We had two frank and interesting discussions this week on our recent HMIe experience.
We started the discussions by acknowledging some of the broader points made in Norman Lucas’s piece which highlighted concerns about the distorting influence of external inspections in further education (see EDDG blog post “HMIe: How was it for you?” 17 Nov 2009)
At Monday’s meeting Fiona Gunn gave a brief overview of the feedback from the HMIe. Their general message was that there are no major concerns and that we are doing good work. However, they did not feel that there was anything particularly innovative in what they witnessed in terms of learning and teaching.
On Thursday Jordi Pitarch-Marquino came along to talk about his experiences of being observed. He said that, as a languages lecturer, he was quite used to being observed, so the experience wasn’t too daunting. The inspector stayed with him for about an hour and they had an extensive discussion afterwards. Jordi found the inspector to be courteous and genuinely interested in his teaching.
However, one of the points that came out of the discussion was that Jordi’s experience was not by any means consistent across all observations: some people had no “professional dialogue” after the observation; in other observations the inspector didn’t stay quite so long; and, finally, the post-lesson “profession dialogue”, for others, focussed less on learning and teaching and more on the college culture.
I put quotation marks around “professional dialogue” as some lecturers felt that it was more like an interview than a dialogue.
The discussions highlighted some concerns about the validity and usefulness of the process and, in some instances, the lack of credibility in some of the HMIe team. The point was made that it is important for the inspectors to have current knowledge of the subject area and teaching in order for our teaching staff to enter into a meaningful dialogue.
One or two people suggested that the subject-specific reviews (the subject aspect reviews as they’re called) have more credibility with college staff. However, it is also important that the inspectors involved with that process are seen to have relevant and up-to-date skills and experience in the subject area.
Some people felt that there was a sense of the review being more of a “lighter touch”. In fact, there was some concern that the inspectors didn’t give the staff that they met at various meetings the opportunity to talk about examples of innovative developments and effective teaching methods in their area. On a related point there was a comment made that the inspection lacked rigour.
However, some people felt that the inspectors that they talked to were approachable and willing to listen.
Quite a number of people talked about HMIe inspectors asking frank questions about the culture, governance and leadership of the college. These discussions, it was reported, were frank and open. There was some concern that the content of these discussions were diluted in the initial oral feedback from the inspectors. It was pointed out that some staff made some brave comments to the HMIe at various meetings on this issue. The point was made that staff would have little trust or respect of the inspection process, and of HMIe in particular, if such comments were ignored or lost in ambiguous language of any future report.
It was noted that HMIe seemed to be interested in the role that individual staff play in the development of college-wide strategies, policies and resources. In a sense, this was something very positive to come out of the experience – there is a recognition that the direction of the college needs to be defined by staff and learners through meaningful and continuing processes of engagement.
Linked to that, the inspectors also, it seems, brought up the subject of communication systems within the college. They were interested in how, and how well, we communicate with each other.
There was some discussion about the distorting function of inspections. Most people felt that unannounced HMIe visits would be a good thing. It would be interesting to know what the feeling of all staff is on this. Unannounced visits might offset some of the distortion that, it was suggested, can go on in the weeks and months up to a HMIe inspection. This point tied in well with some of comments made by Lucas in his article.
There was also some chat about who reviews the HMIe and it was claimed that the HMIe have recently stepped back from a process where they had invited tenders to review their own effectiveness.
To conclude, there was a general feeling, by many, that the process was a bit of a “non-event”. There was some disquiet with a snapshot process which evaluates and makes broad judgements and statements on our teaching and the college as a whole.
So, what did we learn? Well, one answer was that we learned a little bit more about how the HMIe inspection process itself. But how does that help our learners or enhance our teaching? I suppose it helps us prepare for future HMIe inspections.
On a more positive note, I think another thing we learned was that HMIe are, rightly, interested in learner and staff engagement in the culture and governance of the college.
But maybe that most important thing we learned, or need to learn, is that we should trust our own professional judgement about what we do. We are probably the most critical of judges of our own practice.
Thursday, November 26, 2009
Wednesday, November 25, 2009
The customer is dead; long live the learner – a reflection on Scotland’s Colleges Next Practice Conference.
Scotland’s Colleges held their Next Practice and Innovation annual conference today in Glasgow. It was entitled “Moving on up” and, yes, they had the song to guide and motivate us in and out of the conference hall.
The aim of the conference was to look at the impact of colleges in the community and in the economic spheres.
It was an odd conference in a way as it seemed, on arrival and in the early stages of the day, to be aimed at people working at higher levels of management both within the college context and associated bodies.
There were lots of suits.
A quick glance at the delegate list revealed that there were very few lecturers present. Strange indeed for a conference on “Next Practice” – where were the practitioners?
Anyway, the community bit, which came first, ended up sounding very economic as there was a lot of talk about how colleges can, or should, put an economic measure on their impact on society.
The Principal from Perth College talked about the promotion of Public Value Principles and how these principles have beneficial outcomes for business. These principles, it was claimed, should reflect the core values of colleges. We did ask the question about who had control of defining these principles. However, the answer didn’t quite synchronise with the question.
I have to say that sentences emanating from the platform such as “There are financials associated with values” made me scratch my head and shudder at the same time.
The economic bit of the conference was very employer-focussed and there were lots of references to the “employer voice”.
Government officials popped up at various points to add to the gloom by reminding us that things will get worse in terms of public service funding.
At this stage, to be honest, I was a bit depressed as I thought that the Scotland’s Colleges was, through this conference, reaffirming the primacy of the business model of further education in Scotland. There was little mention of learning – never mind teaching.
Of course, myself and Karen did our best to overturn a cart and gave our perspective on things when we facilitated a round-table discussion on the College’s Learner Engagement project. That, if I say so myself, seemed to go quite well and there may be some other colleges interested in getting involved.
After refreshments, we went back to the conference hall for the keynote speech from Sandy Shugart, President of Valencia Community College in Florida.
We had high hopes that Sandy from the Sunshine State would guide us out of the gloom.
He did not disappoint us.
Sandy started his talk with a song. The gloom started to lift. As he put down his guitar, he seamlessly entered into a discussion about the differences and tensions between institutions which, he claimed, are rooted in modernist ideals and students, who, he argued, inhabit post-modern ideological spaces.
His general point on this was, I think, that the hard edges of institutional thinking and processes is not a good match to the less rationalist perspectives of post-modern learners.
This was interesting, but there was more of interest to come. Sandy talked about the business model of education. “The consumer is dead”, he said and added that it was an “impoverished model of learning”. It was refreshing to hear such thoughts coming from the man in charge of one of the largest and most successful community colleges in America.
This keynote speech, it was turning out, was adopting a very different tone and position to everything else that came before it in the day.
Sandy went on to talk about the importance of students developing their own stories. He talked about the importance, above all else, of the personal and the social dimensions of learning. He argued that institutions are not configured to deal adequately with the highly personalised relationships which represent learning.
Sandy left us with a song and as we headed out into the dark, wet Glasgow evening our spirits had been lifted again by the thought that the consumer may indeed be dead.
Long live the learner!
The aim of the conference was to look at the impact of colleges in the community and in the economic spheres.
It was an odd conference in a way as it seemed, on arrival and in the early stages of the day, to be aimed at people working at higher levels of management both within the college context and associated bodies.
There were lots of suits.
A quick glance at the delegate list revealed that there were very few lecturers present. Strange indeed for a conference on “Next Practice” – where were the practitioners?
Anyway, the community bit, which came first, ended up sounding very economic as there was a lot of talk about how colleges can, or should, put an economic measure on their impact on society.
The Principal from Perth College talked about the promotion of Public Value Principles and how these principles have beneficial outcomes for business. These principles, it was claimed, should reflect the core values of colleges. We did ask the question about who had control of defining these principles. However, the answer didn’t quite synchronise with the question.
I have to say that sentences emanating from the platform such as “There are financials associated with values” made me scratch my head and shudder at the same time.
The economic bit of the conference was very employer-focussed and there were lots of references to the “employer voice”.
Government officials popped up at various points to add to the gloom by reminding us that things will get worse in terms of public service funding.
At this stage, to be honest, I was a bit depressed as I thought that the Scotland’s Colleges was, through this conference, reaffirming the primacy of the business model of further education in Scotland. There was little mention of learning – never mind teaching.
Of course, myself and Karen did our best to overturn a cart and gave our perspective on things when we facilitated a round-table discussion on the College’s Learner Engagement project. That, if I say so myself, seemed to go quite well and there may be some other colleges interested in getting involved.
After refreshments, we went back to the conference hall for the keynote speech from Sandy Shugart, President of Valencia Community College in Florida.
We had high hopes that Sandy from the Sunshine State would guide us out of the gloom.
He did not disappoint us.
Sandy started his talk with a song. The gloom started to lift. As he put down his guitar, he seamlessly entered into a discussion about the differences and tensions between institutions which, he claimed, are rooted in modernist ideals and students, who, he argued, inhabit post-modern ideological spaces.
His general point on this was, I think, that the hard edges of institutional thinking and processes is not a good match to the less rationalist perspectives of post-modern learners.
This was interesting, but there was more of interest to come. Sandy talked about the business model of education. “The consumer is dead”, he said and added that it was an “impoverished model of learning”. It was refreshing to hear such thoughts coming from the man in charge of one of the largest and most successful community colleges in America.
This keynote speech, it was turning out, was adopting a very different tone and position to everything else that came before it in the day.
Sandy went on to talk about the importance of students developing their own stories. He talked about the importance, above all else, of the personal and the social dimensions of learning. He argued that institutions are not configured to deal adequately with the highly personalised relationships which represent learning.
Sandy left us with a song and as we headed out into the dark, wet Glasgow evening our spirits had been lifted again by the thought that the consumer may indeed be dead.
Long live the learner!
Tuesday, November 17, 2009
HMIe: how was it for you?
As the HMIe ride off into the sunset to write their report and as we all catch our breaths after last week’s inspection, we felt that we would use the next meeting of EDDG to reflect upon the experience.
Feedback is slowly trickling back from the HMIe and Fiona Gunn will be at the Monday meeting to give us some sense of what will appear in the final report.
However, we are more interested, at EDDG, in our own evaluation of the inspection.
We hope that the discussion will be an open and honest one about people’s experiences and feelings about the process.
It would be helpful for the discussion to have a few people who were observed last week. It would be interesting to hear what it was like for them? What was their evaluation of the observation process?
I suppose the big question is: did we learn anything from the experience?
Below you’ll find an extract from a piece by Norman Lucas, Senior Lecturer in Post-Compulsory Education at University of London’s Institute of Education. His article was part of a wider review of the Further Education sector in England and there are, I believe, general points which are relevant to our context.
In this extract from a longer document, Lucas raises some questions about the purpose and impact of external reviews in FE.
“All inspections alter behaviour yet also have limitations on quality improvements depending upon institutional circumstances. There is also an inherent danger in any nspection system that because inspections are so important, providers model quality improvement on the inspection framework itself. An example is in the preamble to the DfES revision to the CIF (DfES 2004). It states that the proof of the support for the framework is that colleges have adopted it for self-inspection. This may be the case, however, it may equally be true that they have adopted it because that is the framework upon which they are inspected. The problem with all inspection is that it can become rather self-defining and closed, providers tell regulators what they want to hear and the inspectorate inspects their own advice. This can lead to a situation where inspection makes colleges compliant and risk averse. In the present political climate inspection reports are often accepted and used uncritically by policy makers and regulators, and any critical discourse by colleges or others has become synonymous with not being committed to high standards. This is an unhealthy situation; what else do we believe and read without questioning? An open debate and dialogue between inspectors, providers, and the research community would be more productive because it would lead to a shared understanding of best practice, teaching and learning, management and leadership. However perfect an inspection framework any evaluation of quality or what represents ’good practice’ requires a large element of professional judgement. Such judgements are not infallible and often what falls outside of the ‘frame’ of ‘good practice’ can suffer in inspection. In practice open and productive dialogue does take place when Ofsted produce survey or national reports that focus upon the quality of the curriculum and structural issues. For example, the Ofsted (2003) survey on initial teacher education and the recent publications, ‘Why colleges succeed’ and ‘Why colleges fail’ (Ofsted 2004). Such documents have lead to a continuing productive and useful dialogue between the inspectorate and professionals in FE and represent a counterbalance to the focus upon the accountability of individual colleges."
Lucas, N (2005). Foster review of FE think pieces: purpose role and mission: the impact of incentives on College behaviour [online]. Available from: http://www.dius.gov.uk/further_education/fe_reform/future_role_fe_colleges/~/media/publications/I/Impact_of_Incentives_Norman_Lucas1 [Accessed 17 November 2009]
-------------------------------------------------------
Some relevant links from the HMIe:
FAQs on new HMIe process: http://www.hmie.gov.uk/NR/rdonlyres/8CEF13C9-6B5A-46A3-B756-334C047A5961/0/FAQsGenericevaluationoflearningandteachingJanuary2009.pdf
HMIe guidelines for new process: http://www.hmie.gov.uk/documents/publication/eqafsc..pdf
-------------------------------------------------------
As always, please feel free to use the comment function on the EDDG blog to have your say ...
Feedback is slowly trickling back from the HMIe and Fiona Gunn will be at the Monday meeting to give us some sense of what will appear in the final report.
However, we are more interested, at EDDG, in our own evaluation of the inspection.
We hope that the discussion will be an open and honest one about people’s experiences and feelings about the process.
It would be helpful for the discussion to have a few people who were observed last week. It would be interesting to hear what it was like for them? What was their evaluation of the observation process?
I suppose the big question is: did we learn anything from the experience?
Below you’ll find an extract from a piece by Norman Lucas, Senior Lecturer in Post-Compulsory Education at University of London’s Institute of Education. His article was part of a wider review of the Further Education sector in England and there are, I believe, general points which are relevant to our context.
In this extract from a longer document, Lucas raises some questions about the purpose and impact of external reviews in FE.
“All inspections alter behaviour yet also have limitations on quality improvements depending upon institutional circumstances. There is also an inherent danger in any nspection system that because inspections are so important, providers model quality improvement on the inspection framework itself. An example is in the preamble to the DfES revision to the CIF (DfES 2004). It states that the proof of the support for the framework is that colleges have adopted it for self-inspection. This may be the case, however, it may equally be true that they have adopted it because that is the framework upon which they are inspected. The problem with all inspection is that it can become rather self-defining and closed, providers tell regulators what they want to hear and the inspectorate inspects their own advice. This can lead to a situation where inspection makes colleges compliant and risk averse. In the present political climate inspection reports are often accepted and used uncritically by policy makers and regulators, and any critical discourse by colleges or others has become synonymous with not being committed to high standards. This is an unhealthy situation; what else do we believe and read without questioning? An open debate and dialogue between inspectors, providers, and the research community would be more productive because it would lead to a shared understanding of best practice, teaching and learning, management and leadership. However perfect an inspection framework any evaluation of quality or what represents ’good practice’ requires a large element of professional judgement. Such judgements are not infallible and often what falls outside of the ‘frame’ of ‘good practice’ can suffer in inspection. In practice open and productive dialogue does take place when Ofsted produce survey or national reports that focus upon the quality of the curriculum and structural issues. For example, the Ofsted (2003) survey on initial teacher education and the recent publications, ‘Why colleges succeed’ and ‘Why colleges fail’ (Ofsted 2004). Such documents have lead to a continuing productive and useful dialogue between the inspectorate and professionals in FE and represent a counterbalance to the focus upon the accountability of individual colleges."
