Online peer assessment of group work tools: yes, but which one? By Heike Bruton (a TLDF project)

By edwardwhite Comment Closed

A short while ago I wrote the post “Group work: sure, but what about assessment? This outlines a TLDF- funded project in which Cathy Hughes and I investigated tools for the peer assessment of group work. Cathy and I have now produced a full report, which is available for download here (Cathy Hughes and Heike Bruton TLDF peer assessment report 2014 07 02), and summarised below.

 

Aim and methods

The aim of the project was to evaluate available online systems for the assessment of students’ contribution to group work. In order to establish our criteria for evaluation of these systems, we conducted a series of interviews with academics across the university. This allowed us an understanding of how peer assessment (PA) is used in a range of subjects, and what the different perspectives on the requirements for a computer-based system are.

 

Systems in use and evaluation criteria

Among our eleven interviewees we found five different separate PA systems (including Cathy’s own system) in use by six departments. Notably, Cathy’s tool appeared to be the only entirely computer-based system. Based on the insights gained from the interviews, we developed a set of criteria against which we evaluated available PA systems. These criteria are pedagogy, flexibility, control, ease of use, incorporation of evidence, technical integration and support, and security.

 

Available online systems

We identified three online tools not in use at the university at the moment, which implement PA specifically to the process, not the product, of group work. These three systems are iPeer, SPARKplus and WebPA. In addition we also critically assessed Cathy’s own system, which is already being used in several departments across the university. After investigating PA systems currently in use at Reading and applying the above-named criteria to the four PA system under investigation, we came to a number of conclusions, which resulted in a recommendation.

 

Conclusion

There is a strong sense of commitment among staff to using group work in teaching and learning across the university. PA can serve as a mechanism to recognise hard work by students and also to provide feedback aimed at encouraging students’ to improve their involvement with group work. Whilst any PA system is simply a tool, which can never replace the need for active engagement by academics in their group work projects, such a tool can make PA more effective and manageable, especially for large groups.

 

Recommendation

Our recommendation then is that WebPA should be considered for use within the university. Our research suggests that it could be adopted with relative ease, particularly given the strong and active community surrounding this open-source software.   While it may not be appropriate for everyone, we believe it could be a useful tool to enhance teaching and learning, potentially improving the experience of group work assessment for both staff and students.

Cathy and I will be delivering a number of Teaching and Learning seminars on PA of group work in the near future. To download the full report, click here (Cathy Hughes and Heike Bruton TLDF peer assessment report 2014 07 02). To try out a stand-alone demo version of WebPA, follow this link: http://webpaos.lboro.ac.uk/login.php

Cathy and Heike will be presenting their project in a TEL Showcase event in the spring term. Please check http://www.reading.ac.uk/cqsd/TandLEvents/cqsd-ComingSoon.aspx.

Using screencasts to deliver skills training: a Part One English Literature module

By edwardwhite Comment Closed

Dr Nicola Abram, Literature and Languages
n.l.abram@reading.ac.uk

Year of activity: 2014/15

Overview

This entry describes the use of screencasts to deliver skills training on a compulsory Part One English Literature module. As a result of the changes outlined here, every student taking English Literature at the University of Reading will have access throughout their degree to a bank of online resources teaching key skills.

Objectives

  • To train students in the practical skills needed to succeed in an English Literature degree. To induct students into the independent learning required for an English Literature degree.
  • To increase students’ engagement in skills training.
  • To improve students’ understanding of and adherence to academic conventions.
  • To make best use of the contact time (lectures and seminars) on the module.

Context

Over 200 students enter English Literature programmes at the University of Reading each year, from a range of educational backgrounds. To ensure they all have the key skills and theoretical understanding needed to succeed throughout their degrees, we run a compulsory module in Part One , Research & Criticism (EN1RC).

In the previous incarnation of the module, the Autumn Term had been used for a series of 50 minute lectures on research methods, such as ‘Using online sources’, ‘Using published sources’, ‘Citations and referencing’, and ‘Academic writing’. Students also attended a 50 minute seminar each week, the content of which was determined by the seminar tutor. The Spring Term lectures and seminars then inducted students into foundational critical ideas like ‘narrative’, ‘reader’ and ‘author’, as well as issues such as ‘gender and sexuality and ‘race and empire’, via a series of set texts.

