My CPD activities

Curriculum Development Meeting for a Degree Programme in Dance Science

2 September 2024 - 6 September 2024

Category: Curriculum development

Hours: 40h

Location: Catalyst University

Organisation: Catalyst University

Reflection:

Attending the curriculum development meeting for the Dance Science degree programme was an enlightening experience that deepened my understanding of how academic programmes are structured to balance theoretical knowledge, practical skills, and industry relevance. The discussions provided valuable insights into the interdisciplinary nature of dance science and the importance of designing a curriculum that prepares students for both academic and professional success.

Key Takeaways

One of the most significant takeaways was the emphasis on integrating science and movement practice. Dance science bridges anatomy, biomechanics, psychology, and performance training, so the curriculum must ensure that students not only understand theoretical concepts but also apply them in practical settings. Key considerations included:

Balancing Theory and Practice: Ensuring modules cover essential scientific principles (e.g., physiology, injury prevention) while incorporating studio-based learning (e.g., conditioning for dancers).
Industry Relevance: Aligning course content with professional standards, such as preparing students for careers in dance medicine, performance enhancement, or rehabilitation.
Research and Critical Thinking: Embedding research skills early in the programme to encourage evidence-based practice in dance.

Challenges & Considerations

The meeting also highlighted challenges, such as:

Interdisciplinary Collaboration: Coordinating input from dance educators, scientists, and health professionals to create a cohesive programme.
Resource Allocation: Ensuring access to lab facilities, movement studios, and qualified staff to deliver specialised content.
Student Engagement: Making scientific content accessible and engaging for dancers who may initially be more inclined toward practical training.

Personal Insights & Future Application

As someone invested in dance education, I found the discussions on injury prevention and dancer wellness particularly compelling. The inclusion of modules on mental health, nutrition, and safe dance practices reflects a holistic approach to training—one that I believe should be standard in dance education. Moving forward, I am interested in exploring how this curriculum could incorporate emerging trends, such as:

Technology in Dance Science: Using motion capture or wearable tech for performance analysis.
Lifelong Learning for Dancers: Preparing students for transitions into teaching, therapy, or research roles post-performance.

Conclusion

The meeting reinforced the importance of thoughtful curriculum design in shaping competent, adaptable dance professionals. It was inspiring to see how different perspectives—academics, practitioners, and industry experts—came together to create a programme that is both rigorous and relevant.

Final Thought: A well-structured Dance Science degree has the potential to revolutionise dance training by fostering a deeper understanding of the body, enhancing performance longevity, and expanding career pathways for dancers. I look forward to seeing how this programme develops and the impact it will have on future practitioners in the field.

PGCert in Blended Learning

1 January 2025 - 30 April 2025

Category: Formal training

Hours: 120h

Location: In person

Organisation: Solent Uni (example)

Reflection:

Completing the Postgraduate Certificate in Blended Learning has been a transformative journey that has reshaped my understanding of modern pedagogy, technology-enhanced learning, and the evolving role of educators in digital spaces. This programme has equipped me with both theoretical knowledge and practical skills to design, implement, and evaluate blended learning experiences effectively.

Key Learnings and Insights

One of the most valuable aspects of this course was exploring the balance between face-to-face and online learning. I gained a deeper appreciation for how blended learning can enhance flexibility, accessibility, and student engagement without sacrificing the benefits of traditional classroom interaction. Key takeaways include:

Pedagogical Frameworks: Understanding models like the Community of Inquiry (CoI) and the TPACK (Technological Pedagogical Content Knowledge) framework helped me integrate technology purposefully rather than as an afterthought.
Learning Design: Structuring courses with intentional synchronous and asynchronous components to foster collaboration, reflection, and self-paced learning.
Student-Centred Approaches: Using digital tools (e.g., LMS platforms, interactive media, discussion forums) to personalise learning and support diverse needs.

