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
Wednesday, June 24, 2009
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.
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