I was tasked with convening this module from 2014/15. On my appointment I sought to engage students as more active participants in the skills training component.

Implementation

The process for developing this module began with an informal conversation with another tutor. We identified a disparity between the module content and the mode of delivery: the traditional lecture format did not seem to be the best vehicle for delivering skills training.

Believing that skills training is most effectively conducted through practical and interactive activities, I set about constructing a series of short formative tasks that would enable students to learn by doing. These were designed to break down the process of research and writing into its component parts, so that students could amass the necessary skills bit by bit. Feedback would be given quickly – usually the following week – by their seminar tutor, meaning changes could be implemented prior to attempting a summative (assessed) essay. The specific formative tasks set were: assembling a bibliography, integrating quotation into a short critical commentary, preparing an essay plan, summarising a fiction text, précising a critical text, and drafting an essay introduction.

Students were supported to undertake each task by a screencast: a short (3-5 minute) animation giving the key information about a particular skill and signposting further resources, which students could watch at their own pace and return to at leisure. Screencasts were released to students on a controlled basis via a dedicated area on the module’s Blackboard pages, accompanying the instructions for each formative task. Upon completion of the module, students had therefore engaged with a bank of ten different screencasts. They retain access to this throughout their degrees, via Blackboard.

Most of the screencasts were prepared using the screen capture programme, Camtasia, for which we have multiple departmental licenses. Colleagues who had previously delivered the skills lectures were given the technical support (where necessary) to repurpose that material into a screencast, and others were invited to volunteer new material. A colleague in Study Advice also
contributed a screencast tailored to the needs of English Literature students. This collaborative approach produced a welcome range of different outcomes. Some colleagues used PowerPoint to present written and visual content, while others used Prezi, which better represents the spatial arrangement of the material. Some recorded a voiceover, which provided a welcome sense of connection with an individual tutor, while others chose to use a musical soundtrack downloaded from a royalty-free website such as incompetech. A few colleagues used the animation tools PowToon and VideoScribe, rather than simply recording a presentation onscreen.

A meeting with staff teaching on the module was held at the end of its first term and after its first full year. Their reflections on students’ submitted tasks and classroom engagement proved invaluable for the module’s iterative design.

Impact

As a result of this module, students are evidently more alert to the many components of professional writing and are better equipped to perform good academic practice. Selected comments from qualitative module evaluations affirmed the usefulness of this immersive model of skills training: “The first [formative] tasks such as the bibliography were very useful to bridge the gap into HE”, “All the feedback I received was very helpful and helped me improve my work”, and “The screencasts were also a fantastic idea”.

The screencasts have been watched multiple times by students, suggesting that they are a useful resource that can be returned to and referred to repeatedly. The current most-watched is ‘Incorporating quotations’, which has had 969 views since it was uploaded in January 2015.

Using screencasts as a teaching delivery tool has also provided the opportunity to develop the content of the course. Removing the skills content from lectures freed up contact time to be given to important theoretical material and set texts.

Reflections

The model of interactive skills training harnesses the power of constructive alignment (Biggs, 1996, 1999), where teaching process and assessment method are calculated to maximise students’ engagement with the subject and/or skills being taught. Even for a discursive discipline like English, the QAA Subject Benchmark Statement encourages assessments “aimed at the development
of specific skills (including IT and bibliographical exercises) (2015, p.5).

Although I did not have a particular student demographic in mind when making these changes, the staged development of writing skills seems to offer specific support to international students and EAL learners, who may be unfamiliar with UK academic conventions and benefit from an atomised approach to writing with regular formative feedback. However, all students benefit from this formal induction to academic literacy. Running a core skills module has an equalising effect on the cohort, compensating for disparities in prior educational contexts and attainment.

Embedding the screencasts to view on Blackboard was awkward since it measures dimensions in pixels, and they could not be watched inline by users whose devices did not support a specific plugin. Screencasts were therefore hosted on www.screencast.com, with stable links provided in Blackboard. Both uploading and viewing via the Screencast website are easy and effective, but the cap on bandwidth (2GB per month) meant a need to upgrade to a paid-for subscription (currently £8.36 per month) in months where traffic was particularly high. In future I will consider using YouTube with appropriate privacy settings, to continue the period release of screencasts through link-only access.

