NTFS and CATE Winners

Professor Ale Armellini NTF, PFHEA

Alejandro (Ale) Armellini leads institution-wide, team-based transformation through pedagogic redesign for active blended learning in partnership with staff, students and employers. He is a point of reference for teaching excellence and learning innovation, as evidenced by his global reach and sustained influence through research, innovative practice and creative approaches to staff development.

Dr Mike Raynor NTF

Dr Mike Rayner has a demonstrable track record of leading and delivering global engagement strategies for inclusive learning and teaching and facilitating social mobility to ensure that all students and staff, regardless of gender, ability, ethnicity, socio-economic background or religious beliefs, are enabled to fulfil their potential.

Project Phoenix - Academic Development and TEL

In summer 2020, Project Phoenix – a collaboration between Technology Enhanced Learning and Academic Development sections – developed a number of mechanisms to support academic staff in a rapid transition to "Blended and Connected Learning", the pedagogic framework adopted by the University in response to the emerging pandemic.  The Project brought together a wide and varied team, both academics and professional services staff from across the University, to deliver against challenging deadlines. By adopting a truly collaborative approach the Project was successfully able to: promote guiding principles for blended and connected learning; develop course and module Moodle templates to ensure consistency for students and to assist staff who were unfamiliar with online teaching; create support websites for academic staff; provide a range of staff development sessions; organize online "blended and connected" festivals; and offer online courses.

Dr Andy Clegg SFHEA, NTF, IFNTF
Associate Professor in Academic Innovation and Enhancement

Dr Andy Clegg has a demonstrable track record of leading strategic change and delivering real enhancement to learning and teaching through innovative approaches to curriculum design and the creation of safe, aspirational spaces for engagement, collaboration, self-discovery and personal reflection, where staff can enhance their confidence, self-efficacy and pedagogic competencies.

Professor Stephen Corbett NTF, PFHEA

Stephen Corbett is a Head of School and Reader in Professional Development & Learning at the University of Portsmouth. As a previous further education teacher, he advocates strong collaboration between the higher and further education sectors. Through Stephen’s leadership and partnership work, he has had an impact on the development of new and existing further education teachers in England.

Professor Sherria Hoskins NTF, PFHEA

Sherria is Professor of Psychology and Education and a Principal Fellow, taking inspiration from her experiences as a basic adult education tutor teaching adults with severe learning disabilities and those leaving school without basic reading, writing and mathematics skills. This started her passion for understanding how students could be in a learning context without learning occurring and in developing enabling learning communities and self concepts. She takes a social cognitive approach to understanding the impact of our self and implicit theories. She is specifically interested in whether we can influence these theories to positively impact learning expectations, behaviour and resilience to create positive outcomes. She has led many high profile funded research projects exploring this in school children and Higher Education learners.