Whose getting the development here? Utlising SoTL frameworks to reflect on personal development modules for senior level apprentices

Whose getting the development here? Utlising SoTL frameworks to reflect on personal development modules for senior level apprentices

By michaelkilmister Comment Closed

 

By: Dr Elizabeth Houldsworth, Associate Professor of Leadership, Organisations and Behaviour at Henley Business School, liz.houldsworth@henley.ac.uk
Group of people sitting around a table looking at paper and a laptop
Photograph from a staff development workshop at Whiteknights Campus, July 2023 © Liz Houldsworth

Overview

This entry offers an overview of a collaborative study by Dr Elizabeth Houldsworth (Henley Business School) and Emma Watton (Lancaster University Management School)

The researchers met at both their institutions to review personal development (PD) materials and to hear reports from learners on the impact of PD modules on their development as reflective practitioners. An exploratory empirical study was designed using Henley Business School students to consider the relative degree of reflective thinking displayed by learners in their PD assignments.

The approach was informed by scholarship of teaching and learning (SoTL) frameworks designed by Boyer (1990) and Kern et al. (2015) and, in particular, the need to ‘go public’ about the study. The collaborators reflected that the study had an unexpected positive impact on their own personal development as reflective practitioners.

Selfie photograph of Liz Houldsworth and Emma Watton.
Liz Houldsworth (left) and Emma Watton (right) © Liz Houldsworth

The project has had the following outputs, which are available for download by selecting the links:

    1. A peer reviewed presentation to the Research in Management Learning and Education Conference in Banff June 2022 (abstract)
    2. A peer reviewed conference presentation to Advance HE on the SoTL aspects of the collaboration (abstract)
    3. Staff development workshops at Henley Business School and Lancaster University Management School. Materials from the final one, held at Whiteknights Campus in July 2023, is available for download here (PDF of PowerPoint slides)

References

  • Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.
  • Kern, B. Mettetal G, Dixson M, et al. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship of Teaching and Learning, 15(3): 1-14.

This entry is a first for the T&L Exchange. Liberated from the constraints of the usual case study, contributors are encouraged to present their writing in a style and format of their choosing. This format offers colleagues an opportunity to quickly share their research, practice and ideas in a way that is authentic to their research or project. These entries might be intended to inspire interest, stimulate debate, foster collaboration, propose new ideas or even entertain. If you would like to submit an entry like this, please email CQSDTandL@reading.ac.uk.

 

Decentring Ableism: Creative Applications of Film Accessibility in Film/TV Practical Teaching

Decentring Ableism: Creative Applications of Film Accessibility in Film/TV Practical Teaching

By michaelkilmister Comment Closed

Shweta Gosh, Department of Film, Theatre & Television, shweta.ghosh@reading.ac.uk

 

A man wearing a grey T-shirt and black pants against a yellow wall. He is sitting on the floor next to his laptop, with his hands making a film frame as he discusses a shot from a film playing on his laptop. The caption reads [Epic action film music].

Overview

In this blogpost, Lecturer in Screen Practices and Industries Shweta Ghosh discusses her recent exploration of a new approach to teach film sound design using captions. Based on Shweta’s research on filmmaking and accessibility, this exploration serves as the foundation for a toolkit of film practice teaching methods that she intends to develop through 2023/24, which draw on principles of universal design and decentring ableism in the creative industries.

Objectives

The primary aim of the activity was to explore possible pedagogical applications of research on film accessibility in practical Film/TV teaching at the Department of Film, Theatre & Television. Key objectives were:

  • To develop student awareness of disability and Deaf culture, and the need for accessibility
  • To develop student capacities for confident exploration of diversities in audio-visual experience and development of creative ideas based on accessible filmmaking principles
  • To build accessibility into creative work with a foundational approach rather than incorporating it as an afterthought

Context

My doctoral research on filmmaking and accessibility revealed that filmmaking continues to centre nondisabled perspectives and practices, both on and off screen. Accessibility measures such as captions and audio description are often inserted in film/TV/video content as afterthoughts and accessible filmmaking research as well as practice demonstrates that the same measures considered at early stages (ideation, pre-production and planning) can make film and TV outcomes more accessible by default.