Follow up

As at 2016/17, the module continues to run using screencasts as a key teaching method. Additional screencasts have been added to the suite as need arose, for instance to support students’ use of Turnitin as a formative tool, in line with University of Reading strategy. Some screencasts have been replaced as a result of staff turnover. But most remain in use, meaning that the initial work to prepare the content and conduct the screen capture continues to pay off.

Various colleagues in the Department of English Literature have found screencasts to be a useful method for wider skills training. We are now preparing a suite of screencasts to support prospective students and new entrants with the transition into higher education, on topics like ‘What is a lecture?’ and ‘How should I communicate with my tutors?’. We also use screencasts more widely, including as a student assessment method: some of these, along with our public-facing promotional videos, have been given British Sign Language interpretation (contact Dr Cindy Becker for details).

Work is now being undertaken to enhance the training component of the module further through Technology Enhanced Learning, by using Blackboard quizzes to provide students with immediate feedback on their understanding of skills like proper referencing practice.

Links

Example screencasts from ‘Research and Criticism’:

English Literature at the University of Reading YouTube Channel

Coursework redesign for an integrated multidisciplinary module

By edwardwhite Comment Closed

Dr Mark Dallas, School of Chemistry, Food and Pharmacy
m.dallas@reading.ac.uk

Overview

9239Within the School of Chemistry, Food and Pharmacy, coursework on a Part Two Pharmacy module, Therapeutics and Medicines Optimisation B (PM2B), was redesigned to reflect the multidisciplinary nature of the new module. In their assessed work, students demonstrated a better appreciation of the interconnectivity of the disciplines of Pharmacy, and students also expressed their enjoyment of the redesigned assessment.

Objectives

  • Redesign coursework to reflect the multidisciplinary nature of PM2B.
  • Implement and assess a learning exercise that allows Pharmacy students to integrate their understanding of different Pharmacy disciplines.

Context

In 2011 the General Pharmaceutical Council (GPhC), the regulating body for the pharmacy profession within England, Scotland and Wales and the body responsible for accreditation of the Masters of Pharmacy degree course at the University of Reading, adopted a new set of standards for the initial education and training of pharmacists. The first criteria of Standard 5 stressed the need for integrated curricula. With modules within Pharmacy at the University of Reading being altered to reflect these standards, the existing coursework structures were not suited, as they would not have aligned to the joint nature of the new modules.

Implementation

The aims, delivery and assessment of the module’s coursework were completely redesigned. Previously, students had been assessed solely by a written report, and the datasets used only reflected one discipline of pharmacy.

The new coursework that was devised was aligned with a modern day multidisciplinary drug discovery programme, with the intention being that this would allow students to appreciate the integrative nature of pharmacy as a science, and the multidisciplinary nature of their subject.

There were four assessed components that comprised the module’s coursework. A project report contributed 50% of the coursework final mark; a poster presentation 20%; reflective diaries 15%; and engagement 15%. By having multiple types of assessment it was hoped that students would engage with the topics, and that it would promote deep learning, while allowing students an opportunity to demonstrate a variety of skill sets. The poster presentation and project reports saw students assessed as groups. To assess engagement, a rubric was created, rating students on their academic engagement and their group engagement based on clearly defined criteria.

Impact

The redesigned assessment was enjoyed by students, and in their assessed work students consistently demonstrated a sufficient understanding of the interconnectivity of the disciplines of Pharmacy. Marks on the written report, however, were lower than had been hoped, and suggested that some adjustment to this aspect of assessment were necessary.

Reflection

Having the coursework comprise different assessment types was valuable as it allowed staff to gain an insight into student knowledge retention, critical thinking, and their ability to work in a wider context.

The written report represented an assessment format with which students would be familiar, given the format of assessments at Part One. The value of having students produce a written report was that it allowed students to be tested on their application, rather than simple obtainment, of knowledge to address a problem.

Having students produce a poster presentation as part of their assessment on the module encouraged students to utilise different skills in their work. Communication skills, which had previously not been assessed in the module, but are an important skill that the University of Reading seeks to develop in its graduates, became a central element of assessment. By having to produce a poster that would then be presented to their peers, students were encouraged to engage deeply with the topic, and to take pride in what they created, and created an opportunity for peer learning.

