being involved with outreach </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 08:53:56 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069110230</guid>
      </item>
      <item>
         <title>Inclusivity</title>
         <author>andreawright14</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069122734</link>
         <description><![CDATA[<div>V1  and V2 are effective in asking applicants to reflect on their values but perhaps inclusive or accessible could perhaps be incorporated more overtly in A1, A4 and K3. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 09:04:34 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069122734</guid>
      </item>
      <item>
         <title>Digital</title>
         <author>andreawright14</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069128524</link>
         <description><![CDATA[<div>I would agree with a lot of the comments made regarding the fact that digital and other technologies are part of all L&amp;T development and delivery, and therefore the current dimensions are flexible enough as they are. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 09:09:48 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069128524</guid>
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      <item>
         <title>As a learning technologist, I like K4 a lot - could be refined to &#39;use of digital in support of teaching, learning and assessment&#39;. Wider uses of digital as part of other working/collaboration could be captured in some of the Areas</title>
         <author>evanmdickerson</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069133177</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 09:14:04 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069133177</guid>
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         <title>Would support the introduction of this in a general statement, but there is a requirement to drill down to detail against one or more dimensions</title>
         <author>evanmdickerson</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069135514</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 09:16:07 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069135514</guid>
      </item>
      <item>
         <title>Impact</title>
         <author>andreawright14</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069154123</link>
         <description><![CDATA[<div>Is this where impact - in terms of impact on the practice of others - needs to be foregrounded?&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 09:30:57 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069154123</guid>
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      <item>
         <title></title>
         <author>karenfraser112</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069157555</link>
         <description><![CDATA[<div>I completely agree, the framework needs to be less complicated, imagine if we proposed a module with 16 LO's!<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 09:33:42 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069157555</guid>
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         <title>Other comment I made in the consultation webinar is that applicants should define the context in which they have used digital to support teaching, learning, assessment - is it blended, online, as part of an online pivot, micro-credentials, MOOCs, etc? and also the role they played in that - learning technologist, head of service delivery, educational developer, learning designer, etc? The evidence and narrative should then clearly reflect this.</title>
         <author>edickerson975</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069228944</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 10:26:53 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069228944</guid>
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         <title>Collaboration is a factor that needs to be evident in applications at all levels, I think. The level and evidence of this should be appropriate to the Descriptor level.</title>
         <author>edickerson975</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069233746</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 10:30:59 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069233746</guid>
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         <title>I think a key question is what makes D4 distinct or different from D3? If D1-D3 capture current practice as evidence for accreditation and D4 can capture a progressive path, then this should be made clear. Also, perhaps D4 could accommodate a squiggly career in HE - not everyone progresses in a linear/promotional sense or have job titles that indicate seniority/strategic oversight. A more longitudinal view for D4 could be useful.</title>
         <author>edickerson975</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069241803</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 10:38:09 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069241803</guid>
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      <item>
         <title>naming of categories and hierarchy</title>
         <author>b_cooke</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069692996</link>
         <description><![CDATA[<div>I think there is a significant problem with claiming that AF/ F /SF and PF isn't hierarchical when the language clearly is.&nbsp; Perhaps that genie is out of the lamp and we can't go back?&nbsp; I find myself explaining to some colleagues who think Senior Lecturer must mean they are 'entitled' to&nbsp; Senior Fellow, that some professors make a claim for D1 because of a lack of teaching involvement ..as if that somehow makes it better ( which is doesn't really).<br>&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 15:24:13 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069692996</guid>
      </item>
      <item>
         <title>wording of D3</title>
         <author>b_cooke</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069706053</link>
         <description><![CDATA[<div>Although the D3 descriptor statements each start with 'successful... ( and I agree 'effective' would be a better word)&nbsp; we then use the phrase' sustained record of effectiveness' in the guidance for D3.<br><br>I think prefacing D3vii with 'sustained and effective...' would be helpful . We also tend to find' management' is a problematic word in D3vii because often people interpret this as 'line- management'  </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 15:30:08 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069706053</guid>
      </item>
      <item>
         <title>Who is D4 for?</title>
         <author>b_cooke</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069736381</link>
         <description><![CDATA[<div>In the consultation there seemed to be an emphasis on D4 needing t be made 'more attractive' to members of senior executive teams .&nbsp; In my experience, those senior leaders who are genuinely interested and knowledgeable about student learning&nbsp; have no problem making a claim for D4. The issues for me are that we need to make it more attainable by those who continue to lead by example in terms of excellent teaching and have sustained and significant influence on the culture and practice of T and L ..not purely at a policy level but at a practice level.<br>as such, applied work needs a profile in D4. Some excellent teachers I know have suggested that attaining D4 would mean they would need to move too far away from the coal face.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-28 15:44:56 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069736381</guid>