Lucas, N (2005). Foster review of FE think pieces: purpose role and mission: the impact of incentives on College behaviour [online]. Available from: http://www.dius.gov.uk/further_education/fe_reform/future_role_fe_colleges/~/media/publications/I/Impact_of_Incentives_Norman_Lucas1 [Accessed 17 November 2009]
-------------------------------------------------------
Some relevant links from the HMIe:
FAQs on new HMIe process: http://www.hmie.gov.uk/NR/rdonlyres/8CEF13C9-6B5A-46A3-B756-334C047A5961/0/FAQsGenericevaluationoflearningandteachingJanuary2009.pdf
HMIe guidelines for new process: http://www.hmie.gov.uk/documents/publication/eqafsc..pdf
-------------------------------------------------------
As always, please feel free to use the comment function on the EDDG blog to have your say ...
Monday, October 26, 2009
creativity and groups
Paula Dennis recommends these short video clips.
http://www.ltscotland.org.uk/video/c/creativityofgroupsdavidweinberger.asp
http://www.ltscotland.org.uk/video/c/creativityofgroupsdavidweinberger.asp
Thursday, October 15, 2009
Working within a project team - some background info
As part of the theme of teamwork, I have written a short blog below which should help contextualise one of the ways in which we address the important theme of teamwork. I am one of a number of Communication lecturers who teach on the 'Working Within A Project Team' Unit, normally delivered to HN Computing / Interactive Media students. There are three outcomes to this Unit.
Outcome 1: Individually read and evaluate written or graphical information on a team task. In co-operation with others, decide on a course of action for completing the project.
Outcome 2: In co-operation with others, plan, organise and carry out the task.
Outcome 3: Individually, produce a written report reflecting on what has been done and drawing conclusions for the future.
Outcome 2: In co-operation with others, plan, organise and carry out the task.
Outcome 3: Individually, produce a written report reflecting on what has been done and drawing conclusions for the future.
The onus on their learning isn't necessarily on the finished project, but on the process of teamwork. It is my experience having taught this Unit in various forms over the years in different Colleges, that many students don't think they are ever IN a team or group setting and perhaps don't value the role. What does become clear to me as the Unit progresses, are strong personalities within a group. Natural leaders emerge, second in command, the dependable 'doers' and maverick roles become apparent, and the groups are encouraged to overcome barriers and offer solutions. If I had a pound for every student at the start of a Unit like this who has asked 'what has this got to do with Computing' etc, I would be driving a Porsche! What is reassuring is that at the end of the Unit, the vast majority of learners do see the benefit of the Unit and are able to apply their learning to a variety of different situations, whether it be within the workplace or in their further study.
To summarise, the students are introduced to a variety of concepts in this Unit, and we give the students the following advice at the start and throughout the semester -
- This is your project and you and your team must manage it.
- You will hold various other meetings and decide what tasks need to be done; who will do what; what deadlines you will meet to complete these tasks.
- You must schedule in meetings with your team, and keep to the target dates that you and your team agree.
- You must individually record details of anything agreed (and make sure you carry out the work).
- You will keep a log of the tasks you carry out.
- Document everything you do, and why you are doing it.
- This will help you write up your report.
- You will reflect on your and your team mates' performances at the end of the Unit,
I have attached a selection of slides from the preliminary sessions of this Unit at the top of the blog. If you have any questions or have any suggestions as to how I could improve things, I'm all ears! If you would like a copy of the whole slideshow, normally delivered over two sessions, please e mail me at mhetherington@stevenson.ac.uk and feel free to amend them to suit your style of teaching!
EDDG meetings: 13th and 14th October
Thanks to all those who attended the EDDG meetings and participated in lively discussions on the the themes of group work and group dynamics. As always, this is a reflection on some of the issues discussed, and not a minute of the meeting. Please feel free to add a comment on your experience of the meeting and your reflections. If you couldn't attend the meetings please add in your comments re group dynamics and working with groups.
We discussed several of the issues around working with different levels of students, particularly within the same class. Some of the challenges would seem to relate to individual behaviour of students, and understanding what that behaviour is about. It is tempting to label such behaviour as 'attention seeking' but perhaps 'attachment seeking would be more appropriate. For more information on attachment theory: Click here
It's important to consider the links between individuals feeling anxious/insecure and their attempts to gain a connection or response from the teacher that will help them feel secure. If the response from the teacher in the group is negative, insecurity and anxiety is increased, and there may a sense of giving up trying to attain a positive response, leading to further increases in anxiety and potential distancing from the group.
There was a great deal of discussion focusing on setting up groups and using a variety of activities and projects to scaffold learning. This was an area that many people expressed an interest in developing more, potentially through some workshops. We also reflected on working with the class as a whole, recognising the differences between formal groups and the dynamics within the everyday classroom experience. Developing a 'working agreement' or contract was seen as essential to promoting a positive experience.
There were some very good examples of learner engagement shared, with some reflection on how our own role and styles of teaching had an impact on the group. Can we encourage students to be more active in the setting up of the classroom ?
A lot of discussion focused on power and how this in demonstrated between
lecturer and students , and of course, between students. This includes the physical environment but also issues around assessment. Can we use peer assessment more ?
It was encouraging that many lecturers regarded working with the whole group as a valuable way to develop the four capacities of curriculum for excellence: Curriculum For Excellence
Of course, all the literature and theories we have discussed are relevant to working in our teams as well as our student groups. Perhaps it's worth reflecting on the roles people play and the stage of development of your team ?
We discussed several of the issues around working with different levels of students, particularly within the same class. Some of the challenges would seem to relate to individual behaviour of students, and understanding what that behaviour is about. It is tempting to label such behaviour as 'attention seeking' but perhaps 'attachment seeking would be more appropriate. For more information on attachment theory: Click here
It's important to consider the links between individuals feeling anxious/insecure and their attempts to gain a connection or response from the teacher that will help them feel secure. If the response from the teacher in the group is negative, insecurity and anxiety is increased, and there may a sense of giving up trying to attain a positive response, leading to further increases in anxiety and potential distancing from the group.
There was a great deal of discussion focusing on setting up groups and using a variety of activities and projects to scaffold learning. This was an area that many people expressed an interest in developing more, potentially through some workshops. We also reflected on working with the class as a whole, recognising the differences between formal groups and the dynamics within the everyday classroom experience. Developing a 'working agreement' or contract was seen as essential to promoting a positive experience.
There were some very good examples of learner engagement shared, with some reflection on how our own role and styles of teaching had an impact on the group. Can we encourage students to be more active in the setting up of the classroom ?
A lot of discussion focused on power and how this in demonstrated between
lecturer and students , and of course, between students. This includes the physical environment but also issues around assessment. Can we use peer assessment more ?
It was encouraging that many lecturers regarded working with the whole group as a valuable way to develop the four capacities of curriculum for excellence: Curriculum For Excellence
Of course, all the literature and theories we have discussed are relevant to working in our teams as well as our student groups. Perhaps it's worth reflecting on the roles people play and the stage of development of your team ?
Monday, October 12, 2009
what to look for in groups
In all human interaction there are two major ingredients – content and process. The first deals with the subject matter or the task upon which the group is working. In most interactions, the focus of attention of all persons is on the content. The second ingredient, process, is concerned with what is happening between and to group members while the group is working.
Group process, or dynamics, deals with such items as morale, feeling
tone, atmosphere, influence, participation, styles of influence, leadership struggles, conflict, competition, cooperation, etc. In most interactions, very little attention is paid to process, even when it is the major cause of ineffective group action. Sensitivity to group process will better enable one to diagnose group problems early and deal with them more effectively. Since these processes are present in all groups, awareness of them will enhance a person’s worth to a group and enable him/her to more be a more effective group participant.
Below are some observation guidelines to help analyze group behaviour.
Participation
One indication of involvement is verbal participation. Look for differences in the amount of participation among members.
1. Who are the high participators?
2. Who are the low participators?
3. Do you see any shift in participation e.g. highs become quiet, lows suddenly become talkative. Do you see any possible reason for this in the group’s interaction?
4. How are the silent people treated? How is their silence interpreted? Consent?
Disagreement? Disinterest? Fear? Etc
5. Who talks to whom? Do you see any reason for this in the group’s interactions?
6. Who keeps the ball rolling? Why? Do you see any reason for this in the group’s
interactions?
Influence
Influence and participation are not the same. Some people may speak very little, yet they capture the attention of the whole group. Others may talk a lot but are generally not listened to by other members.
7. Which members are high in influence? That is, when they talk others seem to listen.
8. Which members are low in influence? Others do not listen to or follow them. Is there
any shifting in influence? Who shifts?
9. Do you see any rivalry in the group? Is there a struggle for leadership? What effect does it have on other group members?
Styles of Influence
Influence can take many forms. It can be positive or negative, it can enlist the support of cooperation of others or alienate them. How a person attempts to influence another may be the crucial factor in determining how open or closed the other will be toward being influenced.
Items 10 through 13 are suggestive of four styles that frequently emerge in
groups.
10. Autocratic: Does anyone attempt to impose his will or values on other group
members or try to push them to support his decisions? Who evaluates or passes
judgement on other group members? Do any members block action when it is not
moving the direction they desire? Who pushes to ‘get the group organised’?
11. Peacemaker: Who eagerly supports other group members’ decisions? Does anyone
consistently try to avoid conflict or unpleasant feeling from being expressed by
pouring oil on the troubled waters? Is any member typically deferential toward other
group members – gives them power? Do any members appear to avoid giving
negative feedback ie. Who will level only when they have positive feedback to give?
12. Laissez faire: Are any group members getting attention by their apparent lack of
involvement in the group? Does any group member go along with group decisions
without seeming to commit himself one way or the other? Who seems to be
withdrawn and uninvolved; who does not initiate activity, participates mechanically
and only in response to another member’s question?
13. Democratic: Does anyone try to include everyone in a group decision or discussion?
Who expresses his feelings and opinions openly and directly without evaluation or
judging others? Who appears to be open to feedback and criticisms from others?
When feelings run high and tension mounts, which members attempt to deal with the
conflict in a problem-solving way?
Decision-Making Procedures
Many kinds of decisions are made in groups without considering the effects of these
decisions on other members. Some people try to impose their own decisions on the group,
while others want all members to participate or share the decisions that are made.
14. Does anyone make a decision and carry it out without checking with other group
members? (Self-authorised) For example, he or she decides on the topic to be
discussed and immediately begins to talk about it. What effect does this have on
other group members?
15. Does the group drift from topic to topic? Who topic-jumps? Do you see any reason
for this in the group’s interactions?
11115_What to Look for in Groups.docx
16. Who supports other members’ suggestions or decisions? Does this support result in
the two members deciding the topic or activity for the group (handclasp)? How does
this effect other group members?
17. Is there any evidence of a majority pushing a decision through over other members
objections? Do they call for a vote (majority support)?
18. Is there any attempt to get all members participating in a decision (consensus)? What effect does this seem to have on the group?
19. Does anyone make any contributions which do not receive any kind of response or
recognition (plop)? What effect does this have on the member?
Task Functions
These functions illustrate behaviours that are concerned with getting the job done, or accomplishing the task that the group has before them.
20. Does anyone ask for or make suggestion as to the best way to proceed or to tackle
the problem?
21. Does anyone attempt to summarise what has been covered or what has been going
on in the group?
22. Is there any giving or asking for facts, ideas, opinions, feelings, feedback or
searching for alternatives?
23. Who keeps the group on target? Who prevents topic-jumping or going off on
tangents?
Maintenance Functions
These function are important to the morale of the group. They maintain good and
harmonious working relationships among the members and create a group atmosphere
which enables each member to contribute maximally. They insure smooth and effective
teamwork within the group.
24. Who helps others get into the discussion (gate openers)?
25. Who cuts off other or interrupts them (gate closers)?
26. How well are members getting their ideas across? Are some members preoccupied
and not listening? Are there any attempts by group members to help others clarify
their ideas?
27. How are ideas rejected? How do members react when their ideas are not accepted?
Do members attempt to support others when they reject their ideas?
Group Atmosphere
Something about the way a group works creates an atmosphere which in turn is revealed
in a general impression. In addition, people may differ in the kind of atmosphere they like in a group. Insight can be gained into the atmosphere characteristic of a group by finding words which describe the general impressions held by group members.
28. Who seems to prefer a friendly congenial atmosphere? Is there any attempt to
suppress conflict or unpleasant feelings?
29. Who seems to prefer an atmosphere of conflict and disagreement? Do any members
provoke or annoy others?
30. Do people seem involved and interested? Is the atmosphere one of work, play
satisfaction, taking flight, sluggishness, etc.?
Membership
A major concern for group members is the degree of acceptance or inclusion in the group.
Different patterns of interaction may develop in the group which gives clues to the degree and kind of membership.
31. Is there any sub-grouping? Sometimes two or three members may consistently agree
to support each other or consistently disagree and oppose one another.
32. Do some people seem to be ‘outside’ the group? Do some members seem to be ‘in’?
How are those ‘outside’ treated?
33. Do some members move in and out of the group, eg. Lean forward or backward in
their chairs or move their chairs in and out? Under what conditions do they come in
and out?
Feelings
During any group discussion, feelings are frequently generated by the interactions
between members. These feelings, however, are seldom talked about. Observers may
have to make guesses based on tone of voice, facial expressions, gestures, and many
other forms of nonverbal cues.
34. What signs of feelings do you observe in group members: anger, irritation, frustration, warmth, affection, excitement, boredom, defensiveness, competitiveness, etc?
35. Do you see any attempts by group members to block the expression of feelings,
particularly negative feelings? How is this done? Does anyone do this consistently?
Norms
Standards or ground rules may develop in a group that control the behaviour of its
members. Norms usually express the beliefs or desires of the majority of the group
members as to what behaviours should or should not take place in the group. These
norms may be clear to all members (explicit), known or sensed by only a few (implicit), or operating completely below the level of awareness of any group members. Some norms facilitate group progress and some hinder it.