Additionally, accessibility measures can offer exciting possibilities to develop creative aspects of one’s work. The University of Reading Curriculum Framework outlines the need for teaching and learning practices to be accessible to all, and a key programme learning outcome of the new BA in Film & Television at the Department of Film, Theatre & Television programme is to “Create creative practice that is informed by an understanding of accessibility, sustainability and/or social engagement”. In alignment with these visions and outcomes, my exploratory activity was aimed at understanding student and staff response to the use of accessible filmmaking methods in film/TV practice teaching and learning.

Implementation

The activity involved working with two tutorial groups in the Part 1 Film/TV practice in Autumn term 2022 called ‘Introduction to Filmmaking’ (FT1ITF).

The idea was to explore the creative potential and inclusive outcomes of using creative captioning in Film/TV outputs. Group A and B tutors (Dr. James Kenward and I respectively) used a video by Artist Christine Sun Kim on rewriting closed captions from a Deaf perspective as a prompt for seminar discussion (released in advance on Blackboard), and facilitated student reflection on how captions can communicate diverse sound perspectives and the filmmaker’s creative intentions.

Initial discussion explored how the use of captions is widespread and how it makes audio-visual content accessible for Deaf viewers. This helped gauge student awareness and understanding of disability rights and accessibility more generally. Further discussion explored creative dimensions of captions in relation to ‘aural worlds’ (i.e., how each ‘world’ within an audio-visual work is built with different sound components and perspectives).

A screenshot from an animated film. We see two hands, one on top of another, feeling the vibration of sound from a speaker. On the top-left is the following text that identifies the film and production details: Embrace (Animated Short), 2014, Debopriya Ghosh, National Institute of Design. The caption reads [Film Audio]: Muffled Music and static.

Students were then encouraged to identify the different components of the aural world in the video as well as the classroom, and map these on to a sound design template. This template, used by Part 1 students as a formative development blog submission, facilitates thinking and planning for practical project sound design, where each column represents a component of the aural world (ambient sound, voice/dialogue, etc.) and which can subsequently be mapped on to sound design and mixing software.

A discussion connecting these various elements enabled students to apply insights to develop creative ideas for the sound design of their own practical projects. Questions used by tutors to facilitate discussion were based on the following themes:

  • How do the captions in this video describe the creator’s intention? For example, what is the intended mood and tone with respect to the violin music in the captions before and after Christine Sun Kim changes them?
  • How do the detailed captions help us imagine / create an aural world that is more complex + inclusive?
  • If you had to caption your 10-shot sequence, how would you caption it with your sound design intentions? Have a go based on your current rough cut (in class / before your next edit session with the rough cut copy / during the edit with the captioning tool).
  • How can your ‘captioned’ intentions be mapped on to a sound design plan (esp. Mood section)?

The activity was successful in achieving its intended objectives. Practical subgroups in A tutorial group used captions during the workshop to develop creative intentions for sound design. One of the practical subgroups in tutorial group B explored the use of creative captions in their final practical output. While their use of captions was not assessed summatively, formative feedback was provided at an editing supervision meeting, and their attempt to understand and engage with captioning was positively recognised.

Reflection

Positive feedback from the group A tutor summarises the strengths of this activity and reaffirms that this can be an effective and interesting way to teach students film practice and accessibility.

“This was a very useful exercise and encouraged students to think about their creative practice in new and inventive ways. Students were not ‘taught’ accessibility, but utilised standard accessible filmmaking practice as a foundation to explore sound design choices in their films. Accessible practice was thus a given, ingrained into the work itself, rather than something to be viewed as separate or additional.

As the exercise confronts practitioners’ inherent biases as well as their expectations for the viewer, it works effectively to encourage students to critically analyse and evaluate their sound design choices in a targeted fashion. Given improving the quality of students’ sound design is a specific area of focus for the department, this exercise would be beneficial for students across practical modules.”

This exploratory project has also confirmed that there is an appetite amongst students to understand and engage with audio-visual perspectives that are different to their own, whether on and off screen. This is crucial to develop future film/TV makers whose practices are built on the principles of empathy and inclusion.