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      <item>
         <title>Another thought: might the development of user personas prove useful in helping those within the sector identify with appropriate Descriptor and Dimensions for their role? It&#39;s an approach that worked well for Jisc Digital Literacies programme. I know there&#39;s the Fellowship Decision Tool (https://www.advance-he.ac.uk/form/fellowship-decision-tool) but not sure how well this is known or used around the sector.</title>
         <author>edickerson975</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2069742816</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.advance-he.ac.uk/form/fellowship-decision-tool" />
         <pubDate>2022-02-28 15:47:58 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2069742816</guid>
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         <title>I agree with many comments this is embedded in our practice now and I do have some concerns about this being separated from other teaching approaches. I do however agree that I would not want to see no reference to this. </title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2073143045</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-02 08:32:07 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2073143045</guid>
      </item>
      <item>
         <title>Please could you also look at D3 Senior Fellow because D.3.VII is the main distinguishing factor in the Framework from D.2. The key role of D.3.VII could be more strongly emphasised in the Framework. This would be helpful especially for those &#39;Direct&#39; applicants who do not benefit from much support when they apply for SF.</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2073161594</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-02 08:45:51 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2073161594</guid>
      </item>
      <item>
         <title>would like to see great clarity about PV2 ...it seems repetitive in relation  to PV1 and PV4</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2077937474</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-04 13:52:36 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2077937474</guid>
      </item>
      <item>
         <title>missed opportunity to think about D0 - student fellow but maybe next time</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2077943170</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-04 13:55:49 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2077943170</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2077943730</link>
         <description><![CDATA[<div>It is felt that inclusion may need a better articulation for some. Is it worth stating inclusion in the aims of the framework. Additionally perhaps an edit around A4 instead of effective we could use inclusive?<br>&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-04 13:56:07 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2077943730</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2077981366</link>
         <description><![CDATA[<div>Whilst considering the 5 knotty issues - is it worth relooking at the aims? I think they are robust - but are international inclusive digital are embedded?</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-04 14:15:28 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2077981366</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2078026710</link>
         <description><![CDATA[<div>Some of the language is ambiguous. Impact is integral not a separate dimension and is at different levels e.g short/medium outcomes enable something to work. Longer term goals is about sustained impact.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-04 14:39:10 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2078026710</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2078074682</link>
         <description><![CDATA[<div>Senior staff is unhelpful in terms of the descriptor. Again the language around impact is being established at an institutional level and it would be helpful to understand what is meant for D4. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-04 15:02:34 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2078074682</guid>
      </item>
      <item>
         <title>Inclusive learning and teaching not inclusion</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2078239267</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-04 16:31:57 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2078239267</guid>
      </item>
      <item>
         <title>Can we agree to call the revised framework the PSF not the UKPSF?</title>
         <author>ProfAbbyCathcart</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081095550</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 07:28:37 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081095550</guid>
      </item>
      <item>
         <title>Effective is a key term - we just need to use it more consistently in the PSF and in the guidance. </title>
         <author>ProfAbbyCathcart</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081099746</link>
         <description><![CDATA[<div>Effectiveness makes sense in terms of a professional standard i.e. we are not promoting excellence but everyone in our sector should be effective and that is what the standard measures</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 07:31:17 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081099746</guid>
      </item>
      <item>
         <title>Inclusion </title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081122347</link>
         <description><![CDATA[<div>I really like the notion of an additional knowledge about how to work in an inclusive manner. There is also a sense of overlap with V1 and V2 and some confusion between the 2 as most applicants see these two closely linked. Having a CK around inclusion and merging V1 and V2 might be helpful&nbsp;<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 07:47:06 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081122347</guid>
      </item>
      <item>
         <title>Can we merge the &#39;engagement with the A&#39; and the &#39;engagement with the practice relevant to the A&#39; in each Descriptor</title>
         <author>ProfAbbyCathcart</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081122672</link>
         <description><![CDATA[<div>E.g Merge D1.i and D1.ii etc<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 07:47:22 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081122672</guid>
      </item>
      <item>
         <title>I would change to puposeful use of appropriate technologies so that intentions are foregrounded rather than tools</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081405644</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 10:59:31 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081405644</guid>
      </item>
      <item>
         <title>Engagement with metrics</title>
         <author>averilrobertson1</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081637315</link>
         <description><![CDATA[<div>Implicit in several dimensions, but perhaps this could be brought out more explicitly in the dimensions so colleagues are pushed to engage with retention/progression/attainment metrics so they can demonstrate an understanding of how these impact their own context</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 13:34:34 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081637315</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081665798</link>