36. Are certain areas avoided in the group (eg. Sex, religion, talk about present feelings in group, discussing the leader’s behaviour, etc.)? Who seems to reinforce this avoidance? How do they do it?
37. Are group members overly nice or polite to each other? Are only positive feelings
expressed? Do members agree with each other too readily? What happens when
members disagree?
38. Do you see norms operating about participation or the kinds of questions that are
allowed (eg. “If I talk, you must talk”; “If I tell my problems you have to tell you
problems”)? Do members feel free to probe each other about their feelings? Do
questions tend to be restricted to intellectual topics or events outside of the group?
Group process, or dynamics, deals with such items as morale, feeling
tone, atmosphere, influence, participation, styles of influence, leadership struggles, conflict, competition, cooperation, etc. In most interactions, very little attention is paid to process, even when it is the major cause of ineffective group action. Sensitivity to group process will better enable one to diagnose group problems early and deal with them more effectively. Since these processes are present in all groups, awareness of them will enhance a person’s worth to a group and enable him/her to more be a more effective group participant.
Below are some observation guidelines to help analyze group behaviour.
Participation
One indication of involvement is verbal participation. Look for differences in the amount of participation among members.
1. Who are the high participators?
2. Who are the low participators?
3. Do you see any shift in participation e.g. highs become quiet, lows suddenly become talkative. Do you see any possible reason for this in the group’s interaction?
4. How are the silent people treated? How is their silence interpreted? Consent?
Disagreement? Disinterest? Fear? Etc
5. Who talks to whom? Do you see any reason for this in the group’s interactions?
6. Who keeps the ball rolling? Why? Do you see any reason for this in the group’s
interactions?
Influence
Influence and participation are not the same. Some people may speak very little, yet they capture the attention of the whole group. Others may talk a lot but are generally not listened to by other members.
7. Which members are high in influence? That is, when they talk others seem to listen.
8. Which members are low in influence? Others do not listen to or follow them. Is there
any shifting in influence? Who shifts?
9. Do you see any rivalry in the group? Is there a struggle for leadership? What effect does it have on other group members?
Styles of Influence
Influence can take many forms. It can be positive or negative, it can enlist the support of cooperation of others or alienate them. How a person attempts to influence another may be the crucial factor in determining how open or closed the other will be toward being influenced.
Items 10 through 13 are suggestive of four styles that frequently emerge in
groups.
10. Autocratic: Does anyone attempt to impose his will or values on other group
members or try to push them to support his decisions? Who evaluates or passes
judgement on other group members? Do any members block action when it is not
moving the direction they desire? Who pushes to ‘get the group organised’?
11. Peacemaker: Who eagerly supports other group members’ decisions? Does anyone
consistently try to avoid conflict or unpleasant feeling from being expressed by
pouring oil on the troubled waters? Is any member typically deferential toward other
group members – gives them power? Do any members appear to avoid giving
negative feedback ie. Who will level only when they have positive feedback to give?
12. Laissez faire: Are any group members getting attention by their apparent lack of
involvement in the group? Does any group member go along with group decisions
without seeming to commit himself one way or the other? Who seems to be
withdrawn and uninvolved; who does not initiate activity, participates mechanically
and only in response to another member’s question?
13. Democratic: Does anyone try to include everyone in a group decision or discussion?
Who expresses his feelings and opinions openly and directly without evaluation or
judging others? Who appears to be open to feedback and criticisms from others?
When feelings run high and tension mounts, which members attempt to deal with the
conflict in a problem-solving way?
Decision-Making Procedures
Many kinds of decisions are made in groups without considering the effects of these
decisions on other members. Some people try to impose their own decisions on the group,
while others want all members to participate or share the decisions that are made.
14. Does anyone make a decision and carry it out without checking with other group
members? (Self-authorised) For example, he or she decides on the topic to be
discussed and immediately begins to talk about it. What effect does this have on
other group members?
15. Does the group drift from topic to topic? Who topic-jumps? Do you see any reason
for this in the group’s interactions?
11115_What to Look for in Groups.docx
16. Who supports other members’ suggestions or decisions? Does this support result in
the two members deciding the topic or activity for the group (handclasp)? How does
this effect other group members?
17. Is there any evidence of a majority pushing a decision through over other members
objections? Do they call for a vote (majority support)?
18. Is there any attempt to get all members participating in a decision (consensus)? What effect does this seem to have on the group?
19. Does anyone make any contributions which do not receive any kind of response or
recognition (plop)? What effect does this have on the member?
Task Functions
These functions illustrate behaviours that are concerned with getting the job done, or accomplishing the task that the group has before them.
20. Does anyone ask for or make suggestion as to the best way to proceed or to tackle
the problem?
21. Does anyone attempt to summarise what has been covered or what has been going
on in the group?
22. Is there any giving or asking for facts, ideas, opinions, feelings, feedback or
searching for alternatives?
23. Who keeps the group on target? Who prevents topic-jumping or going off on
tangents?
Maintenance Functions
These function are important to the morale of the group. They maintain good and
harmonious working relationships among the members and create a group atmosphere
which enables each member to contribute maximally. They insure smooth and effective
teamwork within the group.
24. Who helps others get into the discussion (gate openers)?
25. Who cuts off other or interrupts them (gate closers)?
26. How well are members getting their ideas across? Are some members preoccupied
and not listening? Are there any attempts by group members to help others clarify
their ideas?
27. How are ideas rejected? How do members react when their ideas are not accepted?
Do members attempt to support others when they reject their ideas?
Group Atmosphere
Something about the way a group works creates an atmosphere which in turn is revealed
in a general impression. In addition, people may differ in the kind of atmosphere they like in a group. Insight can be gained into the atmosphere characteristic of a group by finding words which describe the general impressions held by group members.
28. Who seems to prefer a friendly congenial atmosphere? Is there any attempt to
suppress conflict or unpleasant feelings?
29. Who seems to prefer an atmosphere of conflict and disagreement? Do any members
provoke or annoy others?
30. Do people seem involved and interested? Is the atmosphere one of work, play
satisfaction, taking flight, sluggishness, etc.?
Membership
A major concern for group members is the degree of acceptance or inclusion in the group.
Different patterns of interaction may develop in the group which gives clues to the degree and kind of membership.
31. Is there any sub-grouping? Sometimes two or three members may consistently agree
to support each other or consistently disagree and oppose one another.
32. Do some people seem to be ‘outside’ the group? Do some members seem to be ‘in’?
How are those ‘outside’ treated?
33. Do some members move in and out of the group, eg. Lean forward or backward in
their chairs or move their chairs in and out? Under what conditions do they come in
and out?
Feelings
During any group discussion, feelings are frequently generated by the interactions
between members. These feelings, however, are seldom talked about. Observers may
have to make guesses based on tone of voice, facial expressions, gestures, and many
other forms of nonverbal cues.
34. What signs of feelings do you observe in group members: anger, irritation, frustration, warmth, affection, excitement, boredom, defensiveness, competitiveness, etc?
35. Do you see any attempts by group members to block the expression of feelings,
particularly negative feelings? How is this done? Does anyone do this consistently?
Norms
Standards or ground rules may develop in a group that control the behaviour of its
members. Norms usually express the beliefs or desires of the majority of the group
members as to what behaviours should or should not take place in the group. These
norms may be clear to all members (explicit), known or sensed by only a few (implicit), or operating completely below the level of awareness of any group members. Some norms facilitate group progress and some hinder it.
36. Are certain areas avoided in the group (eg. Sex, religion, talk about present feelings in group, discussing the leader’s behaviour, etc.)? Who seems to reinforce this avoidance? How do they do it?
37. Are group members overly nice or polite to each other? Are only positive feelings
expressed? Do members agree with each other too readily? What happens when
members disagree?
38. Do you see norms operating about participation or the kinds of questions that are
allowed (eg. “If I talk, you must talk”; “If I tell my problems you have to tell you
problems”)? Do members feel free to probe each other about their feelings? Do
questions tend to be restricted to intellectual topics or events outside of the group?
Monday, September 28, 2009
The nature of groups
Groups
The nature of groups:
“ The misconception which has haunted philosophic literature throughout the centuries is the notion of independent existence. There is no such mode of existence. Every entity is only to be understood in terms of the way it is interwoven with the rest of the universe.”
(A.N. Whitehead, quoted in Hughes 1980:32)
While each individual exerts control over his or her life, we have to acknowledge that the individual has been formed and shaped by group interaction and the “complex matrix of social groupings past and present, which serve to maintain…a state of personal equilibrium. “ (Douglas: 1986)
We are all shaped, and continue to be shaped by groups. From birth to death we are members of complex systems of groups, which continue to influence us throughout our lives. This is particularly true of the family which exerts wide reaching influence on us, (no matter where we are), mainly because of our dependent state in early years.
For most of the time, we probably don’t pay too much attention to understanding groups, or group processes. It’s only when things go wrong: when a group feels really difficult to be in; behaviours seem inexplicable; when we go into a class feeling apprehensive, and leave feeling even worse, that it’s worth really trying to understand what happens in groups. If you and your students can understand the process more, then you and your students can make more informed choices about how the group operates.
Students, may well present as balanced individuals, ready to study and engage in the classroom, but anxiety, unfamiliar territory and unpredictability, can create a dynamic leading to dis-equilibrium and a range of puzzling, if not challenging behaviours. The behaviours may well be just as puzzling to the student . We also need to consider our own behaviours and how these impact on the goup.
What may seem to be difficult or puzzling behaviours, can be understood if we apply some of the key theories relating to groups.
1. Group development
Arguably groups go through a developmental cycle. The most popular of theories here is Tuckman’s theory of group development( forming, storming, norming, performing, adjourning)
: http://www.chimaeraconsulting.com/tuckman.htm
This helps us consider that groups need different approaches from teachers/tutors at different points in their development.
2. Group roles
There are many theories around group roles e.g Belbin , but for lecturers , particular attention needs to focus on a) the task (what you the need to class to learn), b) the maintenance of the group (getting the group to work well together) and c) the individual (behaviours that often seem to be working against the group or the task).
Some of the roles are described by Benne and Sheats below:
• Group task roles. These assume that the task of the group is to select, define and solve common problems. Any group member or the group leader may perform any of these.
Initiator-contributor
Information seeker
Opinion seeker
Information giver
Opinion giver
Elaborator
Co-ordinator
Orienter
Evaluator-critic
Energiser
Procedural technician
Recorder
• Group building and maintenance roles. Activities which build group-centred attitudes or maintain group-centred behaviour.
Encourager
Harmoniser
Compromiser
Gatekeeper and expeditor
Standard setter
Group observer and commentator
Follower
• Individual role. Directed towards the satisfaction of personal needs (not related to group needs).
Aggressor
Blocker
Recognition-seeker
Dominator
Help-seeker
Special interest pleader
An understanding of group roles can help us work out the balance of roles within a group, and recognise when individuals may feel excluded. Everyone wants to feel included within a group, but past experiences, roles within previous groups, and individual needs may lead to behaviours that are rejected by the group and teacher . If there are several group members with unmet individual needs this may well dominate the class, preventing attainment of the task.
Questions for discussion:
1. Do you recognise a sense of group develoment in your classes, and do you adjust your teaching style accordingly.
2. Do you recognise the different roles taken on in groups ? Are you aware of individual needs dominating at times, and how do you deal with this?
References
Benne, K D and Sheats, P ‘Functional Roles of Group Members’ Journal of Social Issues vol.4, 1948 pp. 41-9
Douglas,T (1986) Group Living. London: Tavistock
Hughes, R (1980) The shock of the New. London: BBC publications.
The nature of groups:
“ The misconception which has haunted philosophic literature throughout the centuries is the notion of independent existence. There is no such mode of existence. Every entity is only to be understood in terms of the way it is interwoven with the rest of the universe.”
(A.N. Whitehead, quoted in Hughes 1980:32)
While each individual exerts control over his or her life, we have to acknowledge that the individual has been formed and shaped by group interaction and the “complex matrix of social groupings past and present, which serve to maintain…a state of personal equilibrium. “ (Douglas: 1986)
We are all shaped, and continue to be shaped by groups. From birth to death we are members of complex systems of groups, which continue to influence us throughout our lives. This is particularly true of the family which exerts wide reaching influence on us, (no matter where we are), mainly because of our dependent state in early years.
For most of the time, we probably don’t pay too much attention to understanding groups, or group processes. It’s only when things go wrong: when a group feels really difficult to be in; behaviours seem inexplicable; when we go into a class feeling apprehensive, and leave feeling even worse, that it’s worth really trying to understand what happens in groups. If you and your students can understand the process more, then you and your students can make more informed choices about how the group operates.
Students, may well present as balanced individuals, ready to study and engage in the classroom, but anxiety, unfamiliar territory and unpredictability, can create a dynamic leading to dis-equilibrium and a range of puzzling, if not challenging behaviours. The behaviours may well be just as puzzling to the student . We also need to consider our own behaviours and how these impact on the goup.
What may seem to be difficult or puzzling behaviours, can be understood if we apply some of the key theories relating to groups.
1. Group development
Arguably groups go through a developmental cycle. The most popular of theories here is Tuckman’s theory of group development( forming, storming, norming, performing, adjourning)
: http://www.chimaeraconsulting.com/tuckman.htm
This helps us consider that groups need different approaches from teachers/tutors at different points in their development.
2. Group roles
There are many theories around group roles e.g Belbin , but for lecturers , particular attention needs to focus on a) the task (what you the need to class to learn), b) the maintenance of the group (getting the group to work well together) and c) the individual (behaviours that often seem to be working against the group or the task).
Some of the roles are described by Benne and Sheats below:
• Group task roles. These assume that the task of the group is to select, define and solve common problems. Any group member or the group leader may perform any of these.
Initiator-contributor
Information seeker
Opinion seeker
Information giver
Opinion giver
Elaborator
Co-ordinator
Orienter
Evaluator-critic
Energiser
Procedural technician
Recorder
• Group building and maintenance roles. Activities which build group-centred attitudes or maintain group-centred behaviour.
Encourager
Harmoniser
Compromiser
Gatekeeper and expeditor
Standard setter
Group observer and commentator
Follower
• Individual role. Directed towards the satisfaction of personal needs (not related to group needs).
Aggressor
Blocker
Recognition-seeker
Dominator
Help-seeker
Special interest pleader
An understanding of group roles can help us work out the balance of roles within a group, and recognise when individuals may feel excluded. Everyone wants to feel included within a group, but past experiences, roles within previous groups, and individual needs may lead to behaviours that are rejected by the group and teacher . If there are several group members with unmet individual needs this may well dominate the class, preventing attainment of the task.
Questions for discussion:
1. Do you recognise a sense of group develoment in your classes, and do you adjust your teaching style accordingly.
2. Do you recognise the different roles taken on in groups ? Are you aware of individual needs dominating at times, and how do you deal with this?