Follow up

The verbal feedback from students and interesting themes emerging from the trail this year (such as creative intentions, creative control, accessibility tools as enhancers or limiters of creativity), will be used to develop a detailed yet flexible version of this exercise, which can be used in next year’s Introduction to Filmmaking module as well as adapted for relevant Part 2, 3 and MA Film/TV practice modules. A seminar + workshop format (or critical discussion + sound design template application activity) will support students to connect critical themes to creative applications fruitfully. Student and staff feedback at the end of these sessions will be invited to further my understanding of engagement with accessibility methods and how these might enhance creativity and empathy, as well as key pedagogical challenges.

If you’d like to know more or would like to talk about this project, you can reach me at shweta.ghosh@reading.ac.uk or my personal website.

Links

DIGITAL EDUCATION & ACCESSIBLE LEARNING

By aaroncooper Comment Closed

Prof Suzanne Graham: s.j.graham@reading.ac.uk;

Prof Richard Mitchell: r.j.mitchell@reading.ac.uk

Dr Yota Dimitriadi:  y.dimitriadi@reading.ac.uk

Schools: MPCS and Institute of Education

Overview

This article reports on the joint Institute of Education / Department of Computer Science Leverhulme funded project concerned with improving online learning for three groups of students. Various recommendations are made, some relating to the Yuja lecture capture system. More details are on our DEAL site https://blogs.reading.ac.uk/deal/.

Objectives

  • To identify optimal conditions for presenting learning information for students in HE, specifically across three student groups: – deaf/hearing impaired (DHH); with dyslexia (DYS), those with English as a second language (L2)
  • To establish a platform for developing an agile system responsive to different user needs
  • To use this evidence base to inform the development of guidance to providers of online learning

Context

Although the prime focus of the project was on Deaf and Hard of Hearing (DHH) learners, research suggests that students with literacy and language difficulties also benefit from captioning and visual materials. We used material from two of the University’s well established MOOCS on FutureLearn Begin Robotics and Understanding Anxiety, Depression and CBT which had material in various formats.

Implementation

We created two versions of online learning materials across these content areas. One version of the materials was ‘unenhanced’ – termed MOOC. The other version was ‘enhanced’ to offer greater support to learners (for example, through British Sign Language, BSL), termed DEAL.

Participants (109, randomly allocated to conditions) viewed the materials in an online interview after completing tests of literacy and prior knowledge. After viewing they completed quizzes to assess learning, and questionnaires and an interview to gauge their views on and attention to various features of the materials. Additional participants (26) viewed the Robotics materials while their eye-movements were tracked.

The University’s lecture capture system Yuja stores information from the lecturn computer and an optional camera. Students can view any result on the YuJa server, controlling captions and the two streams from the computer and camera. The camera can be used to record a signer live, but a video of a signer done elsewhere can be merged with that from the lecturn.

Impact

The project recommends

  • Adding Advance Organisers (signposts given to students before they undertake an activity to help them structure the information they are about to learn and to direct their attention to key points).
  • Pre-viewing explanations of key subject specific terminology.
  • Breaking some of the information down into smaller segments with summaries.
  • Adding British Sign Language to video clips.
  • Drawing participants’ attention to how to modify and use captions.

The overriding message for online learning is that personalisation of modifications is key, and that can be achieved by systems such as

  • Ally, where students can access material in different formats
  • YuJa, where students can personalise captions and signing.

Reflection

  • For both content areas, post-viewing quiz scores for MOOC and DEAL were very similar.
  • For Robotics, DHH DEAL participants had higher average post-viewing scores than DHH MOOC participants, giving some indication that the DEAL modifications helped.
  • Across all groups, DEAL modifications were found helpful by many participants. There was however a lot of individual variation regarding what was helpful/unhelpful. Participants wanted to be able to personalise their viewing: for example, by moving the BSL to a certain area of the screen, to lessen cognitive overload.

Specifically for the DHH students, we recommend

  • Provide a BSL version that can be turned on or off. Not all DHH students find BSL helpful or use it as their first and preferred language so the option to select BSL is likely to be helpful.
  • The option to move the interpreter to other parts of the screen was also favoured, which can be achieved for instance by Yuja, see link below.

Follow Up

Currently, relevant videos in the Begin Robotics MOOC are being enhanced to incorporate relevant findings from the project. These will be available in future runs, which will also be taken by the first year Computer Science students.