         <description><![CDATA[<div>I feel there is a conundrum here which we need to think through: making PSF quite prescriptive and specific could be seen as a neo-colonial promotion of western-centric pedagogy and values. But making the PSF more flexible and inclusive of different pedagogies could make it vague and rather meaningless. I don’t have the answer – sorry!</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 13:47:45 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081665798</guid>
      </item>
      <item>
         <title>What do we mean by digital? </title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081670620</link>
         <description><![CDATA[<div>For teaching to be effective, does it have to include technology? For me the learning environment is the important bit and how we can use technology to make this effective which is evidence informed. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 13:49:39 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081670620</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081671635</link>
         <description><![CDATA[<div>The focus in the briefing paper question is on the use of the PSF in a global context, but of course we also have the ‘international at home’ where we need to work with students (and colleagues) from many parts of the world in universities in the UK. Should the emphasis not only be on respecting pedagogical diversity in a global context, but also working with a diversity of educational expectations, wherever we are?</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 13:50:08 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081671635</guid>
      </item>
      <item>
         <title>Links to LE</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081717344</link>
         <description><![CDATA[<div>If we mean inclusion in terms of ensuring all learners can access learning, then is this the definition of an effective learning environment? </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 14:10:14 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081717344</guid>
      </item>
      <item>
         <title>Learning vs teaching </title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081744240</link>
         <description><![CDATA[<div>The impact on learning seems to be missing - this is how we know things are effective. Could be learning gain rather than "grades" &nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 14:20:58 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081744240</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2081783162</link>
         <description><![CDATA[<div>Non hierarchical/inclusive naming: (The) Higher Education Community Professional Standards Framework. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-07 14:36:12 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2081783162</guid>
      </item>
      <item>
         <title>We need to have a section for personal philosophy of teaching/supporting learning. HERDSA do this. It would provide a space for values and positions on pedagogy that don&#39;t really have a place elsewhere</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2082977639</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-08 02:13:02 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2082977639</guid>
      </item>
      <item>
         <title>D4 needs to have specific pathways within it rather than the current catch-all set of statements which very few people can achieve in totality.  There are people that I work with that have national/international impact in terms of learning and teaching but have very little local strategic input at the local university level</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2083010077</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-08 02:30:21 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2083010077</guid>
      </item>
      <item>
         <title>A5 in an Australian context needs to be more informed by the recent TEQSA guidance note on scholarly activity, particularly the common issues section https://www.teqsa.gov.au/sites/default/files/compliance-guide-scholarship.pdf?v=1634017514</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2083022465</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.teqsa.gov.au/sites/default/files/compliance-guide-scholarship.pdf?v=1634017514" />
         <pubDate>2022-03-08 02:37:00 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2083022465</guid>
      </item>
      <item>
         <title>The original K4 is learning technologies not &quot;digital&quot; so any revisions here need to make clear what we are talking about - use of technologies in face-to-face teaching, online teaching, blended are all complex and still in the process of articulating theoretically and practically. I also think there is a difference between emergency remote teaching online and more sustained and planned online delivery in terms of skills, conceptualisation and design. Under the knowledge dimension, an understanding of the complexity of this area of practice is I think still important to distinguish rather than subsume into for example K2. But I think could be quite appropriate still included under A1 and A2 in terms of usage.</title>
         <author>SaranneWeller</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2085747705</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-09 09:55:59 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2085747705</guid>
      </item>
      <item>
         <title>I think reference to inclusion and international is important both in redefining V1 and V2 which have been problematic in use and in including this in the activities and knowledge domain. In particular I think redefining K1 to knowledges rather than a more monolithic idea of a subject material is important in terms of understanding how content and conceptualisation of content is implicated in inclusive curricula and teaching.</title>
         <author>SaranneWeller</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2085755806</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-09 10:01:25 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2085755806</guid>
      </item>
      <item>
         <title></title>
         <author>yqcvi7tn3q</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2087994515</link>
         <description><![CDATA[<div>I think digital is a very broad term, are we talking about technology enhanced learning, distance learning or simulations as colleagues have mentioned. This is arguably a pervasive skill that needs to be embedded as features of other skills or attributes, rather than being an individual or ring-fenced set of skills which is measured through a particular context.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-10 09:49:01 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2087994515</guid>
      </item>
      <item>
         <title></title>
         <author>yqcvi7tn3q</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2088012863</link>
         <description><![CDATA[<div>There's an opportunity to embed inclusion more pervasively through reference to its importance across dimensions of the UKPSF. There is also an opportunity to connect international and inclusion through reference to their joint contribution to pluriform perspectives in the curriculum.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-10 10:00:32 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2088012863</guid>
      </item>
      <item>
         <title></title>
         <author>yqcvi7tn3q</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2088029658</link>
