Teacher audit

December 24, 2004

* Name: Chris Pegler

* Age: 48

* Job: Lecturer at the Institute of Educational Technology at the Open University 

* Salary: Lecturer B scale 

* Qualifications: BA business (Coventry University); BA (Open University), MBA (Warwick University); MA in online and distance education (Open University); and a postgraduate certificate in online education and training (Institute of Education, University of London). All but the first were part time and mostly distance/online learning.

* Practical training/experience/background: I worked on the operational/ management side of educational publishing in the 1980s. I then spent ten years commissioning and developing resources for Warwick's distance-taught MBA. But a lot of my experience and ideas come from being a part-time student and tutor, so when I moved to the OU in 2000, as a learning and teaching services development manager, I continued to study and tutor online. This was a punishing workload. In 2002 I decided to consolidate my three separate teaching and learning identities by applying for a lecturer post. It was definitely a good move, and in 2004 I became a National Teaching Fellow and a permanent member of the Institute of Educational Technology.

* Hours spent teaching: Varies depending on whether I'm on the writing team for a new course and whether I am tutoring. Can be as high as 90 per cent of my time, but usually nearer to 30 per cent, including staff development activity.

* Hours on red tape: As I used to be in management, I probably don't see this as the burden that others do. About 10 per cent of the time that I used to spend on it.

* Hours on research: Not nearly enough. I have a backlog of study leave and hope to spend 40 per cent of my time on this in the next 12 months. I'm working on a part-time PhD and starting my National Teaching Fellowship project.

* Teaching bugbear this past year: Having to recreate a course being taught through the UK eUniversity platform in another learning environment with very little warning. This was unpleasant fallout from the failure of the UKeU.

* How did you overcome it? Cooperative students, committed colleagues, inspired leadership (not mine), sheer grit, determination and late nights.

Luckily, the end-of-course evaluation shows that most students liked the new learning environment better.

* Best teaching moment? Every time a student gets to the end of the course, despite their worst expectations. Every time I try something new and it works (the bigger the breath I have to hold, the better the buzz afterwards).

* My teaching tip? Read other people's online messages and note their strategies for getting around the problems that cause you grief. Students often have the best tricks.

* Outside interests: Trying to get inside the head of my seven-year-old son Rhys. He makes me see my own early learning experiences in a completely new light.

You've reached your article limit.

Register to continue

Registration is free and only takes a moment. Once registered you can read a total of 3 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments
Register

Have your say

Log in or register to post comments

Most Commented

James Fryer illustration (27 July 2017)

It is not Luddism to be cautious about destroying an academic publishing industry that has served us well, says Marilyn Deegan

Jeffrey Beall, associate professor and librarian at the University of Colorado Denver

Creator of controversial predatory journals blacklist says some peers are failing to warn of dangers of disreputable publishers

Hand squeezing stress ball
Working 55 hours per week, the loss of research periods, slashed pensions, increased bureaucracy, tiny budgets and declining standards have finally forced Michael Edwards out
Kayaker and jet skiiers

Nazima Kadir’s social circle reveals a range of alternative careers for would-be scholars, and often with better rewards than academia

hole in ground

‘Drastic action’ required to fix multibillion-pound shortfall in Universities Superannuation Scheme, expert warns