Links

The project web site https://blogs.reading.ac.uk/deal/

Viewing a video and a signer on Yuja  https://reading.yuja.com/V/Video?v=186538&a=492227066

The CBT MOOC  https://www.futurelearn.com/courses/anxiety-depression-and-cbt

The Begin Robotics MOOC https://www.futurelearn.com/courses/begin-robotics

The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module

By aaroncooper Comment Closed

Philippa Cranwell p.b.cranwell@reading.ac.uk, Jenny Eyley, Jessica Gusthart, Kevin Lovelock and Michael Piperakis

Overview

This article outlines a re-design that was undertaken for the Part 1 autumn/spring chemistry module, CH1PRA, which services approximately 45 students per year. All students complete practical work over 20 weeks of the year. There are four blocks of five weeks of practical work in rotation (introductory, inorganic, organic and physical) and students spend one afternoon (4 hours) in the laboratory per week. The re-design was partly due to COVID, as we were forced to critically look at the experiments the students completed to ensure that the practical skills students developed during the COVID pandemic were relevant for Part 2 and beyond, and to ensure that the assessments students completed could also be stand-alone exercises if COVID prevented the completion of practical work. COVID actually provided us with an opportunity to re-invigorate the course and critically appraise whether the skills that students were developing, and how they were assessed, were still relevant for employers and later study.

Objectives

• Redesign CH1PRA so it was COVID-safe and fulfilled strict accreditation criteria.
• Redesign the experiments so as many students as possible could complete practical work by converting some experiments so they were suitable for completion on the open bench to maximise laboratory capacity
• Redesign assessments so if students missed sessions due to COVID they could still collect credit
• Minimise assessment load on academic staff and students
• Move to a more skills-based assessment paradigm, away from the traditional laboratory report.

Context

As mentioned earlier, the COVID pandemic led to significant difficulties in the provision of a practical class due to restrictions on the number of students allowed within the laboratory; 12 students in the fumehoods and 12 students on the open bench (rather than up to 74 students all using fumehoods previously). Prior to the redesign, each student completed four or five assessments per 5-week block and all of the assessments related to a laboratory-based experiment. In addition, the majority of the assessments required students to complete a pro-forma or a technical report. We noticed that the pro-formas did not encourage students to engage with the experiments as we intended, therefore execution of the experiment was passive. The technical reports placed a significant marking burden upon the academic staff and each rotation had different requirements for the content of the report, leading to confusion and frustration among the students. The reliance of the assessments upon completion of a practical experiment was also deemed high-risk with the advent of COVID, therefore we had to re-think our assessment and practical experiment regime.

Implementation

In most cases, the COVID-safe bench experiments were adapted from existing procedures, allowing processing of 24 students per week (12 on the bench and 12 in the fumehood), with students completing two practical sessions every five weeks. This meant that technical staff did not have to familiarise themselves with new experimental procedures while implementing COVID guidelines. In addition, three online exercises per rotation were developed, requiring the same amount of time as the practical class to complete therefore fulfilling our accreditation requirements. The majority of assessments were linked to the ‘online practicals’, with opportunities for feedback during online drop-in sessions. This meant that if a student had to self-isolate they could still complete the assessments within the deadline, reducing the likelihood of ECF submissions and ensuring all Learning Outcomes would still be met. To reduce assessment burden on staff and students, each 5-week block had three assessment points and where possible one of these assessments was marked automatically, e.g. using a Blackboard quiz. The assessments themselves were designed to be more skills-based, developing the softer skills students would require upon employment or during a placement. To encourage active learning, the use of reflection was embedded into the assessment regime; it was hoped that by critically appraising performance in the laboratory students would remember the skills and techniques that they had learnt better rather than the “see, do, forget” mentality that is prevalent within practical classes.

Examples of assessments include: undertaking data analysis, focussing on clear presentation of data; critical self-reflection of the skills developed during a practical class i.e. “what went well”, “what didn’t go so well”, “what would I do differently?”; critically engaging with a published scientific procedure; and giving a three-minute presentation about a practical scientific technique commonly-encountered in the laboratory.