References
Benne, K D and Sheats, P ‘Functional Roles of Group Members’ Journal of Social Issues vol.4, 1948 pp. 41-9
Douglas,T (1986) Group Living. London: Tavistock
Hughes, R (1980) The shock of the New. London: BBC publications.
FERRN meeting
Here's some notes from the latest FERRN meeting. A couple of recent research and policy papers are included which may be worth discussing at EDDG.
1. The winter seminar will be on the 4th December and the keynote speaker will be John Field, from Stirling university. He has completed a paper on lifelong learning , well-being and happiness, which basically examines whether lifelong learning leads to ‘happiness’. More information on him at http://crll.gcal.ac.uk/staff_details.php?ID=19. Perhaps this could be a discussion topic for EDDG ?
2. In the afternoon we will be examining the issues around ethics and ethical approval for research in colleges. That was in response to raising the issue from our research group.
3. Anne Gillen fedback on a policy report by Tom Schuller: http://www.niace.org.uk/news/learning-through-life and again this may be worth discussing at EDDG
4. This year’s ‘What’s Next ?’ conference, hosted by Scotlands’ Colleges is on Tuesday 24th of November. Anne Gillen really recommended the keynote speaker, saying he was one of the most inspirational speakers she had heard : http://www.sfeu.ac.uk/innovationconference
“The day will end with our Inspirational Speaker and this year we are delighted to welcome Dr. Sanford C. "Sandy" Shugart, president of Valencia Community College, Florida, one of the USA's largest and most celebrated two-year colleges. Valencia is particularly well regarded for its learning centred approach and its economic development programmes. Sandy is also a published poet and songwriter and has been described as a ‘renaissance man'. He is able to blend his artistic and college work to inspirational effect.”
1. The winter seminar will be on the 4th December and the keynote speaker will be John Field, from Stirling university. He has completed a paper on lifelong learning , well-being and happiness, which basically examines whether lifelong learning leads to ‘happiness’. More information on him at http://crll.gcal.ac.uk/staff_details.php?ID=19. Perhaps this could be a discussion topic for EDDG ?
2. In the afternoon we will be examining the issues around ethics and ethical approval for research in colleges. That was in response to raising the issue from our research group.
3. Anne Gillen fedback on a policy report by Tom Schuller: http://www.niace.org.uk/news/learning-through-life and again this may be worth discussing at EDDG
4. This year’s ‘What’s Next ?’ conference, hosted by Scotlands’ Colleges is on Tuesday 24th of November. Anne Gillen really recommended the keynote speaker, saying he was one of the most inspirational speakers she had heard : http://www.sfeu.ac.uk/innovationconference
“The day will end with our Inspirational Speaker and this year we are delighted to welcome Dr. Sanford C. "Sandy" Shugart, president of Valencia Community College, Florida, one of the USA's largest and most celebrated two-year colleges. Valencia is particularly well regarded for its learning centred approach and its economic development programmes. Sandy is also a published poet and songwriter and has been described as a ‘renaissance man'. He is able to blend his artistic and college work to inspirational effect.”
Sunday, September 27, 2009
What is teaching ?
Here's something from Autumn Roesch-Marsh, who has clearly got time to reflect since she moved to Stirling Uni:
'The role of the teacher is not to tell others what to do, not to issue edicts, nor to assist in the constitution of prophesies, promises, injunctions and programs. The task of the teacher is not to affirm prevailing general politics of teaching but to question critically the self-evident, disturb the habitual, dissipate the familiar and accepted, making the strange familiar and the familiar strange . . . The classroom is therefore a place of invention rather than reproduction' Wen-Song Hwu 1998 pg 33.
What do you think ?
'The role of the teacher is not to tell others what to do, not to issue edicts, nor to assist in the constitution of prophesies, promises, injunctions and programs. The task of the teacher is not to affirm prevailing general politics of teaching but to question critically the self-evident, disturb the habitual, dissipate the familiar and accepted, making the strange familiar and the familiar strange . . . The classroom is therefore a place of invention rather than reproduction' Wen-Song Hwu 1998 pg 33.
What do you think ?
Friday, September 25, 2009
The socratic tutorial
Check out this SlideShare Presentation from Susan:
The socratic tutorial
View more presentations from almaw.
Monday, September 7, 2009
New research group at college
Stevenson Research Group – 4/9/09
The following are minutes from the first meeting of the Stevenson research group. If you are interested please contact me.
The aim of this first meeting was to explore the purpose and functions of a research group.
The group could potentially give support to those currently involved in research within the college. Three pieces of current research were discussed:
Knowledge management and communities of practice: how people share information within the college.
Does blended learning develop independent learning skills : an action research project in health care.
Student engagement within the college: a student-lecturer research group researching the implementation of a college strategy on learner engagement. (Not yet started)
The group would act as a forum for sharing ideas on research and research findings.
This could be done in regular group meetings
Through Illuminating Practice publication and Broadcast
Wider college events focussing on staff and student research
Could share research findings with other colleges, perhaps through Scotland’s Colleges.
Carry out specific pieces of research for the college
We need to establish areas of priority for the college. Karen to speak to Fiona Gunn re this, particularly in relation to funding.
Need to consider how we publish research
Carrying out pieces of research would raise our profile and potentially attract funding.
Particular Issues and action points
Need an ethics committee. Karen and Alma to speak to FERRN (further education regional research network) about this. Perhaps Scotland’s Colleges could facilitate this, rather than colleges doing so individually. Karen to raise issue with Fiona Gunn.
As a starting point it would be good if everyone actively involved in research wrote up a short summary of their research proposal and what point they are at currently. This could include any findings or questions that have arisen. These should be emailed to Karen for inclusion with the next edition of ‘Illuminating Practice’.
The following are minutes from the first meeting of the Stevenson research group. If you are interested please contact me.
The aim of this first meeting was to explore the purpose and functions of a research group.
The group could potentially give support to those currently involved in research within the college. Three pieces of current research were discussed:
Knowledge management and communities of practice: how people share information within the college.
Does blended learning develop independent learning skills : an action research project in health care.
Student engagement within the college: a student-lecturer research group researching the implementation of a college strategy on learner engagement. (Not yet started)
The group would act as a forum for sharing ideas on research and research findings.
This could be done in regular group meetings
Through Illuminating Practice publication and Broadcast
Wider college events focussing on staff and student research
Could share research findings with other colleges, perhaps through Scotland’s Colleges.
Carry out specific pieces of research for the college
We need to establish areas of priority for the college. Karen to speak to Fiona Gunn re this, particularly in relation to funding.
Need to consider how we publish research
Carrying out pieces of research would raise our profile and potentially attract funding.
Particular Issues and action points
Need an ethics committee. Karen and Alma to speak to FERRN (further education regional research network) about this. Perhaps Scotland’s Colleges could facilitate this, rather than colleges doing so individually. Karen to raise issue with Fiona Gunn.
As a starting point it would be good if everyone actively involved in research wrote up a short summary of their research proposal and what point they are at currently. This could include any findings or questions that have arisen. These should be emailed to Karen for inclusion with the next edition of ‘Illuminating Practice’.
Thursday, August 27, 2009
EDDG Meeting:Wednesday 16th September, 12.15-1.15 pm
Our first meeting of EDDG will be on Wednesday 16th September, 12.15-1.15 pm in training suite 3 in the Enterprise Centre.
Susan Regnart has very kindly agreed to facilitate this discussion (before she relaxes on her maternity leave) on: ‘The Socratic Tutorial that doesn’t end with Hemlock’. This follows on from Susan’s excellent presentation on the learning and teaching development day in June, and will give us an opportunity to discuss some of the issues around giving feedback, in more depth.
The discussion will focus on how to avoid conflicts with students and get them to develop responsibility for their own learning through the use of Socratic questioning .
Hope to see you there.
Susan Regnart has very kindly agreed to facilitate this discussion (before she relaxes on her maternity leave) on: ‘The Socratic Tutorial that doesn’t end with Hemlock’. This follows on from Susan’s excellent presentation on the learning and teaching development day in June, and will give us an opportunity to discuss some of the issues around giving feedback, in more depth.
The discussion will focus on how to avoid conflicts with students and get them to develop responsibility for their own learning through the use of Socratic questioning .
Hope to see you there.
Wednesday, June 24, 2009
EDDG review - 24th June 2009
Before reviewing our EDDG meetings , and planning for next academic year, we heard from Katie Lee about opportunities for study/work placements abroad. Katie gave a very interesting overview of the different funded opportunities, which will appear on the blog soon.
We had an interesting review of the discussions over the past year, recognising the diversity of subjects covered. The blog has been very successful, due to Jerry's hard work and encouragement. He was able to let us know how world famous we are with many hits from across the globe. Hopefully we can continue to make links and encourage others to make comments. We hope to create links to the EDDG blog on the intranet home page and website page.
There were several areas identified for future development:
1. Everyone was keen to develop research within FE. We could use a sub-group of EDDG to discuss research, give support to staff undertaking research, and as a forum for disseminating findings. Jerry had been to research day at Stirling focussing on literacies , and this looks like a possible research project. More from Jerry on this shortly.
We will also be involved in a research project on the top 10 most irritating habits of lecturers ! This is being facilitated by FERRN and should be interesting.
2. We discussed how to involve staff more in EDDG meetings and in discussing/developing learning and teaching. It was suggested that perhaps framing topics as questions may entice people to meetings e.g. how to run groups, how to deal with disruptive behaviour.
3. We also discussed more creative approaches to faculty meetings - 'are you losing your faculites ?'
4. There was a general feeling that people in senior positions in the college should be more involved in educational debate. We need to think about how we encourage everyone to be more involved.
This has been a great year, with much more debate around educational issues, and I hope that like me, you feel that we have made some small progress towards making teaching and learning the first priority.
Many thanks to all who came to meetings, sent articles, entered into discussions and shared their practice so willingly.
Karen
We had an interesting review of the discussions over the past year, recognising the diversity of subjects covered. The blog has been very successful, due to Jerry's hard work and encouragement. He was able to let us know how world famous we are with many hits from across the globe. Hopefully we can continue to make links and encourage others to make comments. We hope to create links to the EDDG blog on the intranet home page and website page.
There were several areas identified for future development:
1. Everyone was keen to develop research within FE. We could use a sub-group of EDDG to discuss research, give support to staff undertaking research, and as a forum for disseminating findings. Jerry had been to research day at Stirling focussing on literacies , and this looks like a possible research project. More from Jerry on this shortly.
We will also be involved in a research project on the top 10 most irritating habits of lecturers ! This is being facilitated by FERRN and should be interesting.
2. We discussed how to involve staff more in EDDG meetings and in discussing/developing learning and teaching. It was suggested that perhaps framing topics as questions may entice people to meetings e.g. how to run groups, how to deal with disruptive behaviour.
3. We also discussed more creative approaches to faculty meetings - 'are you losing your faculites ?'
4. There was a general feeling that people in senior positions in the college should be more involved in educational debate. We need to think about how we encourage everyone to be more involved.
This has been a great year, with much more debate around educational issues, and I hope that like me, you feel that we have made some small progress towards making teaching and learning the first priority.
Many thanks to all who came to meetings, sent articles, entered into discussions and shared their practice so willingly.
Karen
Friday, June 19, 2009
Good Practice Think Tank
What follows are the minutes from a good practice meeting attended by a number of colleagues in the Creative Arts faculty. I put the session together after being inspired by presentations delivered at a recent Quality Day held at Stevenson College. The main idea behind the meetings, held once every academic semester, is to share good practice across different curriculum areas in a relaxed setting. The first meeting was attended by 13 members of staff on a voluntary basis. It is hoped that some other areas of the College will pick up on this idea and adopt a similar strategy.
I put together a rationale for the first session as follows -
It is important to identify good practice and to embed it as the required standard within all curriculum areas. It is expected that the teaching staff of the College will continuously seek to improve their teaching methodology so that good practice becomes the norm and excellence is the aim. The main challenge is the dissemination – not just the identification – of that good practice.
The reasons for convening meetings once a semester to discuss good practice within the Creative Arts Department are to:
Ensure that interested members of the lecturing staff understand what good practice can be and apply it across the curriculum.
Discuss the benefits of sharing good practice with colleagues.
Assist staff with the identification and dissemination of good practice.
Ensure that learners are engaged in the identification and promotion of good practice in learning and teaching.
Discuss how technology is used in the classroom to disseminate good and innovative practice across the curriculum.
Embed good practice across different curriculum areas.
These are the minutes from the first meeting.
Good Practice Think Tank Event, meeting 1
Wednesday 17th June 2009 at 15.30 in MB 1.23
In attendance – Mark Hetherington (chair), Anne Young, Karen Lawson, Alan MacCorquodale, Rab McCahill, Jerry O’Neill, Carol Fyfe, Walter McCrorie, Madeleine Brown, Stuart McCorkindale, Gail English, Deborah Harris, Fraser Mansell
Apologies – Pam Donaldson, Jo Whelan, Matthew Sowerby
1) Welcome and rationale for Good Practice events
The Chair welcomed the attendees to the meeting and gave an outline of why the ‘Good Practice Think Tank’ meetings had been set up. The Faculty Quality Day on the 20th March had been his inspiration after listening to many excellent presentations highlighting the innovative practice across four sections within Creative Arts. A short meeting suggesting the idea was set up with Morag Campbell who agreed that the sessions would be a good way of showcasing and openly discussing and sharing good practice within the faculty. The Chair highlighted several key points from the rationale document as being of particular importance.
‘The main challenge is the dissemination – not just the identification – of good practice’.
‘Ensure that learners are engaged in the identification and promotion of good practice in learning and teaching’.
‘Embed good practice across different curriculum areas’.
2) Madeleine Brown – ‘Synergy in action (core skills)
Madeleine delivered a talk on her work with different groups of learners. She clarified what synergy is and began by creatively demonstrating the idea as a visual and auditory concept using iTunes. She showed the group her CPC (College Preparation Class) yearbook, which included photographs of students in each class along with their profiles and samples of written work produced in the Communication class. The yearbook was piloted last year and is now produced for all CPC classes across both semesters. It has proved to be very popular with students as it not only provides them with a record of their experience on the course, but also showcases the work that they have produced. The plan is to develop the idea further and possibly include other aspects of students’ studies as well as material produced over the entire year. Madeleine’s work with various departments and the work achieved through the Action Learning Set were detailed and how this sphere of learning had a positive impact on the learners. The merging of content between writing and the new technologies was demonstrated, using a variety of working examples, such as using the Guardian’s ‘pieces of me’, ‘where does it all go’ and ‘we love to eat’. Madeleine showed examples of a student’s work who demonstrated some very good self-evaluation in his learning. The learner had reflected on his dyslexia and stated that he regarded dyslexia as his greatest strength. The merging of core skills as a project based concept was examined and some discussion surrounding the main points of the presentation ensued afterwards. The Chair welcomed the idea of taking abstract concepts such as newspaper articles to inform and develop valid, reliable and up to date instruments of assessments and noted he, as well as other members of the Communication and English team, were using these ideas to good effect. He also thought that this was a very good example of working effectively with a variety of contacts cross College.