Having group work as an assessed element was of great value in a multidisciplinary module. With group members having different strengths within the group, they are able to make a valuable contribution, and benefit from learning from others’ strengths in turn. While group work does introduce the possibility for ‘free-riding’, whereby students do not engage and instead rely on the rest of the group to deliver a good final mark, and this was something that students commented on in their feedback, the strength of group assessment is the key communication and collaborative skills it demands.

The creation of reflective diaries is especially pertinent to students in healthcare professions, as reflective writing is a central element of their continuing professional development. An additional and unforeseen benefit of this assessment was the insight it provided into students’ thought processes, which was valuable for making adjustments to the module.

Assessing student engagement was one of the challenging aspects of the redesigned assessment. Having a clear rubric made marking a more objective process.

Follow up

To address the issues that were introduced by having group work assessed, a session on group dynamics has been introduced to the module in order to better set expectations. The skills addressed in this session will be valuable to students not only in this module, but can also be applied across their academic and professional experience.

A further innovation has been the use of online project management tools. This has both allowed students to better manage their work and engagement, and also allows assessors access to evidence to help with marking, and allows group work to be better monitored.

Croissants and Coffee: Engaging students and building a sense of community in the Department of Politics by Emma Mayhew

By edwardwhite Comment Closed

Last year I wrote all about the pedagogical value of cake in my seminars. This year I want to extend this notion and talk about the value of croissants and coffee as a means to encourage student engagement and develop further a sense of community in the department.

I knew from my experience with cake breaks that most students have a view on all aspects of their university experience-how their degree programme works, module choice, content, assessment, feedback, teaching and resources. I wanted to find more ways to get to these views because I wanted to understand the student experience more deeply from part 1 all the way through to the postgraduate level.

Politics Breakfast JanuarySo, together with part 3 student Florian Marcus, I decided to run a series of ‘breakfast liaison clubs’ within the department. Of course they weren’t really ‘breakfast’ clubs- they started at either ten or eleven in the morning- but we did provide free croissants, Danish pastries and orange juice. Because this was a joint staff-student initiative focused on finding out what students thought and engaging them in curriculum design, we were able to attract funding from the CQSD/RUSU Partnerships in Learning and Teaching Projects Scheme (PLanT).

We quickly learnt a number of key lessons-mini chocolate croissants are far more popular than plain croissants or jam Danish pastries but more importantly than that, even when you provide free food and drink not all students will turn up and those that do are typically highly engaged, high achieving and satisfied with their programme anyway.

The students who came did give us some great feedback that we could work with, mainly on contact hours, the nature and amount of assessment, e-submission and assignment feedback. These students did report that breakfast clubs were a great opportunity to talk to lecturers in a more informal setting, to get more advice on dissertations, on postgraduate studies and future careers. Florian and I were able to report all of our experiences at the first RUSU sponsored Partnership in Teaching and Learning Conference in March while Florian took the lead presenting at a PLanT T&L showcase in June.

Great, we thought, but there was something else that we needed to reflect on. We had identified early in the project design process that a useful offshoot might be that these kinds of events would be feeding into a sense of community within the department but actually, what was initially an accidental consequence, grew in importance as we moved through the project. By the end the importance of community building became as, if not more important than the idea of listening to students and engaging them in curriculum design. So as a result of this project we started to think about more natural, organic community building and the benefits that a stronger sense of community brings to all students, particularly those who need stronger support systems around them.

We had a few ideas on this but the introduction of Enhancement Week gave us the space in the academic calendar to actually do something. We’re delighted that we have been able to fully fund a number of trips next year to Parliament, the National Portrait Gallery and to the Imperial War Museum. In addition our new Part 1 students will enjoy six hours of team-building events, three of which will be run by a former military figure in the grounds surrounding HUMSS. And we’ve had lots more ideas. These, together with the continuation of our now famous seminar cake breaks, should all feed into an environment of student engagement and an even greater sense of supportive community within the department in the new academic year.

Facebook, iPads and ‘extreme’ microbes in Iceland by Dr Becky Thomas, Dr Alice Mauchline and Dr Rob Jackson

By edwardwhite Comment Closed

This post relates to activities carried out on the EU ERASMUS Intensive Programme grant awarded to University of Reading to fund 10 students from each of Belgium, Germany and the UK, plus 5 staff in total from the three countries, to travel to Akureyri in Iceland. Once there, the grant funded a 2-week residential field course, including Icelandic students and staff, plus other lecturers from Reading, Iceland and Spain.