Impact

Mid-module evaluation was completed using an online form, providing some useful feedback that will be used to improve the student experience next term. The majority of students agreed, or strongly agreed, that staff were friendly and approachable, face-to-face practicals were useful and enjoyable, the course was well-run and the supporting materials were useful. This was heartening to read, as it meant that the adjustments that we had to make to the delivery of laboratory based practicals did not have a negative impact upon the students’ experience and that the re-design was, for the most part, working well. Staff enjoyed marking the varied assessments and the workload was significantly reduced by using Blackboard functionality.

Reflections

To claim that all is perfect with this redesign would be disingenuous, and there was a slight disconnect between what we expected students to achieve from the online practicals and what students were achieving. A number of the students polled disliked the online practical work, with the main reason being that the assessment requirements were unclear. We have addressed by providing additional videos explicitly outlining expectations for the assessments, and ensuring that all students are aware of the drop-in sessions. In addition, we amended the assessments so they are aligned more closely with the face-to-face practical sessions giving students opportunity for informal feedback during the practical class.

In summary, we are happy that the assessments are now more varied and provide students with the skills they will need throughout their degree and upon graduation. In addition, the assessment burden on staff and students has been reduced. Looking forward, we will now consider the experiments themselves and in 2021/22 we will extend the number of hours of practical work that Part 1 students complete and further embed our skill-based approach into the programme.

Follow up

 

Links and References

Reframing Identity 360

By edwardwhite Comment Closed

Kate Allen, Department of Art, k.allen@reading.ac.uk

Overview

An investigative artwork that explores identity using 360 cameras developed through practical, alumni led workshops and socially engaged art with current art students, school groups and the general public. Part of ArtLab Movement’ at Tate Exchange (TEx) 2019 at the Tate Modern on March and be archived on the ArtLab website.

Objectives

- Contribute to live art event/out-reach work experience led by Alumni at Tate Exchange 1-3 March 2019

- Explore identity capture with 360 cameras

- 360 cameras experimentation including designing, capturing, printing and editing.

- Create portraits with purpleSTARS, people with learning disabilities and children from Widening Participation schools in Reading.

Context

Reframing Identity explored self-portraits in shot in 360, developed as a response to Tania Bruguera’s Turbine Hall Commission concerning institutional power, borders and migration. Can 360 self-portraits raise awareness of how interconnected we are, when no person is ever behind the 360 camera, everyone is included.

Implementation

Alumni and Virtual Reality artist Kassie Headon researched ideas in response to Tania Bruguera installation at Tate Modern inspired by Bruguera’s ideas on inclusion, connecting to Kate Allen’s research with purpleSTARS a group of people with and with learning disabilities who aim to make museums more inclusive. Kassie demonstrated to students and purpleSTARS how to use the GoPro Fusion Camera and the app to edit 360 content. Activities to share the 360 self portrait concept with visitors were developed including drawing cylindrical self-portraits which they could then wear on their heads for a 360 selfie. Students facilitated the Reframing Identity 360 workshop as part of ArtLab Movement at TEx. Using 360 cameras was a new experience and concept for our students and most people visiting the TEx. The 360 self-portraits were exhibited via live video stream from the 360 cameras on an iPad displayed at the Tate and let participants explore the views, which they could manipulate and distort to create the desired effect. Participants 360 self-portraits were also printed or sent to the visitors phone.

Impact

The impact of Reframing Identity 360 created access and inclusion with new technologies for students and the public. Experiencing the live video stream frequently gave visitors an ‘Oh Wow’ moment. TEx gave an opportunity for research led teaching with Dr Allen purpleSTARS, Alumni Kassie Headon and current BA students to explore the concept of 360 self-portraits gain professional practice experience facilitating the workshops and technical skills working, with the 360 camera. The 360 cameras are now part of the digital equipment available to students with a core team of ArtLab students now familiar with their potential and how to use them.

Reflections

Working with new technologies in collaboration with Alumni, ArtLab students and purpleSTARS led to new perspectives on ideas of inclusion and self -portraiture. The experimental research occurred in response to work at the Tate and in collaboration with visitors to TEx. The project built capacity and awareness of new technology being introduced into the Art Dept learning through research and practical experiences the potential to create artworks and inclusive engagements.

Follow up

Kassie Headen continued to work with the 360 camera collaborating with widening participation schools during the ArtLab summer workshops 2019 exploring spaces and manipulating 2d versions of 3d space.