3) Rab McCahill - ‘Stevenson College You Tube site’
Rab outlined what You Tube is to the group and how he has been using it to great effect when teaching on the Media curriculum. He looked at how this media platform, (a natural place for this type of work), had been used by his students on the Stevenson College You Tube site -http://www.youtube.com/user/stevensoncollege
At present, the site has had 1039 hits and Rab showed the group how more hits could be achieved. He discussed the potential such a platform could have for showreels for students in the future, and used a former learner, (Dave Stewart, aka Seth Draven), to demonstrate how his work has been exhibited on You Tube. Due to the success of his You Tube site, the student has gained a lot of employment opportunities. Rab identified the benefits of using You Tube for the College, including marketing and recruitment. He outlined plans to set up a Stevenson TV channel which would be beneficial for a number of different student groups. He requested that students enrolled on Communication Units get involved with the You Tube sites, to provide comments and increase the hit rates. The successful integration of three outcomes with three different lecturers was noted in the 2009 academic session. He told the group how three lecturers, (Rab, Alan MacCorquodale and Pamela Donaldson), had met to discuss ways of utilising expertise in their respective areas to improve student achievement and improve the learner experience. He integrated three outcomes in his teaching of the ‘Contemporary Pop Music’ Unit. He stated that the written work produced had been of a high standard and that the students had proofread their work well and that the quality of video production was particularly good under Alan’s management. The Chair noted the positives surrounding the collaborative work displayed in Rab’s presentation and could see ways of using this model in other Units for the next academic session.
4) Jerry O’Neill – ‘Using communication delivery to prepare students for external exams in their vocational subjects or why I like to re-invent the wheel every time I get a new class and how that ages me prematurely’
Jerry’s presentation related to the success he has had teaching an Intermediate Two Business cohort across two semesters. He provided a clear overview of what this group studied in other areas of their curriculum. Jerry raised the issue that the role of the Communication lecturer isn’t to teach the students Economics, Accountancy etc, but to help the learners develop the skills needed to report on these issues with clarity and in a structured manner. Jerry highlighted the potential problems that accelerated progression from Intermediate Two Communication to Higher Communication in the same year posed for this student group. He spoke with the Head of Section to ascertain if there was a better model for the students to follow and informed the group that Hamish had been very accommodating and they decided that the Unit called ‘Oral Presentation Skills’ would be a more appropriate course of study. It was decided that presentations on exam revision were assessed and he showed an example of some student talks. These working examples highlighted the position of the learner in the teacher role as well as the obvious consolidation of learning this improved programme of study had provided. The development of skills was discussed and Jerry saw great improvement in the way the students had approached the study of Communication. Jerry gave an example of where a student was delivering a formative presentation on his knowledge of Economics where his peers had corrected the learner on some inaccuracies. This enabled the student to reflect on gaps in his knowledge and provided an agenda for further research. It was agreed that there were benefits to students having the same lecturer for both sessions, but it was acknowledged that this is rarely possible with varied Programmes of Study.
The Chair reinforced the importance of consolidation of learning and welcomed the idea of using subject expertise and knowledge of a group of students to improve curriculum design.
5) General Good Practice discussion
The group discussed the success of the session and representatives could see many ways to embed good practice across different curriculum areas. The benefits of sharing good practice were discussed and it was agreed that all staff should continuously seek to improve their teaching methodology so that good practice becomes the norm. There was discussion about the positive impact the ‘Illuminating Practice’ editions have had and some examples from the latest copy were highlighted in a general discussion. It was noted that although ICT can enhance the learning experience, it shouldn’t be the sole motivator for effective teaching practice.
6) Agenda for future meetings
The Chair announced that Jo Whelan had agreed to deliver a presentation at the next Good Practice meeting on recording techniques within audio web platforms.
He asked that colleagues think about suitable titles for presentations for the next meeting.
7) AOB
The Chair thanked all attendees and especially the presenters for their excellent presentations and anticipated that the concepts from the talks would be used in integrated approaches in the future.
Some discussion centred around Curriculum for Excellence and Assessment is for Learning and how this could work in different curriculum areas.
Karen Lawson had some very positive comments to make about the session and saw great value in the ‘think tank’ and hoped that other Faculties might consider running similar meetings in the future. She felt that she had learned a lot from the talks and discussions, and believed there is a lot more scope for sharing practice in the future.
The next meeting is scheduled for semester one of the 2009/10 academic session, probably in October.
I put together a rationale for the first session as follows -
It is important to identify good practice and to embed it as the required standard within all curriculum areas. It is expected that the teaching staff of the College will continuously seek to improve their teaching methodology so that good practice becomes the norm and excellence is the aim. The main challenge is the dissemination – not just the identification – of that good practice.
The reasons for convening meetings once a semester to discuss good practice within the Creative Arts Department are to:
Ensure that interested members of the lecturing staff understand what good practice can be and apply it across the curriculum.
Discuss the benefits of sharing good practice with colleagues.
Assist staff with the identification and dissemination of good practice.
Ensure that learners are engaged in the identification and promotion of good practice in learning and teaching.
Discuss how technology is used in the classroom to disseminate good and innovative practice across the curriculum.
Embed good practice across different curriculum areas.
These are the minutes from the first meeting.
Good Practice Think Tank Event, meeting 1
Wednesday 17th June 2009 at 15.30 in MB 1.23
In attendance – Mark Hetherington (chair), Anne Young, Karen Lawson, Alan MacCorquodale, Rab McCahill, Jerry O’Neill, Carol Fyfe, Walter McCrorie, Madeleine Brown, Stuart McCorkindale, Gail English, Deborah Harris, Fraser Mansell
Apologies – Pam Donaldson, Jo Whelan, Matthew Sowerby
1) Welcome and rationale for Good Practice events
The Chair welcomed the attendees to the meeting and gave an outline of why the ‘Good Practice Think Tank’ meetings had been set up. The Faculty Quality Day on the 20th March had been his inspiration after listening to many excellent presentations highlighting the innovative practice across four sections within Creative Arts. A short meeting suggesting the idea was set up with Morag Campbell who agreed that the sessions would be a good way of showcasing and openly discussing and sharing good practice within the faculty. The Chair highlighted several key points from the rationale document as being of particular importance.
‘The main challenge is the dissemination – not just the identification – of good practice’.
‘Ensure that learners are engaged in the identification and promotion of good practice in learning and teaching’.
‘Embed good practice across different curriculum areas’.
2) Madeleine Brown – ‘Synergy in action (core skills)
Madeleine delivered a talk on her work with different groups of learners. She clarified what synergy is and began by creatively demonstrating the idea as a visual and auditory concept using iTunes. She showed the group her CPC (College Preparation Class) yearbook, which included photographs of students in each class along with their profiles and samples of written work produced in the Communication class. The yearbook was piloted last year and is now produced for all CPC classes across both semesters. It has proved to be very popular with students as it not only provides them with a record of their experience on the course, but also showcases the work that they have produced. The plan is to develop the idea further and possibly include other aspects of students’ studies as well as material produced over the entire year. Madeleine’s work with various departments and the work achieved through the Action Learning Set were detailed and how this sphere of learning had a positive impact on the learners. The merging of content between writing and the new technologies was demonstrated, using a variety of working examples, such as using the Guardian’s ‘pieces of me’, ‘where does it all go’ and ‘we love to eat’. Madeleine showed examples of a student’s work who demonstrated some very good self-evaluation in his learning. The learner had reflected on his dyslexia and stated that he regarded dyslexia as his greatest strength. The merging of core skills as a project based concept was examined and some discussion surrounding the main points of the presentation ensued afterwards. The Chair welcomed the idea of taking abstract concepts such as newspaper articles to inform and develop valid, reliable and up to date instruments of assessments and noted he, as well as other members of the Communication and English team, were using these ideas to good effect. He also thought that this was a very good example of working effectively with a variety of contacts cross College.
3) Rab McCahill - ‘Stevenson College You Tube site’
Rab outlined what You Tube is to the group and how he has been using it to great effect when teaching on the Media curriculum. He looked at how this media platform, (a natural place for this type of work), had been used by his students on the Stevenson College You Tube site -http://www.youtube.com/user/stevensoncollege
At present, the site has had 1039 hits and Rab showed the group how more hits could be achieved. He discussed the potential such a platform could have for showreels for students in the future, and used a former learner, (Dave Stewart, aka Seth Draven), to demonstrate how his work has been exhibited on You Tube. Due to the success of his You Tube site, the student has gained a lot of employment opportunities. Rab identified the benefits of using You Tube for the College, including marketing and recruitment. He outlined plans to set up a Stevenson TV channel which would be beneficial for a number of different student groups. He requested that students enrolled on Communication Units get involved with the You Tube sites, to provide comments and increase the hit rates. The successful integration of three outcomes with three different lecturers was noted in the 2009 academic session. He told the group how three lecturers, (Rab, Alan MacCorquodale and Pamela Donaldson), had met to discuss ways of utilising expertise in their respective areas to improve student achievement and improve the learner experience. He integrated three outcomes in his teaching of the ‘Contemporary Pop Music’ Unit. He stated that the written work produced had been of a high standard and that the students had proofread their work well and that the quality of video production was particularly good under Alan’s management. The Chair noted the positives surrounding the collaborative work displayed in Rab’s presentation and could see ways of using this model in other Units for the next academic session.
4) Jerry O’Neill – ‘Using communication delivery to prepare students for external exams in their vocational subjects or why I like to re-invent the wheel every time I get a new class and how that ages me prematurely’
Jerry’s presentation related to the success he has had teaching an Intermediate Two Business cohort across two semesters. He provided a clear overview of what this group studied in other areas of their curriculum. Jerry raised the issue that the role of the Communication lecturer isn’t to teach the students Economics, Accountancy etc, but to help the learners develop the skills needed to report on these issues with clarity and in a structured manner. Jerry highlighted the potential problems that accelerated progression from Intermediate Two Communication to Higher Communication in the same year posed for this student group. He spoke with the Head of Section to ascertain if there was a better model for the students to follow and informed the group that Hamish had been very accommodating and they decided that the Unit called ‘Oral Presentation Skills’ would be a more appropriate course of study. It was decided that presentations on exam revision were assessed and he showed an example of some student talks. These working examples highlighted the position of the learner in the teacher role as well as the obvious consolidation of learning this improved programme of study had provided. The development of skills was discussed and Jerry saw great improvement in the way the students had approached the study of Communication. Jerry gave an example of where a student was delivering a formative presentation on his knowledge of Economics where his peers had corrected the learner on some inaccuracies. This enabled the student to reflect on gaps in his knowledge and provided an agenda for further research. It was agreed that there were benefits to students having the same lecturer for both sessions, but it was acknowledged that this is rarely possible with varied Programmes of Study.
The Chair reinforced the importance of consolidation of learning and welcomed the idea of using subject expertise and knowledge of a group of students to improve curriculum design.
5) General Good Practice discussion
The group discussed the success of the session and representatives could see many ways to embed good practice across different curriculum areas. The benefits of sharing good practice were discussed and it was agreed that all staff should continuously seek to improve their teaching methodology so that good practice becomes the norm. There was discussion about the positive impact the ‘Illuminating Practice’ editions have had and some examples from the latest copy were highlighted in a general discussion. It was noted that although ICT can enhance the learning experience, it shouldn’t be the sole motivator for effective teaching practice.
6) Agenda for future meetings
The Chair announced that Jo Whelan had agreed to deliver a presentation at the next Good Practice meeting on recording techniques within audio web platforms.
He asked that colleagues think about suitable titles for presentations for the next meeting.
7) AOB
The Chair thanked all attendees and especially the presenters for their excellent presentations and anticipated that the concepts from the talks would be used in integrated approaches in the future.
Some discussion centred around Curriculum for Excellence and Assessment is for Learning and how this could work in different curriculum areas.
Karen Lawson had some very positive comments to make about the session and saw great value in the ‘think tank’ and hoped that other Faculties might consider running similar meetings in the future. She felt that she had learned a lot from the talks and discussions, and believed there is a lot more scope for sharing practice in the future.
The next meeting is scheduled for semester one of the 2009/10 academic session, probably in October.
College People Week Conference Notes - EXCELLENCE
College People Week: English, Communication and Media; Sport and Recreation
Hi all,
I have put a few notes together from the conference that I attended with Madeleine Brown in Stirling on Friday June 5th.
The theme was ‘Excellence’, something we aren’t short of in all our respective teams at Stevenson College I must say!
The presenters were all very good for different reasons I thought. The first presentation was from an HMIe reviewer who discussed the fact that the contribution of Scotland's Colleges is central to the achievement of the Scottish Government's vision, of a smarter Scotland, that is wealthier and fairer. To succeed, Scotland needs excellent colleges which are able to unlock the full potential of learners, in order to maximise our economic success and to create a safer, stronger, healthier and greener society. Clearly we are ahead of the game there in the College in many curriculum areas and I could think of a number of examples of these soft skills that are happening in my own team, Communication and English.
The reviewer, John Laird, also talked about SLIP submissions (Sector Leading Innovative Practice). In his experience of performing inspections in Colleges, he noted that a lot of SLIPs were recommended by inspectors for inclusion and not necessarily from the Colleges. Many lecturers believe that what they do on a daily basis is the norm. Like the inspector, I disagree. I think that we should always formalise and talk up the great work we do. I know it isn’t something that we particularly like doing, but I think we should!
He pointed to the fact that the HMIe website has examples of SLIPs and College reviews, and suggested that lecturers should make contact with representatives of Colleges that have been awarded a SLIP should you need clarification etc. The phrase ‘adopt, adapt and improve’ springs to mind.
The following link could be useful for reference - http://www.hmie.gov.uk/GoodPractice/Default.aspx
Presentations were delivered on College achievement in receiving an external review, excellence or SLIP commendation and the impact of their practice on the learner experience. It was interesting to note that the Flip camera popped (or should that be flipped) up in many of the presentations in terms of good practice. This is something that we are using in the Comm and English curriculum and the following link provides a handy how to use presentation - http://uk.youtube.com/watch?v=AxAIAqM5TVk
Two colleagues from Central College, Glasgow showed us how they integrated learning and assessment within the Sports Coaching (ski-ing instruction) and Digital Photography curriculum areas to good effects. Their results were recorded using a Wiki. I was glad that this simple, yet effective technology was highlighted as being a boon to the learning process.