In July we set ourselves the challenge of combining technology enhanced learning, with a field trip to Iceland to sample ‘extreme’ microbes, with 34 students, many of whom had very little field experience. Also mix a multi-national environment with students from Belgian, German and Icelandic universities and you can see why we wanted to develop an effective online learning environment. The field trip had taken place previously in 2012 (see:http://ow.ly/A0EBo) and 2013, but this was the first year with so many nationalities involved. Our general objectives were to bring this diverse community together to teach them about microbiological techniques and processes, and to introduce them to environmental microbiology, by taking them into the extreme environments of Iceland to collect their own samples.

Group photo at Aldeyjarfoss waterfall
Group photo at Aldeyjarfoss waterfall

 

 

 

 

 

 

We chose Facebook as our platform for an online learning environment as we had experience in using it in previous modules, and with 1.23 billion active users, we hoped it would be something that many of the students were already using! We created the private group in February, and invited the students to join (making it completely voluntary). Initially we wanted to use it as a way to prepare everyone for the trip, posting relevant information and encouraging the academic staff who were involved in the trip to participate so that the students had a way of getting to know them before their arrival.

In the next stage we wanted to see whether we could use this Facebook group as a way of getting students to feel comfortable in preparing and posting a reflective blog post about their experiences on the trip. To do this we staged their learning, asking them to add short reflective posts within the private Facebook group, which could include photos and links. Not all of the students did this at first, but by the end many of them had done, or had at least commented on other peoples posts. The group also became useful for so many other aspects of the course. Simon Clarke ran a seminar, where students broke out into small groups and answered questions within this group by posting on the Facebook page. Simon was then able to discuss each group’s answers with the class, leading to some very active discussion. We also posted ‘breakfast quizzes’ which again lead to some very interesting discussion between the academic staff and students.

One element that worked very well was the use of iPads on the trip. We benefitted from investment made by the School of Biological Sciences into purchasing iPads, so that we were able to provide each student with their ‘own’ iPad facilitating many aspects of the field and lab work. For example we geo-logged each sampling location enabling students to record the conditions where their samples were taken, which helped when they came to interpret their findings.The iPads also meant that the Facebook group remained inclusive, not disadvantaging anyone who hadn’t brought along their own laptop, smartphone or tablet device.

Students using iPads in the field
Students using iPads in the field

 

 

 

 

 

 

 

At the end of the trip we ran focus groups with the students and staff to evaluate their perceptions of the use of the Facebook group during the trip. We are still going through all of the results, but the feedback was generally positive from both sides. The students and staff created their own safe learning environment, enhancing the experiences of both groups and enabling a different kind of learning which we couldn’t achieve otherwise.

As part of the assessment for the Reading students we set them the task of writing a short blog post about the benefits of fieldwork for microbiologists in a multi-national setting. They also produced short videos to demonstrate the process of collecting their samples through to their lab work. They created these entirely on their iPads and the results are really impressive. If you are interested then the blog posts are available here: http://ow.ly/A0OrW and we are currently organising a TEL showcase where we will discuss this project more, later in the new academic year.

Delivering the APP in Malaysia by Clare McCullagh

By edwardwhite Comment Closed
Some of the APP participants in UoRM. (Back: Clare N, Clare M, Jerome, Kenneth, Tilo, Pejman, Esther. Front: Carmel, Sam and Cecilia)
Some of the APP participants in UoRM. (Back: Clare N, Clare M, Jerome, Kenneth, Tilo, Pejman, Esther. Front: Carmel, Sam and Cecilia)

I’ve just returned from a visit to the University of Reading Malaysia where I was delivering the first half of Module 1 of our new APP (Academic Practice Programme) to members of staff over there. (Sam Weston posted a blog message here about this after our first day). It was a fascinating visit for me and a wonderful opportunity to see the beginnings of such an ambitious venture – and yes, I did get to see the new campus building, which is an impressive ‘work in progress’, complete with two giant cranes.

The small but friendly team of teaching staff over there have, between them, a diverse range of international work and teaching experience which made learning from each other during group tasks all the more possible, and helpful. Group discussions were also enriched by contributions from Sam Weston, Carmel Houston-Price and Clare Nukui who stepped in as facilitators and I greatly appreciated their time and support.