         <description><![CDATA[<div>Whilst the framework may already be sufficiently flexible, I feel including international voices in the update of the framework will be critical to its success in terms of localisation. I think it would also be useful to have more case studies of achievement which provide models of how fellowship has been successfully attained, in different cultural contexts. I very much support the removal of the UK from the UKPSF which will highlight its international co-creation and&nbsp;a commitment to decolonisation.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-10 10:11:52 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2088029658</guid>
      </item>
      <item>
         <title></title>
         <author>yqcvi7tn3q</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2088050556</link>
         <description><![CDATA[<div>I agree that the terminology around 'Impact' made need nuancing so as to allow fellow applicants at lower levels to see how their career achievement can be reported in an accessible manner. Whilst evidenced Impact may be ideal for D4 perhaps we should invite descriptions of 'Enhancement', 'Contribution' or 'Influence' at other levels.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-10 10:26:00 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2088050556</guid>
      </item>
      <item>
         <title></title>
         <author>yqcvi7tn3q</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2088061309</link>
         <description><![CDATA[<div>I think there is an opportunity to encourage more eligible applicants for D4 by emphasising that the strategic involvement required does not necessarily need to be attached to a named senior leadership role, provided that the necessary impact at institutional and external level is evident.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-10 10:33:38 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2088061309</guid>
      </item>
      <item>
         <title></title>
         <author>yqcvi7tn3q</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2088064605</link>
         <description><![CDATA[<div>More generally, I feel there is a need to encourage senior leadership in HEIs to engage with the PSF and lead through example by gaining their own SF and PF recognition more than is currently evident.&nbsp;<br><br>Also, linking back to the international context, I would be really keen to support AdvanceHE in new ways to champion international engagement with the revised PSF and its role in fellowship. There could be an opportunity to recruit experienced PFHEA volunteers to help build engagement and capacity for harnessing the PSF in certain regions where this is requested. This would need to have a carefully considered collaborative dimension to ensure avoidance of any sense of colonisation and could be introduced as a scaffolded short-term approach to building local longer-term sustainable capacity through the PSF. A number of senior internationally-experienced PFHEA colleagues in the UK and overseas may have an interest in supporting and contributing to such a project.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-10 10:35:56 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2088064605</guid>
      </item>
      <item>
         <title>Structure</title>
         <author>lmossop</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2093390511</link>
         <description><![CDATA[<div>I'll make the comment in this section but it doesn't just apply to Inclusion but to all the values. When I introduce the framework to colleagues to me the values have to underpin the other dimensions. This is certainly true of inclusion. So I tend to put the values in the centre and then have the other dimensions radiating out from this. That might help you think about an overall structural change which would really help the user experience!</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-14 08:39:27 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2093390511</guid>
      </item>
      <item>
         <title>Students as Partners (SaP)</title>
         <author>catriona_bell</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095485966</link>
         <description><![CDATA[<div>This is a key priority area for many institutions, and I know that it is embedded in many institutional curriculum frameworks in the UK. It is not currently represented in the PSF, both in terms of encouraging colleagues to adopt a SaP approach, and also in terms of enabling UG and PG students to achieve D1/AFHEA</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 08:25:40 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095485966</guid>
      </item>
      <item>
         <title>Would be good to see elements of wellbeing/compassionate pedagogy embedded as good practice</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095487490</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 08:26:42 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095487490</guid>
      </item>
      <item>
         <title>Sustainability</title>
         <author>catriona_bell</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095491202</link>
         <description><![CDATA[<div>Another key contemporary challenge for many institutions, and a key strand of many curriculum frameworks. We have an opportunity to drive positive change by embedding it within PSF dimensions (e.g. + link with Education for Sustainable Development guidance)</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 08:28:53 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095491202</guid>
      </item>
      <item>
         <title>Specific reference to synchronous and asynchronous, blended and hi-flex given that these are now an everyday consideration/concern?</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095491412</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 08:29:02 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095491412</guid>
      </item>
      <item>
         <title>Co-creation</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095501334</link>
         <description><![CDATA[<div>how might we show impact through co-creation with students as partners.  Or should it just be around how do you engage with student voice to improve L&amp;T....that engagement/recognition piece is key</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 08:35:47 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095501334</guid>
      </item>
      <item>
         <title>Leadership in D3 (SFHEA)</title>
         <author>catriona_bell</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095503232</link>
         <description><![CDATA[<div>Embedding the word Leadership into the Descriptors for D3 would be extremely helpful (rather than Typical Individual role/Career Stage). This could help to raise awareness of the importance of SF with institutional leaders (who may not be from L&amp;T backgrounds) </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 08:36:56 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095503232</guid>
      </item>
      <item>
         <title>It can be difficult to apply the PSF for people who are not in traditional teaching roles. E.g., higher &amp; degree apprenticeships, people in practice (e.g., nursing), or student engagement. There can be a struggle to see how what they do links to the PSF, particularly when they are not directly engaged in teaching. </title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095503858</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 08:37:23 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095503858</guid>
      </item>
      <item>
         <title>Digital reference is current but needed in a few years?</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095527648</link>
         <description><![CDATA[<div>Given the focus on digital/remote learning during the pandemic demonstrated digital should be front and centre. However, digital should be core and so doesn't need specific reference in the longer term, say once the new PSF is embedded in 5 yrs?</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 08:52:46 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095527648</guid>