We are developing further research collaborations and research led teaching opportunities for ideas exploring inclusion in museums and immersive virtual reality artworks/experiences using Oculus Rift technology.

Links and References

We created a 360 recording of our Reframing Identity event at the Tate https://www.thinglink.com/mediacard/1158753748827242499?autoplay=0&autorotate=0&displaytitle=1&rel=1

ArtLab documents the workshop

https://readingartlab.com/2019/04/25/artlab-tate-exchange-visual-diary-2nd-and-3rd-march-2019/

purpleSTARS web documentation

https://purplestars.org.uk/2017/11/12/purplestars-at-tate-gallery-2018/

Tate Exchange webpage

https://www.tate.org.uk/whats-on/tate-modern/tate-exchange/workshop/reading-assembly-movement

Using wikis for assessed group work in new history modules

By laurenmccann Comment Closed

Shirin Irvine – TEL Adviser, CQSD

Image of Shirin Irvine

Overview

For the academic year 2015/16, the Department of History offered a brand-new Part 1 programme as part of the History Project. This resulted in the development of three new core modules.

Dr Mara Oliva transformed common practice by using technology to carry out full electronic assessment for her module. This project included multiple aspects of digital pedagogy, using Blackboard to perform engaging assessment.  This was achieved through innovative and effective use of Blackboard Groups in combination with Blackboard Wikis and Turnitin Assignments, in addition to the Grade Centre for administering students’ marks.

What is a wiki?

A wiki is a collaborative tool that allows students to work as a group on one project and write shared content in the form of a website. They can create a series of web pages that can include images, web links and videos, collectively responding to a theme.

Dr Mara Oliva – Lecturer in Modern American History (20th century)

Image of Mara Olive

Mara explains how she used the wiki tool within Blackboard as a new tool for summative assessment.

The Culture Wiki

Journeys through History 2 aims to introduce students to major historical ideas, concepts, beliefs and knowledge systems, and to show how these are exemplified in material culture, with reference to artefacts, buildings, paintings and other works of art, literature and media.

We wanted the assessment tools we chose to reflect the cultural and visual elements of the module. Therefore we decided to use a group wiki of 2,000 words (50% of the module mark), which we called the Culture Wiki, and an individual 2,000-word essay on one of the historical concepts.

The Culture Wiki allowed students to create and contribute to several web pages of course-related material. They were expected to display their research, analytical and communication skills by building a website meant for public consumption. In small groups, students created their wikis based on a theme discussed during lectures. Lecturers provided themes in the module handbook and on Blackboard.

Our aims for using this form of assessment were to teach students the importance of teamwork and how to write in a concise and accessible way in order to develop an understanding of public history, which offers many employability opportunities to history graduates.

Impact – great results! 

Overall, the exercise was very successful! According to the feedback, both students and staff enjoyed working on the Culture Wiki. Students said it gave them a chance to look at history from a different angle and realise how many flexible and transferable skills they can gain through studying history.

We then decided to take this a step further and extend full electronic assessment to the individual assay, using Turnitin Assignments. This was received very enthusiastically by the students, who appreciated the immediacy and flexible, 24/7 access technology can offer.

The project, however, would have never taken off without the invaluable support of the TEL team, in particular Shirin Irvine, Lauren McCann and Maria Papaefthimiou. With their help we arranged training and guidance for the department staff on creating and assessing wikis, using Turnitin for e-assessment, and using the Grade Centre.

To support students, we provided a separate handbook with “how to build a wiki” guidelines, which was uploaded on Blackboard. I then dedicated part of the first lecture to introducing the exercise and answering the questions. Overall, students did not need much support and were very quick at learning – their questions were mainly content related.

We are very pleased with the outcome of the project, so we have decided to continue for the foreseeable future!

