Present appointment: Programme Director Teaching Qualification for Further Education (TQFE) In my current role as Programme Director TQFE I provide academic leadership across the pre-service and in-service programmes. I am responsible for overseeing curriculum development and liaising with key college partners and other external organisations. I am module coordinator for the ‘Professional Practice' and ‘Accreditation of prior PDA' modules on the in-service course and also lead the ‘Link Practice' module as part of the pre-service course. Up until 2014/15 I was also programme leader for the Access to Degree studies programme and taught on the course in both the autumn semester (Introduction to Business and Management) and the spring semester (Education). I have also led and taught on a number of master's programmes (MSc Technology Enhanced Learning, MEd Lifelong Learning). My teaching on these programmes has included:
ASSPJI ‘Information Technology in Society' LLLP13 ‘Professional Enquiry and Research' TELP01 ‘Online Pedagogy - Strategies and Tactics' TELP03 ‘E-Learning from a Communities of Practice Perspective'
As part of my teaching responsibilities on the MSc Technology Enhanced Learning and MEd Lifelong Learning programmes I supervised a number of master's dissertations successfully.
Developing and sustaining a national learning-object sharing network: A social capital theory perspective. ASCILITE 2005
Event organiser. Vocational Teacher Education in the 21st Century: Opportunities and Challenges
This symposium will offer participants the opportunity to examine a range of important issues that have a bearing on the initial and ongoing education of vocational educators both in the UK and internationally - examining both opportunities and challenges. A series of five presentations will be offered during the day - each lasting 40 minutes to allow time for discussion. The event will be of interest to: university and college based academic staff; researchers; practitioners; policy-makers; academic managers.
Transforming practice, transforming practitioners: reflections on the TQFE in Scotland
This study offers reflections on the Teaching Qualification Further Education (TQFE) in Scotland as an example of the transformative professional learning model as identified by Kennedy (2005). The focus of this study is the professional learning of lecturers in Scotland's colleges. Informed by wider considerations of teacher education more broadly, it will be of particular interest to those supporting a transformative model of professional learning in a variety of educational contexts. The research was undertaken as a collaborative initiative between each of the three Universities which offer the TQFE in Scotland. Qualitative data are drawn from former TQFE participants and college mentors, and thematic analysis used to gain further insight from participant interviews. Findings highlight the transformative nature of the TQFE with an impact that is beyond the currency of the TQFE programme duration. The provision of transformative professional learning opportunities is now imperative given various pressures and tensions around the development of educators more generally and within contemporary Scottish Further Education in particular. Such pressures and tensions include: the varied demands within the Professional Standards for Lecturers in Scotland's Colleges (Scottish Government, 2012), and the need for professional learning for college lecturers to go beyond a competency or tool-kit based approach and to be sustainable.
Review of Professional Standards for Lecturers in Scotland's Colleges
I am a member of the panel undertaking the review of the 'Professional Standards for Lecturers in Scotland's Colleges'. The group is planning to publish the renewed standards by June 2018.
Revalidation MA Education Newman University
I am a panel member for the revalidation of the MA Education programme at Newman University.
As part of my ‘scholarly activity' I have engaged in pedagogic research particularly in relation to the use of digital technologies to support teaching/learning. I was successful in securing funding of ?300,000 from JISC (2003/04 - 2006/07) for a collaborative project ‘Learning to Learn'. I led this project and as part of this developed and implemented the pedagogic evaluation framework. A number of conference papers and other publications were produced on the basis of the work of the project. In 2006 I completed my PhD research at the University of Lancaster. The title of my thesis was: ‘Initial participation in a learning-object exchange network: a practice theoretic perspective'. My PhD research was based on the work of the ‘Learning to Learn' project mentioned above.
Book Chapter
Quality. How do we evaluate the quality of teaching and learning?
Gregson M, Duncan S, Brosnan K, Derrick J, Husband G, Nixon L, Spedding T, Stubley R & Webber Jones R (2020) Quality. How do we evaluate the quality of teaching and learning?. In: Reflective Teaching in Further, Adult and Vocational Education. 5th ed. Reflective Teaching. London: Bloomsbury, pp. 351-374. https://www.bloomsbury.com/uk/reflective-teaching-in-further-adult-and-vocational-education-9781350102002/
Book Chapter
Spaces. How are we creating environments for learning?
Brosnan K, Gregson M & Duncan S (2020) Spaces. How are we creating environments for learning?. In: Reflective Teaching in Further, Adult and Vocational Education. 5th ed. Reflective Teaching. London: Bloomsbury, pp. 179-206. https://www.bloomsbury.com/uk/reflective-teaching-in-further-adult-and-vocational-education-9781350102002/
Article
Transforming practice, transforming practitioners: reflections on the TQFE in Scotland
Bain Y, Brosnan K & McGuigan A (2019) Transforming practice, transforming practitioners: reflections on the TQFE in Scotland. Research in Post-Compulsory Education, 24 (1), pp. 83-101. https://doi.org/10.1080/13596748.2018.1526907
Book Chapter
Designing for change: Visual design tools to support process change in education
Casey J, Brosnan K, Greller W, Masson A, MacNeil A & Murphy C (2008) Designing for change: Visual design tools to support process change in education. In: Botturi L & Stubbs T (eds.) Handbook of Visual Languages for Instructional Design: Theories and Practices. London: Idea Group Inc, pp. 413-438. http://www.igi-global.com/chapter/handbook-visual-languages-instructional-design/22105
Conference Paper (unpublished)
Brosnan K (2006) Digital stories around the virtual camp fire: participation in a learning resource sharing network as a form of lecturer continuing professional development. International Conference on Researching Work and Learning RWL4, Sydney, Australia, 12.12.2005-14.12.2005. https://sites.google.com/site/rwl4proceedings/home
Conference Paper (unpublished)
Brosnan K (2005) Developing and sustaining a national learning-object sharing network: A social capital theory perspective. ASCILITE 2005, Brisbane, Australia, 04.12.2005-07.12.2005. http://www.ascilite.org/conferences/brisbane05/start.shtml
Edited Book
Learning Transformations: Changing Learners, Organisations and Communities
Saunders D, Brosnan K, Walker M, Lines A, Storan J & Acland T (eds.) (2004) Learning Transformations: Changing Learners, Organisations and Communities. London: FACE (Forum for the Advancement of Continuing Education). http://www.f-a-c-e.org.uk/publications-and-research/face-conference-proceedings.htm
Other
Casey J & Brosnan K (2004) Some Potential Benefits of Sharing Graphical and Dynamic Representations of Pedagogic Strategy for Learning Support Introduction. Learning Technology Newsletter, 6 (3), pp. 26-31. http://www.ieeetclt.org/issues/july2004/learn_tech_july2004.pdf
Other
Casey J & Brosnan K (2004) If Content is King, Context is God! Secondary Usage Metadata & Resources in Supporting Web Services for Learning Communities. Learning Technology Newsletter, 6 (1) p. 31. http://www.ieeetclt.org/issues/january2004/learn_tech_january2004.pdf
Article
Web based continuing professional development – a learning architecture approach
Brosnan K & Burgess RC (2003) Web based continuing professional development – a learning architecture approach. Journal of Workplace Learning, 15 (1), pp. 24-33. https://doi.org/10.1108/13665620310458794