      </item>
      <item>
         <title>Tertiary education context</title>
         <author>catriona_bell</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095532209</link>
         <description><![CDATA[<div>The governments of the devolved nations of the UK are increasingly focussing on catalysing an integrated tertiary education system of Higher Education and Further Education. Is this an opportunity to consider aligning Fellowship and the TQFE qualifications?</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 08:55:51 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095532209</guid>
      </item>
      <item>
         <title>Global not international?</title>
         <author>dralexmoseley</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095544491</link>
         <description><![CDATA[<div>Global is a more inclusive term overall, and it would be good to widen perspectives to look at global issues (social, economic, cultural...). V4 could be altered easily for this.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 09:04:41 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095544491</guid>
      </item>
      <item>
         <title>Take it out?</title>
         <author>m_hadjianastasis</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095755597</link>
         <description><![CDATA[<div>I don't think it's possible to operate in today's&nbsp; HE without using&nbsp;<em>some</em> aspect of technology. Why do we need to give this such a privileged place in the PSF? It is a tool that helps us do our jobs effectively.&nbsp;<br>(Marios Hadjianastasis)</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 11:32:59 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095755597</guid>
      </item>
      <item>
         <title>Where are the examples?</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2095776039</link>
         <description><![CDATA[<div>There are lots of comments about the current UKPSF contents not necessarily being appropriate in different global contexts, but there seems to be difficulty in providing examples of what it is that does not work or causes problems in non-UK contexts.  It would be good to see specifically what the problem is that we are talking about fixing.  </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 11:47:36 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2095776039</guid>
      </item>
      <item>
         <title>Current UKPSF states &quot;The use and value of appropriate learning technologies&quot; but it is the appropriate use of technologies that matters - selection, use, justification  re context / LOs / pedagogic</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2096231480</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 15:29:32 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2096231480</guid>
      </item>
      <item>
         <title>Add &quot;across modalities&quot; to K2</title>
         <author>aicha_rochdi1</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2096256546</link>
         <description><![CDATA[<div>Technology in a classroom is as good as when it serves and enhances pedagogy. With technology only in K4 it was just a box to check. It needs to be instilled in the various other dimensions and incorporated in practice. I would suggest adding "across modalities" to K2, i.e., appropriate method for teaching, learning, and assessing in the subject area and across modalities.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 15:41:25 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2096256546</guid>
      </item>
      <item>
         <title>K4 - rephrase</title>
         <author>m_dransfield</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2096256801</link>
         <description><![CDATA[<div>Suggest a rephrase of K4 to acknowledge the normalisation of technology in L&amp;T and to prioritise the <em>consideration</em> of&nbsp;appropriate uses of tech.<br><br>K4: The appropriate use of digital technologies to support learning.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 15:41:32 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2096256801</guid>
      </item>
      <item>
         <title>The future of HE is blended</title>
         <author>wendyathens</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2096259943</link>
         <description><![CDATA[<div>Keep K4 but expand A1 to include design choices that demonstrate competency in effectively blending digital tools/objects/platforms, e.g. smooth transitions between what is done asynchronously vs synchronously.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 15:43:07 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2096259943</guid>
      </item>
      <item>
         <title>Inclusion</title>
         <author>aicha_rochdi1</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2096288091</link>
         <description><![CDATA[<div>Good teaching is inclusive teaching. There is a crucial need to make DEI explicit&nbsp; maybe in the descriptors and in the AAs and.&nbsp;<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 15:56:33 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2096288091</guid>
      </item>
      <item>
         <title>Potential to represent UKPSF as a pyramid </title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2096328035</link>
         <description><![CDATA[<div>This would enable applicants to come at it from a range of angles / perspectives. It doesn't privilege any aspect over another whilst acknowledging impact of cultural and global context.</div>]]></description>
         <enclosure url="https://padlet-uploads.storage.googleapis.com/1629704773/54764a5b758d2b9636293dc74a1353cf/UKPSF_Pyramid.jpeg" />
         <pubDate>2022-03-15 16:15:57 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2096328035</guid>
      </item>
      <item>
         <title>Removal of UK from PSF</title>
         <author>mccullaghclare</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2096426539</link>
         <description><![CDATA[<div>I agree with other comments that we should remove the UK part from PSF. At the moment many of us are using PSF for our international partners anyway, so we're a bit half way house and might as well be clear and consistent. I also support it becoming either HEPSF - or PSFHE - because it seems strange not to capture the HE-ness in it's name, and referencing HE is inclusive in terms of its relevance internationally. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 17:08:01 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2096426539</guid>
      </item>
      <item>
         <title></title>
         <author>mccullaghclare</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2096451419</link>
         <description><![CDATA[<div>&nbsp;<br><br></div><div>Of all the issues we discussed in our consultation meeting, this was the one where I wasn’t entirely sure what the existing problems were, that we’re trying to address. It was also the one where there was least discussion, so maybe others felt the same. I understand that broadly it’s about ensuring the FW is inclusive, and relevant, and flexible, and if it's a global FW it needs to appear so, but like someone else has posted here above, I’d find it helpful to know more specifically what it is we’re trying to fix, have specific challenges been raised? The point of a framework is that it sets some standards or parameters about requirements and expectations, and at the same time we want it to be good for everyone, which is quite a challenge! Perhaps the diagram posted above which brings in the contextual dimension more explicitly is the answer. If I had a penny for every time I’d advised people in workshops "it’s all about context” I’d be rich now!<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 17:21:24 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2096451419</guid>