Another presentation from an English and Media lecturer from Cardonald College highlighted the importance of extra curricular benefits to the learning process. The presenter communicated the success she has had running lunchtime sessions of a book club, recycling books and organising theatre trips. She gave the choice of novel over to the students and they unanimously picked War and Peace would you believe, unprompted by the way! She also noted how local radio (Govan FM) prompted a positive response by the local community to enter the Burns Homecoming Festival competition. An 83 year old lady called Gwen Silvers won, and here is her winning poem and reflective comments - http://www.youtube.com/watch?v=eDK0GIJP6yg
The final presentation was on Web 2.0 technologies, which is the phrase that runs through everything to do with ICT and Learning and Teaching at present. This session highlighted how some of the Web 2.0 tools can support excellence in learning and teaching and reflected upon how these tools can be used to enhance the learner experience through learner activity and increased engagement.
There were a few new sites discussed that I wasn’t aware of, and you may wish to have a look at these at your leisure. They are all free.
Hi all,
I have put a few notes together from the conference that I attended with Madeleine Brown in Stirling on Friday June 5th.
The theme was ‘Excellence’, something we aren’t short of in all our respective teams at Stevenson College I must say!
The presenters were all very good for different reasons I thought. The first presentation was from an HMIe reviewer who discussed the fact that the contribution of Scotland's Colleges is central to the achievement of the Scottish Government's vision, of a smarter Scotland, that is wealthier and fairer. To succeed, Scotland needs excellent colleges which are able to unlock the full potential of learners, in order to maximise our economic success and to create a safer, stronger, healthier and greener society. Clearly we are ahead of the game there in the College in many curriculum areas and I could think of a number of examples of these soft skills that are happening in my own team, Communication and English.
The reviewer, John Laird, also talked about SLIP submissions (Sector Leading Innovative Practice). In his experience of performing inspections in Colleges, he noted that a lot of SLIPs were recommended by inspectors for inclusion and not necessarily from the Colleges. Many lecturers believe that what they do on a daily basis is the norm. Like the inspector, I disagree. I think that we should always formalise and talk up the great work we do. I know it isn’t something that we particularly like doing, but I think we should!
He pointed to the fact that the HMIe website has examples of SLIPs and College reviews, and suggested that lecturers should make contact with representatives of Colleges that have been awarded a SLIP should you need clarification etc. The phrase ‘adopt, adapt and improve’ springs to mind.
The following link could be useful for reference - http://www.hmie.gov.uk/GoodPractice/Default.aspx
Presentations were delivered on College achievement in receiving an external review, excellence or SLIP commendation and the impact of their practice on the learner experience. It was interesting to note that the Flip camera popped (or should that be flipped) up in many of the presentations in terms of good practice. This is something that we are using in the Comm and English curriculum and the following link provides a handy how to use presentation - http://uk.youtube.com/watch?v=AxAIAqM5TVk
Two colleagues from Central College, Glasgow showed us how they integrated learning and assessment within the Sports Coaching (ski-ing instruction) and Digital Photography curriculum areas to good effects. Their results were recorded using a Wiki. I was glad that this simple, yet effective technology was highlighted as being a boon to the learning process.
Another presentation from an English and Media lecturer from Cardonald College highlighted the importance of extra curricular benefits to the learning process. The presenter communicated the success she has had running lunchtime sessions of a book club, recycling books and organising theatre trips. She gave the choice of novel over to the students and they unanimously picked War and Peace would you believe, unprompted by the way! She also noted how local radio (Govan FM) prompted a positive response by the local community to enter the Burns Homecoming Festival competition. An 83 year old lady called Gwen Silvers won, and here is her winning poem and reflective comments - http://www.youtube.com/watch?v=eDK0GIJP6yg
The final presentation was on Web 2.0 technologies, which is the phrase that runs through everything to do with ICT and Learning and Teaching at present. This session highlighted how some of the Web 2.0 tools can support excellence in learning and teaching and reflected upon how these tools can be used to enhance the learner experience through learner activity and increased engagement.
There were a few new sites discussed that I wasn’t aware of, and you may wish to have a look at these at your leisure. They are all free.
Video Jug – this is like the How Stuff Works website that some of use at the moment - http://www.videojug.com/
Flickr – this is one of the best online photo management and sharing applications around - http://www.flickr.com/
JORUM – a free online service providing access to teaching and learning resources, for teaching and support staff in UK Further and Higher Education - http://www.jorum.ac.uk/
Scotland’s College Repository – http://www.coleg.org.uk/coleg/CCC_FirstPage.jsp
GLOW – Glow is the world's first national intranet for education - http://www.ltscotland.org.uk/glowscotland/
JING – this is screen capture software http://www.jingproject.com/
I hope that this covers the main points anyway.
Yours in blog, Mark
Wednesday, June 3, 2009
EDDG Review Meeting - 24th June
Our final meeting, this semester for EDDG will be on midsummer's day (24th June) at 12.15 pm in 810. We can review how EDDG has gone this year and consider topics for discussion next year.
I have really enjoyed the meetings, and feel I have learned a lot from my colleagues across the college, as well as our recent visiting speaker. It seems a long time since we discussed Frank Coffield's paper "Just supposing..." , but all of still seems relevant today. I think it is always a struggle to keep learning and teaching as the priority within FE, but the committment to the EDDG meetings, has evidenced that staff really do try to just that.
Hopefully we will be able to entice Frank along to an EDDG meeting some time to give us an update .
Let me know about any topics you would like discussed at EDDG, and your thoughts on the past EDDG meetings.
I have really enjoyed the meetings, and feel I have learned a lot from my colleagues across the college, as well as our recent visiting speaker. It seems a long time since we discussed Frank Coffield's paper "Just supposing..." , but all of still seems relevant today. I think it is always a struggle to keep learning and teaching as the priority within FE, but the committment to the EDDG meetings, has evidenced that staff really do try to just that.
Hopefully we will be able to entice Frank along to an EDDG meeting some time to give us an update .
Let me know about any topics you would like discussed at EDDG, and your thoughts on the past EDDG meetings.
Wednesday, May 27, 2009
Diversity and campus culture
Dr Vicky Gunn, Glasgow University, joined our EDDG meeting in May for an interesting and stimulating debate on equality and diversity issues in the post school curriculum. During the session, Vicky highlighted the Single Equality Duty, the 6 equality strands, multiple identities, student resilience, confidence, self esteem and several other issues encroaching on a college campus culture. Vicky discussed some of her own and other recent research into LGBTQ issues. Due to Government legislation in the 80's and 90's, there is a large and noticeable gap in research in this area in Britain. Opportunities still exist for more research at college level to measure the climate of tolerence/intolerance in student campus life.
Find out more about Vicky's research by linking to her blog at:
http://www.psy.gla.ac.uk/~steve/qee/vg/pmwiki.php/Main/EqualityAndDiversity
To view the slideshow Vicky prepared and presented for the College look under the LGBTQ section where you'll see a pdf named Stevenson.pdf. Click on the link to open the slideshow.
Find out more about Vicky's research by linking to her blog at:
http://www.psy.gla.ac.uk/~steve/qee/vg/pmwiki.php/Main/EqualityAndDiversity
To view the slideshow Vicky prepared and presented for the College look under the LGBTQ section where you'll see a pdf named Stevenson.pdf. Click on the link to open the slideshow.
care facilities in Helsinki
We have visited 2 facilities today, and have one more to visit in the afternoon. The first visit was to a care home for older people. This was an excellent resource providing both residential and day care. The major differences seem to focus around ensuring that people remain physically active. There is a customised gym which is used a lot to maintain the physical mobility of both residents and people attending the day care centre. There is also a sauna, and we have begun to realise how important this facility is to Finnish people. These are adapted , if necessary for people with disabilities.
The second facility was a day centre for people who have mental health problems. This was based an an old Finnish house, and had a very welcoming atmosphere. Everyone shares daily living tasks, including buying food from local markets, cooking and cleaning. There is great deal of focus on inclusion and encouraging people not only to maintain their mental well-being, but also to be physically active.
We have returned to the college for our free mid-day meal, which is delicious. Lunch meals are free to all staff and students. These are well presented, nutritious, and put our lunches to shame. The tables all have flowers and sometimes paper cloths. the whole environment looks really environment and there doesn't seem to be any problems encouraging students to tidy up.
As Helsinki seems to be a weave of trees and water, the landscape always seems to be very appealing , with a natural feel. It's a bit like being in Centre Parcs !
The second facility was a day centre for people who have mental health problems. This was based an an old Finnish house, and had a very welcoming atmosphere. Everyone shares daily living tasks, including buying food from local markets, cooking and cleaning. There is great deal of focus on inclusion and encouraging people not only to maintain their mental well-being, but also to be physically active.
We have returned to the college for our free mid-day meal, which is delicious. Lunch meals are free to all staff and students. These are well presented, nutritious, and put our lunches to shame. The tables all have flowers and sometimes paper cloths. the whole environment looks really environment and there doesn't seem to be any problems encouraging students to tidy up.
As Helsinki seems to be a weave of trees and water, the landscape always seems to be very appealing , with a natural feel. It's a bit like being in Centre Parcs !
Tuesday, May 26, 2009
Hello from Helsinki
Here we are in our partner college in Helsinki. It's been a hectic couple of days with lots on information given re the changing curriculm of education in Finland, with more emphasis on vocational qualifications and integrated teaching. Many of the concerns, and challenges are similiar to our own: not enough teaching time, students who struggle to take responsibility for thier learning, just teaching to the outcomes.
The staff are very interested in what we are doing at Stevenson re assessment is for learning, the PDP unit and our tutorial system. They are hoping to visit us within the next year to exchange ideas and learn a bit more about our approach. Meanwhile, I'm hoping to persuade them to contribute to the blog !
We have visited some interesting care settings with lots more planned. There is a very positive attitude to people with disabilities and older adults, but they have the same concerns re lack of public funding. An 8 am start to the day makes sure we are not idle!
The weather is very hot ,and Helsinki is a very interesting city, with a lively design culture. Hopefully, we will be able to see it bit more of it when we have a bit of free time on Friday. The apartment we have is lovely, with a sauna, and a balcony. We are staying near a Marina, surrounded by forests, and hope to go for a boat trip around the archipelago .
Hopefully we will have the opportunity to update you on our visits later in the week.
Karen and Sue
The staff are very interested in what we are doing at Stevenson re assessment is for learning, the PDP unit and our tutorial system. They are hoping to visit us within the next year to exchange ideas and learn a bit more about our approach. Meanwhile, I'm hoping to persuade them to contribute to the blog !
We have visited some interesting care settings with lots more planned. There is a very positive attitude to people with disabilities and older adults, but they have the same concerns re lack of public funding. An 8 am start to the day makes sure we are not idle!
The weather is very hot ,and Helsinki is a very interesting city, with a lively design culture. Hopefully, we will be able to see it bit more of it when we have a bit of free time on Friday. The apartment we have is lovely, with a sauna, and a balcony. We are staying near a Marina, surrounded by forests, and hope to go for a boat trip around the archipelago .
Hopefully we will have the opportunity to update you on our visits later in the week.
Karen and Sue
Prof. Frank Coffield on e-learning
In this short video, Professor Frank Coffield considers the implications of technology for adult learning contexts. He also touches on the responsibilities of tutors and senior managers who are truly committed to e-learning ..,
Thursday, May 21, 2009
FERRN summer seminar, 11 June 2009
The forthcoming FERRN summer seminar will be held at Perth College UHI on Thursday 11 June 2009.
Key speakers include:
Workshops:
Key speakers include:
- Professor David Smith, Co-Director of the Centre for Research in Lifelong Learning talking about "Colleges and students in transition: what should be on the research agenda"
- Carey Normand, Programme Director, Teaching in the College Sector, University of Dundee
- Karen Lawson, Teacher Fellow Stevenson College Edinburgh
Workshops:
- ETNA: online survey of ICT skills in Scotland's Colleges
- Copyright and VLEs
- SPSS
- Virtual classrooms
More information from: Alma
Thursday, May 14, 2009
How to kill creativity ...
If you like a laugh, but, would also like to hear some interesting ideas about creativity's difficult relationship with education, then watch this presentation from Ken Robinson. His talk centres around children; however his general points are, I think, relevant to anyone working in education.
Tuesday, May 12, 2009
Reflections on a research conference in Stirling: Coffield and Gallacher
A handful of us from the college attended the Research in FE conference in the SFEU (now Scotland’s Colleges) on Monday.
The purpose of the day was to highlight some of the research activity (and the challenges involved with that activity) in the FE sector.
The day started off with an intriguing conversation, anchored by John McCann, between Frank Coffield and Jim Gallacher.
John McCann is the SFEU’s Deputy Chief Executive. Frank Coffield is an Emeritus Professor at the Institute of Education, University of London. Jim Gallacher is an Emeritus Professor at Glasgow Caledonian University.
These two Emeritus professors provided a rich personal, political and academic context for the day’s discussions. Coffield, although originally from Glasgow, has spent most of his academic career in England – his research, therefore, reflects the situation of FE south of the border. However, most, if not all, of his general points about FE there could be seamlessly transferred to the Scottish context. Gallacher provided a well-informed research and policy-making from the Scottish perspective.
What came across from both men was a passion and commitment to teaching and learning in general and, more specifically, a desire to make research more central to the working lives of FE teaching staff.
We don’t all need to be off working on research projects, but, as teaching professionals, we should all be familiar with important research developments relating to FE.
The Coffield-Gallacher conversation highlighted a number of issues. One theme was the importance of research evidence in the development of education policy. There was some discussion about the differences between Scotland and England, however it was interesting, if not unsurprising, to hear an eminent scholar such as Coffield provide insight into the reality of education policy making at the very highest level.
It seems clear that educational policy nationally and, at the college level, institutional systems are not, as we might expect, always based on sound educational research. The pragmatics of politics and business models are not easy to align with pure educational goals. It was refreshing to see the lid peeled off some off the rhetoric surrounding educational policy initiatives.
There was, from the delegates’ perspective, a real desire to get involved with research. How that would happen wasn’t so clear. What was clear was that colleges need to make a clear and unambiguous commitment of resources if they want the research to happen. One of the points that I kept coming back to was time. This is the resource which FE lecturers cherish most and have least of. Coffield himself acknowledged that the demanding teaching schedules of FE lecturers left little room for them to get involved in new initiatives.
There is little doubt that FE lecturers could never, nor should they, match the level and type of research activity that is conducted in HE. However, there is a place, I think, for a model of research which is customised for the needs, and the realities, of FE.
In saying that, and this came up a couple of times at the conference, research in FE needs to ensure that it maintains academic integrity. At one stage a cautionary voice articulated a concern that research might be used, or influenced, to bolster management agendas.
