Jamie is an Academic Developer at Anglia Learning & Teaching, focussing on designing and delivering academic and professional development activities which embed active, inclusive, and collaborative learning and teaching practices.
Jamie's work focuses on promoting active, inclusive, and collaborative teaching and learning and offering evidence-informed pedagogic support and advice to ARU colleagues. This can be through designing and delivering workshops, initiatives, resources and projects which aim to foster positive change and share good teaching and learning practice.
Before joining ARU, Jamie worked in several different roles within Further & Higher Education. He began his career in pastoral support, offering personal, academic and progression support to FE students, before moving into an academic post, specialising firstly in psychology and then teacher education.
He progressed into a course management role, being responsible for the quality and delivery of a teacher education and training provision with a portfolio of seven courses. He has taught in several different contexts, on a range of courses, including foundation and bachelor’s degree programmes, professional teacher training qualifications, including PGCE Post-Compulsory Education, and FE courses such as Access to Higher Education pathways and 16-19 study programmes.
Jamie is a Senior Fellow of the Higher Education Academy (SFHEA) and holds Fellow and QTLS (Qualified Teacher Learning & Skills) status with the Society for Education and Training. He also holds Associate Fellowship with SEDA (Staff and Educational Development Association).
Heywood, J., 2020. How can action research in teacher training help you become a reflective practitioner? British Educational Research Association (BERA), [blog] 22 September.
Heywood, J., 2020. What is the future in FE for TEL and Digital Pedagogy? Thoughts from the bike by an FE Teacher Educator. Association for Learning Technology (ALT), [blog] 8 September.
Heywood, J., 2020. Ten Tips for Teaching Online. Bedford College Group Research Network, [blog] 2 July.