      </item>
      <item>
         <title>&quot;Floating signifiers&quot;  </title>
         <author>Loykie</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2096795336</link>
         <description><![CDATA[<div>Personally, I struggle with this -- is it impact, influence, effectiveness? or something else? What exactly are we after? As accreditor, I sometimes feel confused when my co-accreditor has strong views: "this is evidence of impact, not of effectiveness, that's not good", or "this is evidence of effectiveness, not of impact, that's not good". What worries me is the fact that there are many interpretations -- and seemingly a lack of consensus. If this is not entirely clear for us, how can it be clear for the sector and for applicants? </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-15 21:24:47 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2096795336</guid>
      </item>
      <item>
         <title>It&#39;s important that the new PSF is written in transparent language. Some of the Dimensions currently are very wordy and so complex it&#39;s difficult for applicants to extract what&#39;s being looked for. </title>
         <author>ehyderm</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2098341386</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-16 15:54:31 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2098341386</guid>
      </item>
      <item>
         <title>Consideration of the language used throughout the PSF in general to minimise potential misinterpretation of what, exactly a dimension means (just discussed in our APLN session). </title>
         <author>ljadjei</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2098355847</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-16 16:01:42 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2098355847</guid>
      </item>
      <item>
         <title>Digitial seems to fit with A4</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2100070539</link>
         <description><![CDATA[<div>We need to be careful not to separate digital out from "effective" learning approaches - we don't want it to be a tick box exercise where people use digital tools for the sake of using them.&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-17 13:37:14 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2100070539</guid>
      </item>
      <item>
         <title>Inclusion and decolonial praxis</title>
         <author>skrbicnena</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2100141007</link>
         <description><![CDATA[<div>The issue of inclusion is intimately connected with knowledge creation and the decisions that we make regarding the knowledge that we choose to include in our curricula. This is very connected, of course, to decolonial praxis and the importance of seeing our curricula through an ideological lens.&nbsp;<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-17 14:09:17 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2100141007</guid>
      </item>
      <item>
         <title>Contd....</title>
         <author>skrbicnena</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2100142746</link>
         <description><![CDATA[<div>So, it's important I think to reflect this in the framework. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-17 14:10:00 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2100142746</guid>
      </item>
      <item>
         <title>Co-creation and relational pedagogy</title>
         <author>skrbicnena</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2100180493</link>
         <description><![CDATA[<div>The compound word 'co-creation' could feature somewhere in the PSF to address the shift towards relational pedagogy in HE.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-17 14:27:51 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2100180493</guid>
      </item>
      <item>
         <title>College Based Higher Education</title>
         <author>skrbicnena</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2100194695</link>
         <description><![CDATA[<div>It is positive that the PSF does not refer to a specific context of practice, but I would just like to re-affirm that any review of the framework should include consideration of the inequities that often do exist between a CBHE and traditional HEI environments.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-17 14:34:41 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2100194695</guid>
      </item>
      <item>
         <title>Pastoral Care</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2102207624</link>
         <description><![CDATA[<div>Is this sufficiently explicit within the current framework?&nbsp; This is increasingly important within HE across academics and professional services and applies across all levels.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-18 16:17:17 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2102207624</guid>
      </item>
      <item>
         <title>Professional Services</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104826134</link>
         <description><![CDATA[<div>Some aspects of the PSF are particularly challenging for professional services staff. Colleagues at our institution find K1 and K2 particularly&nbsp;<br>tricky, which makes it difficult for them to see how they can apply even for AFHEA</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 08:25:42 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104826134</guid>
      </item>
      <item>
         <title>I dont see a need to have specific reference to digital, but there could be a broader acknowledgment of the use of technology to support T&amp;L particularly in terms of distance learning</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104843586</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 08:38:36 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104843586</guid>
      </item>
      <item>
         <title>The digital learning environment.</title>
         <author>tabailey4</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104846105</link>
         <description><![CDATA[<div>K4 could be integrated into A4 which would remove the need to do something 'extra' if there are any that don't work in a digital environment but encourage reflection on effectiveness for those that do.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 08:40:34 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104846105</guid>
      </item>
      <item>
         <title>Inclusion -Where</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104853166</link>
         <description><![CDATA[<div>Inclusion is something we should now be looking at across the values, for example when designing materials&nbsp;so would to see it in A2/K2 for example</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 08:45:43 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104853166</guid>
      </item>
      <item>
         <title>Inclusion and diversity should be imbedded in what we do but in terms of articulating standards I think they sit well here - the language could be refined</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104858504</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 08:49:33 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104858504</guid>
      </item>
      <item>