But this lone voice reflected a more general anxiety which informed a lot of the discussion – that there is a fundamental problem inherent in the corporate model of education which FE institutions are structured upon. Coffield’s important article asks us to “Just suppose teaching and learning became the first priority” (see very first EDDG post in October 2008). It is hard to see how teaching and learning will ever be the first priority in a system that, in reality, puts the economic ahead of the educational.
But let’s not get too dark and brooding. Let’s finish on a positive note. Those of us attending from Stevenson came away with a renewed passion for what we do and, in particular, a desire to move forward in terms of research.
I’ll let Karen fill out the details, but I’d not be surprised if some sort of a cross-college research group was soon born.
Of course, all of this rambling is merely drawn from the chaos of my memories of Monday. As that was a lifetime ago (it's now Friday), I'd welcome some comments from other participants of the conference. Between us we might just be able to produce an accurate reflection of the day's proceedings.
The purpose of the day was to highlight some of the research activity (and the challenges involved with that activity) in the FE sector.
The day started off with an intriguing conversation, anchored by John McCann, between Frank Coffield and Jim Gallacher.
John McCann is the SFEU’s Deputy Chief Executive. Frank Coffield is an Emeritus Professor at the Institute of Education, University of London. Jim Gallacher is an Emeritus Professor at Glasgow Caledonian University.
These two Emeritus professors provided a rich personal, political and academic context for the day’s discussions. Coffield, although originally from Glasgow, has spent most of his academic career in England – his research, therefore, reflects the situation of FE south of the border. However, most, if not all, of his general points about FE there could be seamlessly transferred to the Scottish context. Gallacher provided a well-informed research and policy-making from the Scottish perspective.
What came across from both men was a passion and commitment to teaching and learning in general and, more specifically, a desire to make research more central to the working lives of FE teaching staff.
We don’t all need to be off working on research projects, but, as teaching professionals, we should all be familiar with important research developments relating to FE.
The Coffield-Gallacher conversation highlighted a number of issues. One theme was the importance of research evidence in the development of education policy. There was some discussion about the differences between Scotland and England, however it was interesting, if not unsurprising, to hear an eminent scholar such as Coffield provide insight into the reality of education policy making at the very highest level.
It seems clear that educational policy nationally and, at the college level, institutional systems are not, as we might expect, always based on sound educational research. The pragmatics of politics and business models are not easy to align with pure educational goals. It was refreshing to see the lid peeled off some off the rhetoric surrounding educational policy initiatives.
There was, from the delegates’ perspective, a real desire to get involved with research. How that would happen wasn’t so clear. What was clear was that colleges need to make a clear and unambiguous commitment of resources if they want the research to happen. One of the points that I kept coming back to was time. This is the resource which FE lecturers cherish most and have least of. Coffield himself acknowledged that the demanding teaching schedules of FE lecturers left little room for them to get involved in new initiatives.
There is little doubt that FE lecturers could never, nor should they, match the level and type of research activity that is conducted in HE. However, there is a place, I think, for a model of research which is customised for the needs, and the realities, of FE.
In saying that, and this came up a couple of times at the conference, research in FE needs to ensure that it maintains academic integrity. At one stage a cautionary voice articulated a concern that research might be used, or influenced, to bolster management agendas.
But this lone voice reflected a more general anxiety which informed a lot of the discussion – that there is a fundamental problem inherent in the corporate model of education which FE institutions are structured upon. Coffield’s important article asks us to “Just suppose teaching and learning became the first priority” (see very first EDDG post in October 2008). It is hard to see how teaching and learning will ever be the first priority in a system that, in reality, puts the economic ahead of the educational.
But let’s not get too dark and brooding. Let’s finish on a positive note. Those of us attending from Stevenson came away with a renewed passion for what we do and, in particular, a desire to move forward in terms of research.
I’ll let Karen fill out the details, but I’d not be surprised if some sort of a cross-college research group was soon born.
Of course, all of this rambling is merely drawn from the chaos of my memories of Monday. As that was a lifetime ago (it's now Friday), I'd welcome some comments from other participants of the conference. Between us we might just be able to produce an accurate reflection of the day's proceedings.
Wednesday, April 29, 2009
Equality and Diversity EDDG meeting - 20th May
Vicky Gunn is interested in exploring how curricular activities influence students' experiences of inclusivity, particularly around the Equality and Diversity strands of LGBT, Race & Ethnicity, & Religious Belief. In this session she'll be looking mainly at research on LGBT experience but will also raise questions about the nature of multiple identities and their role in curriculum development that attempts to engage with the Equality and Diversity duties.
Friday, April 24, 2009
Reflective Practice discussions, 21/4/09 and 23/4/09
Some of the issues/ideas discussed included:
Can you reflect too much : paralysis by reflection ?
Need to discuss situations with colleagues/peers in order to gain insight and become more aware of our responses to situations.
We considered whether there is a particular culture/philosophy/value underpinning teaching in faculties. Would this be something that could be discussed in faculty meetings?
Some areas are involved in peer observation which can be helpful in thinking through different approaches.
Action learning sets can be used effectively to bring people together from across the college when working with particular issues. This is something that could be taken forward if there was enough interest. We could potentially try for money from the innovation fund to organise and facilitate this.
Quality and staff development days could be used to bring people together from either different faculties or with similar curriculum areas, to discuss practice issues and reflect on teaching.
It was acknowledge that EDDG in itself is a forum for reflecting on practice.
How do we help students reflect ? Discussed the use of blogs in helping before lecturers and students become more reflective. The Person and professional development unit can also be used to help students reflect more on their learning and skills development.
Reflecting our own experiences of learning, and sharing these with students can be useful for helping students feel more confident about learning.
· We need to consider the wider context within which reflection occurs.
We cannot take all responsibility for every student’s difficulties or problems, but we can be aware of how relate to students, and how we support them.
Can you reflect too much : paralysis by reflection ?
Need to discuss situations with colleagues/peers in order to gain insight and become more aware of our responses to situations.
We considered whether there is a particular culture/philosophy/value underpinning teaching in faculties. Would this be something that could be discussed in faculty meetings?
Some areas are involved in peer observation which can be helpful in thinking through different approaches.
Action learning sets can be used effectively to bring people together from across the college when working with particular issues. This is something that could be taken forward if there was enough interest. We could potentially try for money from the innovation fund to organise and facilitate this.
Quality and staff development days could be used to bring people together from either different faculties or with similar curriculum areas, to discuss practice issues and reflect on teaching.
It was acknowledge that EDDG in itself is a forum for reflecting on practice.
How do we help students reflect ? Discussed the use of blogs in helping before lecturers and students become more reflective. The Person and professional development unit can also be used to help students reflect more on their learning and skills development.
Reflecting our own experiences of learning, and sharing these with students can be useful for helping students feel more confident about learning.
· We need to consider the wider context within which reflection occurs.
We cannot take all responsibility for every student’s difficulties or problems, but we can be aware of how relate to students, and how we support them.
Tuesday, April 14, 2009
National accounts of well-being
I recently attended a seminar on how the new economics foundation (nef) . They are " attempting to present a radical new of assessing national progress to guide direction of modern lives and the lives of the people who live in them" . They provide international and national statistics on well-being and as well as surveys you can use to measure your own well-being. Despite a hesitance towards anything statistical, the seminar was extremely interesting. If you would like to know more, the website is : www.nationalaccountsofwellbeing.org.
Thursday, April 9, 2009
Frank Coffield in Stirling, 11 May 2009
Professor Frank Coffield, author of 'Just Suppose Teaching and Learning Became the First Priority...' and Emeritus Professor at the Institute of Education, University of London is the keynote speaker at Scotland's College's Research Conference which will be held at Stirling on 11 May 2009.
Frank will explore and define learning and address the provocative question of whether we need theory to underpin our practice in conversation with Professor Jim Gallacher from Glasgow Caledonian's Centre for Research in Lifelong Learning. In the afternoon he will hold a research surgery for delegates, who are invited to share their research insights or to bring their research challenges and proposals for Frank and the collective brain to work on.
More information and event programme available at:
http://www.sfeu.ac.uk/events/programme/2941?print=1
Frank will explore and define learning and address the provocative question of whether we need theory to underpin our practice in conversation with Professor Jim Gallacher from Glasgow Caledonian's Centre for Research in Lifelong Learning. In the afternoon he will hold a research surgery for delegates, who are invited to share their research insights or to bring their research challenges and proposals for Frank and the collective brain to work on.
More information and event programme available at:
http://www.sfeu.ac.uk/events/programme/2941?print=1
Tuesday, March 31, 2009
A sticky wiki ...
Thanks to Pam Donaldson who sent me this link to an article from The Times on the pitfalls of Wikipedia as a reliable source of information.
Here's a link to the article: http://www.timesonline.co.uk/tol/comment/columnists/ben_macintyre/article690574.ece
Any thoughts?
Here's a link to the article: http://www.timesonline.co.uk/tol/comment/columnists/ben_macintyre/article690574.ece
Any thoughts?
Monday, March 30, 2009
Examples of Wikis, Blogs etc.
I'm starting to put together a sample of sites (wikis, blogs, Google Groups ...) that tutors have developed. It will give people a sense of what's going on.
I've divided the list into two parts: open-access and password-protected. Just to explain ... the "open-access" refers to sites which are open for anyone to visit. Simply click on the link and you're there. The sites in the "password-protected" list are intended for students and tutors only - if you want to look at these, get in touch with the contact person listed under the site. They'll set you up with guest access.
The sites are listed under the heading "Examples of wikis, blogs etc. ..." on the right-hand-side menu of this blog (you may need to scroll up or down to find it).
If you have a site of any sort up and running, or know of someone who does, please get in touch and I'll add it to the list.
I've divided the list into two parts: open-access and password-protected. Just to explain ... the "open-access" refers to sites which are open for anyone to visit. Simply click on the link and you're there. The sites in the "password-protected" list are intended for students and tutors only - if you want to look at these, get in touch with the contact person listed under the site. They'll set you up with guest access.
The sites are listed under the heading "Examples of wikis, blogs etc. ..." on the right-hand-side menu of this blog (you may need to scroll up or down to find it).
If you have a site of any sort up and running, or know of someone who does, please get in touch and I'll add it to the list.
Tuesday, March 24, 2009
Jisc Conference
This was a very thought provoking day, and thankfully much of the content is available from the JISC website. It really is worth spending some time listening to the podcasts and reading the summaries of the sessions.
The keynote speech from Professor Lizbeth Goodman was mind blowing, particularly in relation to the work she had down with people with disabilities, but also the sheer volume of innovative projects that she had been involved in. I felt like a sloth in comparison. I particulalry liked her attitude of focussing on what the learner/user requires/needs and forget about the money. Sheer determination and working postively seemed to have brought about profound changes for many of the people she has worked with. Check out her presentation, but you will need about 30 minutes:
http://www.jisc.ac.uk/events/2009/03/jiscconference09/programme/lizbethgoodman.aspx
I also attended the sessions 'Every Learner Counts: can technology help improve motivation and retention ?' , 'Mind the Gap... understanding the tensions between the institutions and the learner', as well as 'Web2practice - guides to emergent technologies and innovative practice.
All of these were excellent and you can read or listen to them via the JISC website. However, a major theme emerged in all the sessions relating to the difficulties of senior management not investing in the developing staff's competence in using elearning tools, primarily due to a lack of understanding of elearning, and the need to move away from institutional practices that disempower and alienate students. SMTs seem to be slow to respond to technological changes , and reluctant to give time to lecturers to develop their skills. After seeing all the amazings things we could be doing (and we are already doing some great stuff) I think we need to consider how we move forward. If there was one thing everyone agreed on - you need motivated and creative lecturers to inspire (beginning to hate that word) staff and students to use technology. Where do we go from here ?
http://www.jisc.ac.uk/events/2009/03/jiscconference09
The keynote speech from Professor Lizbeth Goodman was mind blowing, particularly in relation to the work she had down with people with disabilities, but also the sheer volume of innovative projects that she had been involved in. I felt like a sloth in comparison. I particulalry liked her attitude of focussing on what the learner/user requires/needs and forget about the money. Sheer determination and working postively seemed to have brought about profound changes for many of the people she has worked with. Check out her presentation, but you will need about 30 minutes:
http://www.jisc.ac.uk/events/2009/03/jiscconference09/programme/lizbethgoodman.aspx
I also attended the sessions 'Every Learner Counts: can technology help improve motivation and retention ?' , 'Mind the Gap... understanding the tensions between the institutions and the learner', as well as 'Web2practice - guides to emergent technologies and innovative practice.
All of these were excellent and you can read or listen to them via the JISC website. However, a major theme emerged in all the sessions relating to the difficulties of senior management not investing in the developing staff's competence in using elearning tools, primarily due to a lack of understanding of elearning, and the need to move away from institutional practices that disempower and alienate students. SMTs seem to be slow to respond to technological changes , and reluctant to give time to lecturers to develop their skills. After seeing all the amazings things we could be doing (and we are already doing some great stuff) I think we need to consider how we move forward. If there was one thing everyone agreed on - you need motivated and creative lecturers to inspire (beginning to hate that word) staff and students to use technology. Where do we go from here ?
http://www.jisc.ac.uk/events/2009/03/jiscconference09
Student experience of technology
I was at the opening of JISC conference yesterday evening, where a panel debated many of the issues we have been discussing at EDDG. Lots of issues were raised and debated including the role of social networking sites, students expectations of technology, and their increasing attitude that they should be creators of their own learning . Issues around democratisation of knowledge were debated at length, with a recognition that students have a more cavalier attitude towards information, and who owns it.
Professor Jeff Howard, from Edinburgh University raised an interesting issue around the desire of a small group of staff wanting to utilise the latest technology versus the desire of students for predictability in their learning.
All, at the conference did agree, that the use of technology was supplemantary to classroom teaching, but the interesting point was raised that many students get more 1:1 attention by lecturing staff through email etc. than real time interactions in universities. Not sure that's true , so much for FE but it's an interesting point.
Attending the conference has already been interesting on a personal level. I'm sitting their with my notebook and pen, whilst others have these really smart electronic notebooks and laptops. I thought they were all quickly highighting the main issues of the debate, to share with their colleagues etc. but a quick bit of spying revealed people looking at their emails, on social networking sites, and one playing a game ! Still, I want one .
I think it would be great to have a similiar debate around the use of technologies in education, on a college wide basis. Maybe we could invite some external and internal 'experts' to be on panel and have a real debate about the role of technology with FE. Let me know what you think.
Professor Jeff Howard, from Edinburgh University raised an interesting issue around the desire of a small group of staff wanting to utilise the latest technology versus the desire of students for predictability in their learning.
All, at the conference did agree, that the use of technology was supplemantary to classroom teaching, but the interesting point was raised that many students get more 1:1 attention by lecturing staff through email etc. than real time interactions in universities. Not sure that's true , so much for FE but it's an interesting point.