I’m sharing the photos I took whilst I was there with my CQSD colleagues in Room 44 in HumSS on Wednesday at 1.00. If any of you are curious to learn more about UoRM, you’re more than welcome to drop in, with your sandwiches, and join us for a short session!

Challenges of Web Residency by Dr Becky Thomas

By edwardwhite Comment Closed

We are living in an increasingly digital world; many of our students grow up immersed in this way of life, having access to a wealth of information online, often accessible wherever they are. But how do they use this appropriately in their learning, and how do we help them harness all of this information? These are some of the questions that Alice Mauchline, Alastair Culham, Mark Fellowes and I had when we applied for the HEA funded ‘Challenges of Web Residency’ project. All of us are interested in the use of various digital technologies, especially in their use for fieldwork, but we want to know more about how we can improve our practice in this area.

To kick off the project we attended the first introductory HEA workshop in London where we were introduced to the basic idea; that the way people use the internet can be categorised into either a ‘visitor’ or ‘resident’, although in reality these categories are more of a spectrum. The visitor uses the internet as a tool, accessing it for information when it is needed and logging off without leaving any real trace, whereas the resident lives a proportion of their lives online, using the internet in most parts of their lives often socialising and leaving a digital trace. (Further information here: http://goo.gl/Wom15).A second, interesting dimension is to consider how the internet is used differently in our personal life compared to institutional contexts and how this can be important for professional development.

How is this relevant to us as academics? In our first workshop we were asked to make our own maps and the intricacies of the idea began to make sense. Although many of us and our students use Facebook on a regular basis, if our profiles are private then our digital trace is restricted to those who we allow access, or our ‘friends’. This means that for most people Facebook would appear in between visitor and resident, along the spectrum. The other consideration is whether our use is personal or institutional; I use Facebook for my work (to communicate with students) and as a way of keeping in touch with my friends, so it appears all along this horizontal axis. I use Twitter in the same way, but it’s much more public, so appears closer to the resident side of the spectrum.

‘Visitor and Resident’ map that I produced in the first HEA workshop
‘Visitor and Resident’ map that I produced in the first HEA workshop

In order to explore this within a teaching context, we ran a workshop in early March 2014 at the University of Reading with 35 Biological Science undergraduate and postgraduate students, asking them to complete their own maps and the results were really interesting. Many of them are ‘resident’ internet users, but the postgraduate students seemed to use this to their advantage by residing more in the institutional area (so they are increasing their online profile to benefit their future careers).
 

‘Visitor and Resident’ map produced by a postgraduate student in the workshop we ran at Reading
‘Visitor and Resident’ map produced by a postgraduate student in the workshop we ran at Reading

The mapping process was useful for the students and staff, forcing us to think more about our web presence (or absence!).  It was also evident that the majority of students use the web for personal purposes much more than for their learning (upper half of all diagrams was more densely filled than the lower half).  We did see a progression among students from year to year in their academic life towards more ‘resident-institutional’ web use, but how should we support this transition? We feel that we need to have a discussion with our students about their web identity and build this into the routine of student education with emphasis on employability. This is something that we have begun to explore on a recent residential microbiology field trip to Iceland (another post to follow soon).

Another interesting element was discussed at our final HEA workshop – with ever increasing class sizes, applications like Twitter and Facebook, could be used as a way for our students to ‘get to know us’ on a more personal level, which also opens up a discussion about whether staff have considered the implications of students ‘following’ them on Twitter or becoming ‘friends’ on Facebook.

We are discussing the idea of running a workshop early next year, to facilitate discussion across the University about digital literacies of our students and how we communicate with them following our participation in the project. If this would interest you then get in touch: rebecca.thomas@reading.ac.uk.

 

Day one of the APP workshop at University of Reading Malaysia by Dr Samantha Weston

By edwardwhite Comment Closed

Today in Johor Bahru, academic staff from University of Reading Malaysia embarked upon Day 1 of the first module of the Academic Practice Programme, being delivered by Clare McCullagh from the UK campus. All began well, despite jetlag and complications with fonts conspiring to throw her off-stride!