         <title>Removing UK from the name would certainly make sense</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104873219</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 09:00:33 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104873219</guid>
      </item>
      <item>
         <title>recognising supervision</title>
         <author>tabailey4</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104875910</link>
         <description><![CDATA[<div>I work in an environment with lots of level 7&amp;8 research supervision.  It has taken a lot of effort to 'translate' the PSF into a form accessible to supervisors (before there was HEA guidance!). Some subtle changes would help, eg A2 could be teach and/or support learning of groups or individuals; A3 could be assess, give feedback and monitor the progress of students; K2 could be Appropriate methods for teaching and learning or supervision...</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 09:02:43 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104875910</guid>
      </item>
      <item>
         <title>I think success is a useful phrase and works well - impact is a little loaded and may be less helpfull</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104895405</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 09:16:01 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104895405</guid>
      </item>
      <item>
         <title>K4: The effective utilization of digital learning practices, tools and technologies</title>
         <author>olaelshurafa</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104945701</link>
         <description><![CDATA[<div>Digital makes new methods possible or practical in educational settings, opens our smart design options, promotes creativity in teaching and learning practices, and helps personalize and accelerate learning, all serving as important elements which are conducive to effective teaching and learning. I believe it should be explicitly mentioned in K4 to allow Fellowship candidates to evidence their use and application of digital tools and platforms in teaching and learning design, teaching and learning activities and assessment practices.&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 09:48:47 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104945701</guid>
      </item>
      <item>
         <title>Descriptor Rewording</title>
         <author>olaelshurafa</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104950851</link>
         <description><![CDATA[<div>Successful engagement and influence across all five areas of activity.<br>OR<br>Successful engagement and impact across all five areas of activity.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 09:52:10 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104950851</guid>
      </item>
      <item>
         <title>Suggested areas to incorporate</title>
         <author>olaelshurafa</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2104958555</link>
         <description><![CDATA[<div>1. Value-based learning: What values do educators promote among their students. life-long learning, self learning, teamwork, constructive feedback, continuous improvement.<br><br>2. Student Engagement practices<br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-21 09:57:24 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2104958555</guid>
      </item>
      <item>
         <title>I think that inclusive practice enacted towards students or colleagues could be more explicit in the framework. This may find a place in V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development appropriate to inclusive learning environments. Sometimes I see an overlap between A5 and V3.</title>
         <author>pfranco15</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2107259859</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-22 11:09:58 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2107259859</guid>
      </item>
      <item>
         <title>K6 - Quality assurance</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2111668526</link>
         <description><![CDATA[<div>I think we need to make the need for engagement qith quality assurance explicit, this is often missing particualrly at D2. It doesn't have to incude validation of programmes/modules or engagement with central QA functions, but reference to moderation of assessment, validation of exam papers etc. shows an awareness of the need for, and mechanisms to support QA that most staff do have experience of<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-24 11:45:05 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2111668526</guid>
      </item>
      <item>
         <title>Inclusive learning and teaching is already embedded in Professional Values, especially V1, although the term isn&#39;t used and perhaps it could be made more explicit. </title>
         <author>sarah_moore5</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2113654271</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-25 11:55:10 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2113654271</guid>
      </item>
      <item>
         <title>Could inclusion be foregrounded more in the Descriptors, so it becomes an overarching value that could be applied to several (arguably most/all?) Dimensions rather than siloed into V1 and V2?</title>
         <author>sarah_moore5</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2113655632</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-25 11:56:14 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2113655632</guid>
      </item>
      <item>
         <title>More could be done with the opening statements of the Descriptors that would cover a lot of the questions raised and set the baseline expectations of the Descriptor</title>
         <author>sarah_moore5</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2113657813</link>
         <description><![CDATA[<div>This could include reference to inclusion, impact (showing that practice is working), range of practice expected at that particular Descriptor. Essentially, what does effectiveness/breadth of practice mean for that Descriptor?</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-25 11:57:44 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2113657813</guid>
      </item>
      <item>
         <title>The list of job roles aren&#39;t necessarily helpful - could be replaced by expected range of practice for each Descriptor</title>
         <author>sarah_moore5</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2113658283</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-25 11:58:08 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2113658283</guid>
      </item>
      <item>
         <title>Should reflection be drawn out more explicitly in the Descriptors? We expect people to reflect on their practice (showing evidence especially in A5 and V3) but this could perhaps be emphasised more through the Descriptor statements</title>
         <author>sarah_moore5</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2113663835</link>
         <description><![CDATA[<div>Not just about how they use scholarship and CPD to inform their practice, but also how they develop it. These parts of the Descriptor are often seen as challenging for participants unfamiliar with the jargon, so talking about reflection/self-evaluation may make the PSF more accessible in general</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-25 12:02:43 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2113663835</guid>
      </item>
      <item>
         <title>For K4, applicants tend to focus more on use rather than value. Consider how to phrase this so the response isn&#39;t just a list of tools</title>
