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I am the KAPS Director and as part of my role I oversee the provision of the KAPS programme - Kingston's AdvanceHE-accredited framework which recognises the professional practice of experienced colleagues at Kingston within the UK Professional Standards Framework. I am also contributing to the Introduction to Learning and Teaching (ILT) programme, as well as the CPD staff development programme at Kingston.
On top of leading the CPD scheme to Fellowship via application based on experience (KAPS), I am also designing sessions, teaching, assessing, observing, mentoring and giving feedback to participants on the Introduction to Learning and Teaching (ILT) course and developing and running a series of staff development workshops on a range of topics related to innovative pedagogical practices in higher education focusing on student-centred learning and the pedagogically effective use of technology to enhance learning.
My research interests include academic staff development needs for blended and online learning; curriculum design; assessment and feedback; learning theories; web conferencing and the use of video in education.
Senior lecturer in Learning and Teaching
I teach on the Introduction to Learning and Teaching (ILT) programme, which is the taught route to Associate Fellowship (AFHEA) and Fellowship (FHEA) for new staff who teach and support learning. As the KAPS Director, I have an oversight of the programme, liaise with the external examiners, conducting teaching observations of staff, providing advice and feedback and I am co-leading the technology enhance learning (TEL) sessions. I aim to provide new academic staff members undertaking the ILT programme with the knowledge and the tools required for them to enhance both their classroom based teaching but also their blended and online teaching with the pedagogically effective use of technology. I have enhanced the ILT programme through my expertise of leading similar programmes in other universities, my TEL and Fellowship judgement expertise.
Furthermore, I contribute to KU's CPD scheme by devising and running a range of workshops and webinars. I am a member of the organising committee of the Festival of Learning (FoL) annual conference which celebrates teaching and learning. Furthermore, I have delivered a number of stand-alone CPD sessions, some of which are open to all staff, while others are more targeted to course teams that were part of the K-CEP programme.
I have led various technology-enhanced learning (TEL) CPD sessions before and during the lockdown aiming to equip colleagues with the conceptual, pedagogic knowledge and digital skills required to engage their students online, synchronously and asynchronously. These sessions follow clear learning design principles and active learning techniques in order for students to engage in blended and online learning creating a sense of a community.
Using my experience in teaching observations as a formative, developmental activity and being an expert in TEL, I was in a position to co-ordinate the process of updating the Teaching Observations to include online teaching observations. This meant that, following the campus closures in March, LTEC quickly adapted to the new situation offering flexible opportunities for new staff to be observed in authentic, new modes of teaching.
My current research interests include curriculum design and staff development in the area of technology enhanced learning (TEL). My research informs and is informed by my academic practice. I always try to bridge the gap between research and teaching and my research is applied. I am an active researcher in the area of teaching and learning and educational technology and have presented my work in a number of national and international conferences. I have also delivered invited talks nationally and internationally, and my research has been published in international peer-reviewed journals such as the E-Learning Papers, the Electronic Journal of E-Learning (EJEL) and the British Journal of Educational Research (BERJ).
I am a reviewer for the Innovations in Education and Teaching International (IETI) Journal, a member of the Programme Committee for the Academic Practice and Technology (APT) annual Conference and a member in Lancaster University's alumni network for researchers in the area of technology enhanced learning (TEL).
Joseph-Richard, Paul, Almpanis, Timos, Wu, Qi and Jamil, Mohammad Golam (2021) Does research-informed teaching transform academic practice? Revealing a RIT mindset through impact analysis. British Educational Research Journal, 47(1), pp. 226-245. ISSN (print) 0141-1926
Joseph-Richard, Paul, Jessop, Tansy, Okafor, Godwin, Almpanis, Timos and Price, Daran (2018) Big brother or harbinger of best practice : can lecture capture actually improve teaching? British Educational Research Journal, 44(3), pp. 377-392. ISSN (print) 0141-1926
Compton, Martin and Almpanis, Timos (2018) One size doesn't fit all : rethinking approaches to continuing professional development in technology enhanced learning. Compass : Journal of Learning and Teaching, 11(1), ISSN (online) 2044-0081
Almpanis, Timos (2016) Using a mixed methods research design in a study investigating the ‘Heads of e‑Learning’ perspective towards Technology Enhanced Learning. Electronic Journal of e-Learning, 14(5), pp. 301-311. ISSN (online) 1479-4403
Almpanis, Timos (2015) Staff development and institutional support for Technology Enhanced Learning in UK universities. Electronic Journal of e-Learning, 13(5), pp. 380-389. ISSN (online) 1479-4403
Almpanis, Timoleon (2019) Classroom use, blended learning. In: Tatnall, Arthur, (ed.) Encyclopedia of education and information technologies. Cham, Switzerland : Springer. (Springer Reference Live) ISBN 9783319600130
Compton, Martin and Almpanis, Timos (2019) Re-engineered continuing professional development and modelled use of cloud tools and social media by academic developers. In: Rowell, Chris, (ed.) Social media in higher education : case studies, reflections and analysis. Cambridge, U.K. : Open Book Publishers. pp. 35-48. ISBN 9781783746682
Almpanis, Timos (2016) The perceived costs of online learning course delivery by campus-based UK HEIs. In: BERA Annual Conference 2016; 12-15 Sep 2016, Leeds, U.K.. (Unpublished)
Almpanis, Timos (2016) Learning theories, attitudes to technology and their impact on learning. In: Solent Public Lectures; 16 Mar 2016, Southampton, U.K..
Price, Daran and Almpanis, Timos (2015) Student and staff perceptions on the impact of lecture capture. In: International Conference on Information Communication Technologies in Education (ICICTE2015); 09-11 July 2015, Kos, Greece. (Unpublished)
As the Kingston Academic Practice Standards (KAPS) Director (since November 2019), it is my responsibility to lead the experiential route to all categories of Fellowship (KAPS) and have an oversight of the taught route (Introduction to Learning & Teaching – ILT). As part of my role I am KU's representative to the Accredited Programme Leaders' Network (APLN) run by AdvanceHE and have a responsibility to maintain the KAPS scheme's high quality. Duties include organising the KAPS panels, training KAPS panel assessors, liaising with external examiners, participating in standardisation events for Fellowship judgements, leading the online provision for KAPS as well as leading and co-ordinating within LTEC the delivery of the KAPS ‘Developing your application' workshops.
By participating in the Accredited Programme Leaders Network (APLN) events by AdvanceHE, I have the opportunity to network and exchange ideas with colleagues from other UK and international Universities who are leading similar schemes. Also, in order to maintain the KAPS standards in Fellowship judgements, I have participated in a number of standardisation events organised by AdvancedHE, aiming to calibrate Fellowship judgements for all categories of Fellowship. Participating in APLN and standardisation events has not only helped me to keep abreast of new developments and ensure that the KAPS standards are maintained, but also share this knowledge with KU colleagues in a range of situations, such as the KAPS/ILT meetings in LTEC, the KAPS panels and the KAPS panel assessors' training.