Challenges and Growth

The programme also pushed me out of my comfort zone, particularly in:

Technology Integration: Experimenting with new tools (e.g., H5P, Mahara, virtual classrooms) required adaptability and problem-solving.
Assessment Strategies: Rethinking traditional assessments to align with blended formats, such as e-portfolios, peer feedback, and competency-based evaluations.
Digital Equity: Recognising barriers like internet access and digital literacy, and designing inclusive solutions.

Practical Applications

I now feel confident in redesigning courses to leverage blended learning effectively. For example:

Flipped Classroom Models: Using pre-recorded lectures for theory, freeing class time for active learning.
Hybrid Collaboration: Combining in-person workshops with online discussion boards to extend learning beyond the classroom.
Data-Informed Teaching: Using analytics from LMS platforms to track engagement and adapt instruction.

Personal and Professional Impact

This certification has not only expanded my teaching toolkit but also shifted my mindset. I now view technology as an enabler of deeper learning rather than just a delivery mechanism. It has also sparked my interest in further research, particularly in AI-supported learning and adaptive blended models.

Conclusion

The Postgraduate Certificate in Blended Learning has been a catalyst for professional growth, empowering me to meet the demands of 21st-century education. As I move forward, I am excited to implement these strategies, mentor colleagues, and contribute to the ongoing evolution of blended learning in my institution.

Final Thought: Blended learning is not just about mixing online and offline elements—it’s about reimagining education to be more flexible, inclusive, and impactful. This journey has given me the vision and tools to be part of that transformation.

Attending the Workshop Designing ePortfolio Assessments with Mahara

3 February 2025

Category: Hands-on experience

Hours: 6h

Organisation: Mahara

Contact name: Kristina Hoeppner

Contact title: Mahara Project Lead

Reflection:

Attending the workshop Designing ePortfolio Assessments with Mahara was an insightful and enriching experience that deepened my understanding of how ePortfolios can enhance learning and assessment in educational settings. The session provided valuable knowledge on leveraging Mahara, an open-source ePortfolio platform, to create meaningful and reflective assessments that align with pedagogical goals.

Key Takeaways

One of the most important lessons I gained was the role of ePortfolios in fostering student-centered learning. Unlike traditional assessments, ePortfolios allow students to showcase their growth over time, reflect on their learning journey, and take ownership of their work. The workshop emphasized the importance of structuring ePortfolio assessments to encourage critical thinking, self-assessment, and continuous improvement.

I also learned practical strategies for designing effective ePortfolio tasks, such as:

Clear Rubrics & Guidelines: Providing students with well-defined criteria ensures they understand expectations and can self-evaluate their progress.
Scaffolding Reflection: Incorporating guided reflection prompts helps students articulate their learning experiences and connect them to course outcomes.
Integration with Learning Outcomes: Aligning ePortfolio tasks with curriculum objectives ensures that assessments are purposeful and meaningful.

Challenges & Considerations

The workshop also highlighted potential challenges, such as student resistance to reflective writing and the time required to assess ePortfolios effectively. However, the facilitators shared useful tips for overcoming these barriers, including offering exemplars, providing formative feedback, and using peer reviews to build confidence in the process.

Personal Application

As an educator, I now see great potential in using Mahara to create more dynamic and personalized assessments. I plan to experiment with integrating ePortfolios into my courses, starting with small, scaffolded tasks that build students' digital literacy and reflective skills. The workshop has inspired me to explore innovative ways to make assessment more engaging and meaningful for learners.

Conclusion

Overall, this workshop was a valuable professional development opportunity that expanded my perspective on assessment design. The hands-on experience with Mahara, combined with collaborative discussions, has equipped me with practical tools to implement ePortfolios effectively. I look forward to applying these insights in my teaching practice and supporting students in becoming more reflective and autonomous learners.

Final Thought: ePortfolios are not just a tool for assessment but a powerful medium for lifelong learning—and this workshop has motivated me to harness their full potential.