         <author>sarah_moore5</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2113664769</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-25 12:03:27 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2113664769</guid>
      </item>
      <item>
         <title>K1</title>
         <author>sarah_moore5</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2113670010</link>
         <description><![CDATA[<div>K1 sometimes feels a bit redundant (I have a PhD in...). Perhaps what we're interested in here is expertise rather than knowledge - it's less about 'having' knowledge and more about how you use your expertise and keep up to date with developments in your field that inform your teaching. This reference to expertise would also make it more accessible to those in student learning roles.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-03-25 12:07:24 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2113670010</guid>
      </item>
      <item>
         <title>Guidance on digital would be useful</title>
         <author>sandrahuskinson</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2123273488</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2022-03-31 09:58:09 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2123273488</guid>
      </item>
      <item>
         <title>Accreditation at different institutions</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2125153616</link>
         <description><![CDATA[<div>What has surprised me moving between institutions is the difference in local application processes - for example, at one institution only written applications were accepted, at another you could present. The length of the written application also tends to be really variable and nuanced at institutional level. I dont think this is helpful for candidates or referees/advocates</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-01 09:35:52 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2125153616</guid>
      </item>
      <item>
         <title>D4 treated v differently in some local schemes</title>
         <author></author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2125262659</link>
         <description><![CDATA[<div>Our local scheme covers D1-D3 only and not much promotion of D4 generally</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-01 11:25:49 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2125262659</guid>
      </item>
      <item>
         <title>Academics v/s professional services v/s researchers</title>
         <author>teeroumaneenadan</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2136728266</link>
         <description><![CDATA[<div>The PSF is written for an academic audience. Sadly staff for professional services or doing research get put off from applying. When I did my D3, I was told the text says students, but you can write for staff if that is what I do. So perhaps make it clear for the various categories, and use more neutral wordings e.g. supporting stakeholders, rather than just 'students'.&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-08 17:47:04 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2136728266</guid>
      </item>
      <item>
         <title>We do not all start at the same place</title>
         <author>teeroumaneenadan</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2136735151</link>
         <description><![CDATA[<div>Staff from a privileged background may have been supported since childhood. Whereas others have had to work harder to reach where they are. It is not right to compare both categories.&nbsp; </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-08 17:52:19 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2136735151</guid>
      </item>
      <item>
         <title>Re-assessment after a certain period of time</title>
         <author>teeroumaneenadan</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2136740157</link>
         <description><![CDATA[<div>The society is changing, HE is changing, there are new needs, new values, new mission.<br>Someone who gained a fellowship 20 years back may not be fulfilling the new vision and mission of HEA, their HEIs or needs of the society anymore. There needs to be a re-assessment some point in time. E.g. during the pandemic we know many senior staff have been adamant on students and staff having cameras on, is this inclusive? Is this appropriate for students living in a small box room being forced to show 3mx3m room?</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-08 17:55:52 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2136740157</guid>
      </item>
      <item>
         <title>Reverse mentoring</title>
         <author>teeroumaneenadan</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2136744313</link>
         <description><![CDATA[<div>Currently many POC staff are reverse mentoring SLTs, but yet these are not recognisable at the moment under D4, as the wording D3. e.g. says 'establishing', 'championing'. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-08 17:59:06 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2136744313</guid>
      </item>
      <item>
         <title>Check for others&#39; contribution to projects</title>
         <author>teeroumaneenadan</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2136751339</link>
         <description><![CDATA[<div>Some staff may have PAs, etc doing their job, line managers and HODs often designate their tasks.<br>On the other hand&nbsp;there are staff who take on projects on their own. Perhaps check things like:<br>- Did you do the project on your own<br>- What size is your team<br>- Is there anyone else who contributed to this project<br>- Is there someone who else should be also acknowledged or commended for the project</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-08 18:04:45 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2136751339</guid>
      </item>
      <item>
         <title>Include in feedback</title>
         <author>teeroumaneenadan</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2136764691</link>
         <description><![CDATA[<div>In the feedback received, it will be nice to also include some directions for the next step and how the staff can achieve that.<br>E.g. If someone applied for their D3 and got it, the feedback could also include:<br>- URLs for D4<br>- Tips on achieving D4<br>- Dates for webinars/training for D4<br>- Resources useful for D4<br><br>For strong D3 candidates who already do some bits and pieces of D4, these could also be done:<br>- Based on the projects they have discussed, how they can take that further to be a D4&nbsp;<br>- Assign a mentor</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-08 18:15:10 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2136764691</guid>
      </item>
      <item>
         <title>Assessment only by AdvanceHE</title>
         <author>teeroumaneenadan</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2136782579</link>
         <description><![CDATA[<div>Interview assessment within HEIs has more problems that it appears. Some staff get granted their accreditation despite not fulfilling their descriptors, values etc to the needed level.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-08 18:29:09 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2136782579</guid>
      </item>
      <item>
         <title>Training of assessors</title>
         <author>teeroumaneenadan</author>
         <link>https://padlet.com/juliebc18/psfconsult/wish/2136784196</link>
         <description><![CDATA[<div>Should be centralised, so that there is no subjective assessment esp of the interview format</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-08 18:30:35 UTC</pubDate>
         <guid>https://padlet.com/juliebc18/psfconsult/wish/2136784196</guid>
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