Attending the conference has already been interesting on a personal level. I'm sitting their with my notebook and pen, whilst others have these really smart electronic notebooks and laptops. I thought they were all quickly highighting the main issues of the debate, to share with their colleagues etc. but a quick bit of spying revealed people looking at their emails, on social networking sites, and one playing a game ! Still, I want one .
I think it would be great to have a similiar debate around the use of technologies in education, on a college wide basis. Maybe we could invite some external and internal 'experts' to be on panel and have a real debate about the role of technology with FE. Let me know what you think.
Tuesday, March 17, 2009
The book you've been waiting for...
Just arrived in the Library today:
- WALLACE, S. (2007). Getting the buggers motivated in FE. The essential FE toolkit series. London, Continuum.
2 copies available for loan. Please remember to bring you staff ID card with you if you wish to borrow a copy.
Thursday, March 12, 2009
Times Higher Education magazine
Times Higher Education (THE), the weekly magazine for higher education is now available in the Library. Includes news, reviews, people, opinion, appointments.
Tuesday, March 10, 2009
GALE: Resource for articles on teaching and learning
Alma Wardrope mentioned that our subscription resource “Gale database” is a good way to find full text articles on educational issues from a wide variety of magazines and newspapers.
Gale is listed on our library catalogue and on the library information page on the intranet. As it is a subscription resource, it is only available to registered staff and students of the College.
In College it can be accessed by IP address, off campus you will need your Athens username and password to gain access.
The web address is http://infotrac.galegroup.com/itweb/stevensc
I've also added this address to the useful links on the menu on the right-hand-side.
Get in touch with Alma or anyone in the library if you don't have an Athens account.
Gale is listed on our library catalogue and on the library information page on the intranet. As it is a subscription resource, it is only available to registered staff and students of the College.
In College it can be accessed by IP address, off campus you will need your Athens username and password to gain access.
The web address is http://infotrac.galegroup.com/itweb/stevensc
I've also added this address to the useful links on the menu on the right-hand-side.
Get in touch with Alma or anyone in the library if you don't have an Athens account.
Monday, March 9, 2009
The Reflective Practitioner
The next Education Development and Discussion Group (EDDG) meetings will be on Tuesday 21st and Thursday 23rd April, at 12.15-1.15 pm in 810 .
The topic is ‘The Reflective Practitioner’. If you have discovered good links or resources on this topic, either send them to me or add them to this blog. I’ve included a summary of Brookfield’s 4 reflective lenses, but you can access a lot more information on Brookfield from the library or internet. I’ve also included a link to Johari’s window , another tool for reflection: http://www.noogenesis.com/game_theory/johari/johari_window.html.
Stephen Brookfield
The 4 Lenses
1. Our Autobiographies as Learners and Teachers
· Learners : reflecting on our experiences – puts us in the role of the ‘other’.
· May be thought of as emotional, subjective, individualistic or merely anecdotal but
· Have a powerful impact on us which others recognise and :
· Patterns and rhythms emerge that can be described as generic
· At times of uncertainty or difficulty we instinctively fall back on memories as learners to guide us.
· Emulate positive experiences, avoid repeating negative ones.
Our Students’ Eyes
· Can be surprising – are students interpreting our actions in the sense we intend? Are they learning what we think we are teaching?
· We can be surprised by the diversity of meanings students read into our words and actions e.g. our creative efforts, our jokes etc.
· Students can be reluctant to be honest – teachers may profess to welcome critical feedback, but actions vary when it is actually expressed.
· It can be risky for students to be openly critical – need to consider power relations.
· Anonymous opinions are generally best
· When you have demonstrated a willingness to respond to criticisms students may engage in a more public debate.
· Essential to see the learning environment from the learner’s perspective.
Our Colleagues’ Experiences
· Colleagues’ experiences provide a rich source for discussion – help make us feel less isolated.
· Provide opportunities to problem solve and
· Create new ways to deal with issues.
· Gaining different perspectives on problems helps increase our chances of finding an interpretation that fits with what is happening in a particular situation
· Observation provides a critical mirror reflecting back images of our actions that may take us by surprise.
· Critical reflection may begin alone, but when it is established with our colleagues , it checks out our assumptions and helps change structures of power.
Theoretical Literature
How does it help?
· Helps ‘name’ our practice by illuminating the general elements of what we think is our individual experience.
· Helps us realise that what we perceived as our personal failings are the inevitable consequence of certain social, economic, political processes.
· Stops us falling victim to the belief that we are responsible to everything that happens in our classrooms.
· Helps us understand students’ hostility – learning can bring about change and students can often be angry about this, rather than being angry at us.
· Can give us ideas of different ways to teach , helping us reflect, for example of our learning and teaching style e.g. Honey and Mumford.
The topic is ‘The Reflective Practitioner’. If you have discovered good links or resources on this topic, either send them to me or add them to this blog. I’ve included a summary of Brookfield’s 4 reflective lenses, but you can access a lot more information on Brookfield from the library or internet. I’ve also included a link to Johari’s window , another tool for reflection: http://www.noogenesis.com/game_theory/johari/johari_window.html.
Stephen Brookfield
The 4 Lenses
1. Our Autobiographies as Learners and Teachers
· Learners : reflecting on our experiences – puts us in the role of the ‘other’.
· May be thought of as emotional, subjective, individualistic or merely anecdotal but
· Have a powerful impact on us which others recognise and :
· Patterns and rhythms emerge that can be described as generic
· At times of uncertainty or difficulty we instinctively fall back on memories as learners to guide us.
· Emulate positive experiences, avoid repeating negative ones.
Our Students’ Eyes
· Can be surprising – are students interpreting our actions in the sense we intend? Are they learning what we think we are teaching?
· We can be surprised by the diversity of meanings students read into our words and actions e.g. our creative efforts, our jokes etc.
· Students can be reluctant to be honest – teachers may profess to welcome critical feedback, but actions vary when it is actually expressed.
· It can be risky for students to be openly critical – need to consider power relations.
· Anonymous opinions are generally best
· When you have demonstrated a willingness to respond to criticisms students may engage in a more public debate.
· Essential to see the learning environment from the learner’s perspective.
Our Colleagues’ Experiences
· Colleagues’ experiences provide a rich source for discussion – help make us feel less isolated.
· Provide opportunities to problem solve and
· Create new ways to deal with issues.
· Gaining different perspectives on problems helps increase our chances of finding an interpretation that fits with what is happening in a particular situation
· Observation provides a critical mirror reflecting back images of our actions that may take us by surprise.
· Critical reflection may begin alone, but when it is established with our colleagues , it checks out our assumptions and helps change structures of power.
Theoretical Literature
How does it help?
· Helps ‘name’ our practice by illuminating the general elements of what we think is our individual experience.
· Helps us realise that what we perceived as our personal failings are the inevitable consequence of certain social, economic, political processes.
· Stops us falling victim to the belief that we are responsible to everything that happens in our classrooms.
· Helps us understand students’ hostility – learning can bring about change and students can often be angry about this, rather than being angry at us.
· Can give us ideas of different ways to teach , helping us reflect, for example of our learning and teaching style e.g. Honey and Mumford.
Thursday, March 5, 2009
social networking sites
Have a look at this interesting article on social networking sites and let me know what you think: http://uk.news.yahoo.com/4/20090220/tuk-get-off-facebook-and-get-a-life-dba1618.html
Tuesday, March 3, 2009
Engaging the reluctant learner - EDDG meeting summary
Engaging the reluctant learner : Tuesday meeting 3/3/09
There was an excellent turnout for this meeting, so clearly the issue was one that struck a chord with many people.
Some of the issues discussed were :
How the fear that many students experience can lead to anxiety and aggression.
The interview process and follow-up.
How induction can help with alleviating fear, by building up positive relationships between lecturers and students, as well as between students in the group. We discussed a lot of issues around induction including the class lay-out, expectations of lecturers and students, teaching methods and styles and appreciating cultural differences. For some students this was their first time away from home and therefore consideration needed to be given to feelings of loss and isolation. It was agreed that it would be worth having more information and discussion on how we could develop induction throughout the college.
Feedback from students and how we process this. We discussed how we get feedback on our teaching and how we respond to this. Personal experiences were shared and there seemed to be a general agreement that there needed to be more opportunities for people to reflect on their practice. We thought this may be a good topic for another EDDG meeting.
Blogs as tools for reflection. Discussed how effective these were , and everyone was encouraged to add their comments to the EDDG blog.
There was an excellent turnout for this meeting, so clearly the issue was one that struck a chord with many people.
Some of the issues discussed were :
How the fear that many students experience can lead to anxiety and aggression.
The interview process and follow-up.
How induction can help with alleviating fear, by building up positive relationships between lecturers and students, as well as between students in the group. We discussed a lot of issues around induction including the class lay-out, expectations of lecturers and students, teaching methods and styles and appreciating cultural differences. For some students this was their first time away from home and therefore consideration needed to be given to feelings of loss and isolation. It was agreed that it would be worth having more information and discussion on how we could develop induction throughout the college.
Feedback from students and how we process this. We discussed how we get feedback on our teaching and how we respond to this. Personal experiences were shared and there seemed to be a general agreement that there needed to be more opportunities for people to reflect on their practice. We thought this may be a good topic for another EDDG meeting.
Blogs as tools for reflection. Discussed how effective these were , and everyone was encouraged to add their comments to the EDDG blog.
Wednesday, February 4, 2009
Engaging the reluctant learner
The next Education Development and Discussion Group (EDDG) is on Tuesday 3rd March and Thursday 5th March @ 12.15-1.15 pm , in room 810 . The discussion topic is ‘Engaging the reluctant learner’ . If you have any links to articles etc. which relate to this topic, please send them to me for distribution.
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Suggested article to read from Carole Paterson: http://www.ascd.org/publications/educational_leadership/sept04/vol62/num01/The_Engaged_Classroom.aspx
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Carole also recommended ‘Getting the Buggers Motivated in FE’ by Susan Wallace and, thoughtfully, summarises it for us a bit ...
Wallace (post-compulsory education, Nottingham Trent U., UK) offers thoughtful advice for teachers in "further education" (ages 14 to adult in the UK) who need advice on motivating unmotivated learners. She frames the advice in narrative vignettes followed by bulleted lists of steps and strategies. Characterizing the four major "demotivators" as fear, boredom, previous negative experience, and loss of hope, the author takes on specific populations (e.g. 14-16 year olds, English as a second language students) and discusses strategies that include reward as motivation, the use of entertainment, the motivating power of positive relationship-building, and exercises in self-respect in terms of each of the four concerns.
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Suggested article to read from Carole Paterson: http://www.ascd.org/publications/educational_leadership/sept04/vol62/num01/The_Engaged_Classroom.aspx
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Carole also recommended ‘Getting the Buggers Motivated in FE’ by Susan Wallace and, thoughtfully, summarises it for us a bit ...
Wallace (post-compulsory education, Nottingham Trent U., UK) offers thoughtful advice for teachers in "further education" (ages 14 to adult in the UK) who need advice on motivating unmotivated learners. She frames the advice in narrative vignettes followed by bulleted lists of steps and strategies. Characterizing the four major "demotivators" as fear, boredom, previous negative experience, and loss of hope, the author takes on specific populations (e.g. 14-16 year olds, English as a second language students) and discusses strategies that include reward as motivation, the use of entertainment, the motivating power of positive relationship-building, and exercises in self-respect in terms of each of the four concerns.
Thursday, January 22, 2009
Teaching two-point-oh
J. Simon van der Walt here from music, guesting on the blog. I thought I'd share a couple of teaching and learning things I've been doing on the web recently.
First up is making and sharing video online, mainly to demonstrate technical points with using music software. My most succesful posting so far is this demonstration of how to connect to the server using one of the college iMacs. The content was made by doing static screenshots, writing out what I wanted to say and recording it as audio, and then putting the whole lot together in a video editing package. The whole thing maybe took 45 minutes to produce, which is a fair investment in time; on the other hand, before this I was quite possibly spending about that amount of time every week dealing with students who couldn't figure out or remember how to do this, so probably time well spent.
I originally shared this on YouTube, but it was getting mixed up with various private postings of mine. My new strategy is to use several different accounts for the various online tools I'm using, so that I can separate my Stevenson College material from my RSAMD material from my personal work.
My new fave tool for this kind of work is ScreenToaster, as in this demonstration of drum notation in Sibelius for my RSAMD students. I'm finding this very quick and easy to use, this can't have taken more than fifteen minutes to do, no other software tools required, it's all on the web and works mac or PC.
What is Web 2.0 anyway? Three key points for me I guess are tools anyone can use without installing software, user generated content, and social features, and its the latter which I'm finding it hard to use effectively in teaching. Quite a while back I started collecting together all of the links I wanted my students to explore on my delicious page, with keywords to match the link to the relevant class. If this had really taken off the students might have started using delicious, bookmarking stuff themselves and sharing it with me... but it didn't. None of them showed much interest, although it does remain a useful place for me to keep my teaching links handy.
The other failed experiment was the wiki which I started to set up as a kind of instruction manual for the music hardware and software we use. There is some nice content here, but again, the real trick would have been to get some of the keener students to maintain the wiki themselves.
First up is making and sharing video online, mainly to demonstrate technical points with using music software. My most succesful posting so far is this demonstration of how to connect to the server using one of the college iMacs. The content was made by doing static screenshots, writing out what I wanted to say and recording it as audio, and then putting the whole lot together in a video editing package. The whole thing maybe took 45 minutes to produce, which is a fair investment in time; on the other hand, before this I was quite possibly spending about that amount of time every week dealing with students who couldn't figure out or remember how to do this, so probably time well spent.
I originally shared this on YouTube, but it was getting mixed up with various private postings of mine. My new strategy is to use several different accounts for the various online tools I'm using, so that I can separate my Stevenson College material from my RSAMD material from my personal work.
My new fave tool for this kind of work is ScreenToaster, as in this demonstration of drum notation in Sibelius for my RSAMD students. I'm finding this very quick and easy to use, this can't have taken more than fifteen minutes to do, no other software tools required, it's all on the web and works mac or PC.
What is Web 2.0 anyway? Three key points for me I guess are tools anyone can use without installing software, user generated content, and social features, and its the latter which I'm finding it hard to use effectively in teaching. Quite a while back I started collecting together all of the links I wanted my students to explore on my delicious page, with keywords to match the link to the relevant class. If this had really taken off the students might have started using delicious, bookmarking stuff themselves and sharing it with me... but it didn't. None of them showed much interest, although it does remain a useful place for me to keep my teaching links handy.
The other failed experiment was the wiki which I started to set up as a kind of instruction manual for the music hardware and software we use. There is some nice content here, but again, the real trick would have been to get some of the keener students to maintain the wiki themselves.
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