Reflection on the "Understanding and Overcoming Impostor Syndrome" Webinar

3 March 2025

Category: Professional development

Hours: 2h 30m

Do you ever feel like a fraud, fearing others will "find out" you’re not as capable as they think? You’re not alone. Join our empowering 2-hour webinar to understand and conquer imposter syndrome! 🔹 Learn why high achievers often struggle with self-doubt. 🔹 Identify the thought patterns keeping you stuck. 🔹 Discover practical strategies to reframe negativity and build confidence. 🔹 Connect with others who share your struggles in a supportive space. Perfect for students, professionals, and anyone who dismisses their accomplishments as "luck." Walk away with tools to silence your inner critic and embrace your worth.

Location: Online

Organisation: Skills4U

Reflection:

Attending the two-hour webinar on impostor syndrome was an eye-opening and deeply validating experience. As someone who has often doubted my accomplishments and feared being "exposed" as inadequate, the session provided both reassurance and practical strategies to combat these feelings. The webinar not only helped me recognize the prevalence of impostor syndrome but also gave me tools to reframe my self-perception and build confidence in my abilities.

One of the most impactful realizations was learning that impostor syndrome is incredibly common, especially among high-achievers, and is not a reflection of actual competence. Hearing the facilitator and other participants share their experiences made me feel less isolated in my struggles. The discussion on how societal pressures, perfectionism, and comparison contribute to these feelings helped me understand the root causes of my self-doubt.

The webinar introduced several strategies to manage impostor syndrome, and two particularly resonated with me:

Reframing negative self-talk: The exercise on identifying and challenging my inner critic was transformative. I now recognize how often I dismiss my achievements as "luck" or "help from others" rather than acknowledging my own effort and skill. Replacing thoughts like "I don’t belong here" with "I earned my place" feels empowering.
Normalizing failure and imperfection: The reminder that mistakes are part of growth—not proof of inadequacy—was liberating. The facilitator’s emphasis on viewing challenges as learning opportunities rather than threats to my credibility shifted my perspective.

Another valuable takeaway was the importance of seeking support and sharing experiences. The breakout discussions revealed how many of us hide our doubts out of shame, yet openness can foster connection and reduce feelings of fraudulence. Moving forward, I want to be more vocal about my struggles with trusted peers and mentors, as vulnerability often dissolves the illusion that everyone else has it all figured out.

While two hours was not enough to completely undo years of self-doubt, the webinar equipped me with a clearer understanding of impostor syndrome and actionable steps to address it. I now see it as a mindset to manage rather than an unchangeable truth. Going forward, I will practice self-compassion, celebrate small wins, and remind myself that growth happens outside my comfort zone.

This session was a meaningful step in my journey toward greater self-assurance, and I’m grateful for the tools and solidarity it offered. Overcoming impostor syndrome is an ongoing process, but I now feel better prepared to face it with awareness and resilience.

Mahara Bootcamp

9 April 2025 - 11 April 2025

Category: Portfolio activity development

Hours: 16h

Location: In person

Organisation: Catalyst IT

Reflection:

The Mahara Portfolio Bootcamp provided an immersive, practical introduction to creating and managing ePortfolios using Mahara—an experience that was both challenging and rewarding. As someone relatively new to digital portfolio platforms, this hands-on workshop helped me understand not just the technical aspects of Mahara, but also its pedagogical value in fostering reflective learning and professional development.

Key Takeaways

Practical Skill Development:
- The bootcamp gave me firsthand experience in building pages, organizing collections, and customizing layouts in Mahara. Through guided exercises, I learned how to embed multimedia (videos, documents, links) and control privacy settings to tailor portfolios for different audiences (e.g., instructors, peers, employers).
- I particularly appreciated learning time-saving tricks, such as using templates and duplicating pages, which will make future portfolio work more efficient.
Reflective Learning Frameworks:
- The facilitators emphasized how Mahara can structure reflection—for example, by integrating prompts, journals, and feedback loops. This aligns well with my interest in helping students document growth over time.
- We explored rubrics for assessing ePortfolios, focusing on critical thinking, curation, and presentation rather than just content accumulation.
Collaborative Potential:
- A highlight was practicing group portfolios, where teams collaborated on shared pages. This demonstrated Mahara’s utility for project-based learning and peer review.