Blending face-to-face and online to deliver group seminars

By peteandrews Comment Closed

Jeremy Lelean, Staff Engagement                                                                                                                                                           j.lelean@reading.ac.uk

Context

Soil Security Programme (SSP), School of Agriculture, Planning and Development

PhD students, external institutions and organisations

Description

 The Soil Security Programme is a PhD Student research network that includes a number of
other institutions and external bodies. Students are dispersed around the country and
sometimes abroad.
 The ability for the dispersed members of the network to join seminars held at Reading by PhD
students would help facilitate increased communications and information sharing.
 Two face-to-face seminar events have been held at which members have been able to join
remotely via Collaborate.
 Members were sent a ‘guest link’ and joining instructions and were able to watch the
presentations given in the physical room.
 The initial seminar had 11 participants, 9 in the room and 3 joined remotely.
 A USB speakerphone was attached to the laptop in the room to provide the audio and a
webcam was used to show what was happening. Presentations were delivered using
‘Application Share’ in Collaborate.
 Jeremy facilitated the session to ensure the remote participants were kept informed of what
was happening in the physical space.

Impact

Using Collaborate was a success and participants found the experience was very good. There
were some minor points raised but this did not detract from usability.
 Remote participants could easily join in sessions that they wouldn’t otherwise have been able to
attend.
 Recordings of the seminars were made available to members of the network.
 SSP plan to deliver an online conference using Collaborate to help build a community of early
career researchers and PhD students in the field of soil science.

Thoughts and reflections

 Remote participants weren’t able to see where the speakers were pointing to on the slides. Ask
speakers to use the inbuilt Pen and Laser Pointer tools when PowerPoint is used in Presenter
View to highlight slides.
 It was necessary to restart application share when moving between different PowerPoint
presentations.
 Remind participants in the physical space to remember that there are remote participants.
 Participants in the physical space can’t see the chat taking place in Collaborate.
 Chat was particularly useful for communication between the facilitators and remote users
without disturbing the seminar speakers.
 Ensure that remote users can hear those speaking in the room clearly. It may be necessary for
the facilitators to repeat questions or ask people to speak more loudly.

 

Promoting Research in Teacher Education

By edwardwhite Comment Closed

Nasreen Majid, Institute of Education                                                                                            n.majid@reading.ac.uk

Overview

All students on the BA Primary Education (QTS) programme develop a piece of research, entitled, Advanced Teaching Project (ATP). This blog summarises how the ATP conference is used to develop peer learning in order for part 2 students to learn from the research experiences of part 3 students. 

Objectives

  • Develop sustained and structured scaffolds to undertake effective undergraduate research
  • Develop high quality peer learning opportunities
  • Develop a culture of educational research
  • Enable an understanding that teaching is a research informed profession.

Context

Module ED3PI1 is a 40 credit module, assessed through an 8000 word ATP dissertation. The ATP develops our trainee teaches’ educational research skills. The preparation for this project starts at the end of part 2, with an introductory lecture and a conference in the summer term, showcasing the research undertaken by the part 3 students. 

The conference aims are firstly to celebrate the outstanding work undertaken by our students and the teaching aim is for peer learning, where the part 3 presentations and posters inform part 2s on the best approaches to write a strong piece of undergraduate research. This approach amplifies the impact of learning as it is an exchange between peers and based on the part 3 students’ experiences of writing their ATP over an academic year.

The student presentations highlight the research undertaken, how they conducted their literature review, their methodological approach and the effectiveness of this. The students share ‘top tips’ throughout the presentation to enable collaborative learning. The presenters use mentimeter to generate questions, thus providing an anonymous platform for part 2 students to ask questions freely.

Impact

The ATP conference sets a foundation for the students to develop a sustained and structured approach to undergraduate research. This is measured by the way students engage with their ATPs and the quality of research output. Furthermore, the ATP work serves as a springboard for some part 3 students to undertake Masters level work as well as being encouraged to publish their research. A major impact of the conference is the high quality peer learning opportunities that take place. This culminates to our students building a strong identity as educational researchers.

The materials shared at the conference, including the presentations and posters are drawn upon across part 3, during the teaching input for the module to further consolidate the learning experienced during the ATP conference. The videos developed during the conference are shared across the academic year to facilitate further learning.

Reflections

The process of developing high quality projects for the ATP using a peer learning model provides a strong opportunity for students to collaborate and learn from the previous cohort’s experiences. It is clear from the observations that the part 2 students gain a great deal from listening to and being assured by the part 3 students about the ATP writing and learning process. Evidently, learning from peers and understanding that the part 3 students were in the same situation one year ago, provides food for thought for the part 2 students and enables then to recognise that although the work is very challenging, it is ‘doable’ to a high standard because they have seen outstanding examples of work from their peers. Overall, I am always impressed by the work that goes into the presentations and the professional way the part 3 students deliver their research to their peers.