Photo: APP students Ester, Canny, Tilo, Pejmen, Jerome, Kenneth and Cecilia with Clare McCullagh and Carmel Houston-Price working on Day 1 of Module 1 of the programme.
Photo: APP students Ester, Canny, Tilo, Pejmen, Jerome, Kenneth and Cecilia with Clare McCullagh and Carmel Houston-Price working on Day 1 of Module 1 of the programme.

The day began with an introduction to EDMAP1 and some of the educational theory underpinning learning theory and how students learn. Students on the programme spent their working lunch investigating learning theory before presenting back to their colleagues and moving on to unpacking the UK Professional Standards Framework. Facilitators, Carmel Houston-Price (Psychology), Clare Nukui (Foundations programmes) and Sam Weston (Pharmacy) worked with APP students to unpack Areas of Activity, Core Knowledge and Professional Values in small groups, before Clare went on to discuss resources available on Blackboard and through the library, for APP students to access both on and off-campus.

The end of the day saw the students heading off to celebrate Hari Raya with colleagues, and take advantage of a day or two to complete some investigations of resources and prepare for Day 2 next week.

The second half of the module will be running in November, delivered by Dr Nina Brooke, with an opportunity for new members of UoRM staff to catch up with Day 1 before joining colleagues on Day 2 of the course.

Advances regarding human action and learning with an inter-disciplinary research lens by Dr. Kleio Akrivou

By edwardwhite Comment Closed

For colleagues who may be interested in current research advances which may affect how we understand and practice learning and the role of agency and community in the class (involving all co-participants as a human community of practice), this inter-disciplinary theoretical conception may be informative. The problem which may be relevant to any settings of structured social organisation (a classroom, an organisation, a group) is that there most of our action is based on habits, which were seen in sociology as automatically reproduced, learnt responses, which do not bear a potential to critically change a practice (for the better) or allow individuals to engage in moral reflection of how to improve a practice. Instead, more or less we are inclined to act in ways which reproduce our past habits. This may mean that within a classroom learning can be viewed in a deterministic way, i.e. not bearing a dynamic possibility to enable further moral and cognitive development of both the learners and the lecturers.

However, my view is more optimistic, insofar as we consider a revised view on habits, which would bring Aristotle closer to sociological thinkers, mainly Bourdieu. This opinion article critically analyses Bourdieu’ s concept of habitus as unconscious action seen to be blocking human freedom and learning which reproduces  social bonds rather than frees the person to learn and practice new habits responsibly based on their evolving biography and social responsibilities and phase of cognitive development. The main concern with Bourdieu’s sociological origin of habitus brought forth in this short theory article published in a journal with a focus on inter disciplinary research advances in human neuroscience, is that despite its merits, it views human action mainly driven by an outside-in internationalisation of learnt habits unreflectively (despite our cognitive illusion that we act thoughtfully and reflectively). Perhaps this explains indeed why the entire social world has not been able to abandon the idea of war as a means of solving disagreements between human communities despite the traumatic experiences of humankind along centuries, especially the 20th one, so this perspective would force to take for granted that we cannot change much in the students moral development within the classroom or through a degree programme. Even when Bourdieu argues his theory is not presuming action as purely reproductive of a certain given (current)  status quo, it still considers that individual habitus is “an active residue of (one’s) past” (Swartz, 2002: 63S).

The problematic consequence is that it theoretically misses to account for the possibility for human freedom -which can be appreciated by reference to Aristotle, for example, although explaining Aristotle is outside the scope of this article.  To help address this limitation in Bourdieu’s understanding of habitus, this article tries to show here that, in the frame of a dialogical conception, and supported by psychological findings, habitus can be compatible with the social basis of human freedom and learning.

Full reference:  Akrivou, K. & Todorow L. (2014). A dialogic conception of Habitus: Allowing human freedom and restoring the social basis of learning; Frontiers in Human Neuroscience, 8: 432.  Published online, 17 June 2014,  doi:10.3389/fnhum.2014.00432

TLDF-funded project gets off to a flying start… by Dr Cindy Becker

By edwardwhite Comment Closed

The GRASS (Generating Resources and Access to Screen capture Software) project aims to enable, enhance and support access to screen capture technology across the University. It is a Teaching and Learning Development Fund (TLDF) maxi-project which will run for two years and, although the official launch is in September, we are already excited by what is happening. We have produced this newsletter to give you an idea of how things are likely to develop…watch this space! GRASS newsletter pdf #1 June 2014