Challenges & Problem-Solving

Initial Overwhelm: The interface felt cluttered at first, but the step-by-step tutorials helped me navigate features like "Collections" and "Access Rules."
Design Dilemmas: Balancing creativity with usability was tricky. For example, I initially overdesigned a page with widgets, making it visually busy. Feedback from peers helped me refine my approach.
Pedagogical Integration: I questioned how to scaffold portfolio tasks for learners new to Mahara. The bootcamp addressed this by sharing sample assignment briefs and incremental workflows (e.g., "start with weekly journal entries").

Applications & Future Goals

Teaching: I plan to pilot a course-long ePortfolio in my upcoming class, using Mahara for reflective journals and competency tracking. The bootcamp’s examples (e.g., linking artifacts to learning outcomes) gave me concrete ideas.
Professional Use: I’ll create my own professional development portfolio to showcase teaching philosophy, certifications, and conference presentations.
Advocacy: I now feel equipped to train colleagues on Mahara’s benefits, especially for programs needing authentic assessment alternatives.

Conclusion

This bootcamp transformed Mahara from a vague concept into a tool I’m excited to use. The hands-on format—paired with peer collaboration and facilitator support—made the learning sticky. While I’ll need practice to master advanced features, I now see Mahara as more than a platform: it’s a dynamic space for storytelling, reflection, and lifelong learning.

Final Thought: Portfolios shouldn’t just archive work; they should activate learning. This experience convinced me that Mahara, when designed intentionally, can do both powerfully.

Reflection on the Writing Retreat: Approaches to Crafting a PhD Thesis

14 April 2025 - 16 April 2025

Category: Professional development

Hours: 24h

Location: Yorkshire Dales

Organisation: Thesis Support UK

Reflection:

Attending the writing retreat was an incredibly enriching experience that provided me with valuable insights into the process of writing a PhD thesis. Before the retreat, I often felt overwhelmed by the sheer scale of the project, unsure of how to structure my ideas or maintain momentum. However, the sessions and discussions helped demystify the writing process and equipped me with practical strategies to approach my thesis with clarity and confidence.

One of the most impactful lessons was the emphasis on **breaking the thesis into manageable sections** rather than viewing it as one monolithic document. The facilitators encouraged us to think of each chapter as an independent piece of writing with its own purpose, argument, and structure. This shift in perspective made the task feel less daunting and allowed me to focus on incremental progress.
Another key takeaway was the importance of **setting realistic writing goals** and establishing a consistent routine. Through guided exercises, I learned how to create a sustainable writing schedule, balancing productivity with self-compassion. The retreat also highlighted the value of **freewriting and drafting without self-criticism**—a liberating approach that helped me overcome perfectionism and generate content more freely.
Beyond technical skills, the retreat reinforced the **psychological and emotional aspects** of thesis writing. The facilitators normalized the challenges of motivation, imposter syndrome, and burnout, offering strategies to navigate them. This holistic approach reminded me that writing a PhD is not just an intellectual endeavor but also a test of resilience and self-discipline.
Moving forward, I feel more prepared to tackle my thesis with a structured, mindful approach. The retreat has given me tools to organize my thoughts, maintain momentum, and handle setbacks constructively. Most importantly, it reminded me that writing is not just about producing a final product but also about engaging deeply with my research and growing as a scholar.

I am grateful for this experience and look forward to applying these lessons to my PhD journey. The retreat was not just about learning how to write—it was about learning how to think, reflect, and persevere.

1 Attached files

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Total hours: 208 hours 30 minutes

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CPD log for 2025

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