Links

Link to the IOE news feed featuring the ATP conference:

http://blogs.reading.ac.uk/ioe-news-and-events/2018/06/06/at-the-annual-student-teacher-research-conference-there-was-an-astonishing-range-of-talent-and-also-a-fair-hint-of-nostalgia/

Social justice – Leading attitudinal change in students

By peteandrews Comment Closed

Stephanie Sharp, Lecturer, Institute of Education                                                                                                                        s.sharp@reading.ac.uk                                                                                                                                                                                                                Year of activity: 2016/17

Overview

After exploring representations of ethnicity within the ‘reading for pleasure books’ in primary classrooms I proposed that a group of second year, undergraduate, trainee teachers would undertake a small scale research project to support their understanding of equality and diversity in the primary school setting.

This study led to an attitudinal change in the trainees’ approach to school resources, such as books, by becoming more critically aware of equality and diversity issues. They went on to be active in enhancing curriculum design for future cohorts.

Objectives

  • To raise trainee teachers’ understanding of social justice to enable them to develop a more critical approach to resources available in primary school classrooms
  • To refine curriculum design by engaging with university guidelines to promote the trainees’ academic, personal and professional potential

Context

The IoE and the Reading International Solidarity Centre (RISC) work collaboratively to support trainees in their understanding of diversity and equality. Modules build on these activities in order to provide them with an opportunity to refine their thinking to open a dialogue on issues of inequality and social justice.

During my time visiting schools I have come to recognise that there is a lack of diversity in the ‘reading for pleasure’ books offered to pupils and in our increasingly diverse society many children do not find themselves reflected on the cover of these books and so I worked with a focus group to challenge this assumption.

Implementation

A convenience sample of six student volunteers, representing the majority female demographic of the course, made up a focus group. Firstly, students were introduced to Sara Ahmed’s writing on invisible whiteness in a diverse population, from a hegemonic position of privilege and power (2012). Secondly, using a census guide published by the Department for Education (2013), we examined the wide range of ethnicities currently present in UK classrooms. Thirdly, I randomly selected 50 children’s picture books to enable the trainees to identify the main protagonists by their ethnicity and then compared their findings to the census data.

The activity revealed that very few of the ethnicities listed on the census were represented in the children’s books, with a majority representation of white protagonists.  The trainees then repeated this activity (Blackledge, 2000) on their school work placements. The trainees followed the University’s ethical guidance and gained permission from each of the schools to carry out this investigation.

Impact

Outcomes confirmed the hypothesis that the majority of children were under-represented in the ‘reading for pleasure’ books in their classrooms.

The trainees presented their findings to their peers, which led to a deep discussion, where students questioned the content of their own personal reading as well as that provided in the classroom.

The trainees also requested that this practical activity should be undertaken by all trainees in their first year to inform their early understanding of social justice. This was an unexpected outcome for both the trainees and myself. They took ownership of their learning and recognised that, by being proactive, they were key in refining an aspect of curriculum design. They are proud of this achievement and of their attitudinal shift.

Reflections

The certainty of evidence-based research gave the trainees the confidence to challenge provision in schools and while it must be acknowledged that teacher practitioners are working hard to ensure that they provide classrooms that are equitable and fair, there are still areas to address, however small. This research led to attitudinal change in the students and ensured that they understood, at a deep level, what social justice means. Without this process, the students would have assumed that the books provided for pupils in schools have been carefully selected with pupils at the heart of the choices made.

Follow up

In response to the request from the focus group, this book audit activity is now embedded as part of curriculum design. It has been organized as a school based task, to be repeated annually to support the teaching and learning that takes place with first year student teachers.

Links

Ahmed, S. (2012). On Being Included: Racism and Diversity in Institutional Life. London: Duke University Press.

Blackledge, A. (2000). Literacy, Power and Social Justice. London: Trentham Books Ltd.

Department for Education. (2013). Schools, pupils and their characteristics. Retrieved March 27, 2016 from https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2013