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<\/a><\/h3>\nOverview<\/h3>\n
This article outlines the thinking to drive programme development through student focus groups across three IOE programmes<\/u>.\u00a0 The outcome to write a paper and present at a conference<\/u> helped me to frame this project with a team of academics focusing on changes made during Covid-19 (2020-2021).\u00a0 This article will share reflections on setting up and running of the focus groups, the delivery of the conference presentation and the final paper writing. \u00a0Finally, it will discuss what we have learnt from this and what we will continue to do.<\/p>\nObjectives<\/h3>\n\n- Share 4 academic perspectives on the redesigning of three modules (SKE, STEAM, PGCE Sec Science) that all have practical elements (laboratory or school), due to Covid-19, by sharing what we did and exploring the student perspectives<\/li>\n
- Show how we designed opportunities for discussion and collaboration when conducting practical work or school related work online<\/li>\n
- Consider the use of student focus groups for programme co-development<\/li>\n
- Reflect on the collaborative nature of paper writing and co-programme reflections<\/li>\n<\/ul>\n
Context<\/h3>\n
At the IOE there are a range of teacher education programmes, with a practical focus.\u00a0 The four colleagues engaged in this article were involved with Skills in Schools (ED2TS1 – March to July 2020), SKE (IESKEP and PFTZSKEMATHSA\u2013 March to Aug 2020) and PGCE Secondary Science (GFSTSCIENCE \u2013 September 2020 to June 2021).\u00a0 These programmes all require students to work in schools and engage in a science laboratory (if science focused).\u00a0 As COVID hit in March 2020 we had to think quickly and imaginatively, transforming our provision to be online where required.\u00a0 Having worked across all three programmes I felt it was pedagogically appropriate to engage our students in the ways we had throughout their learning during the pandemic, where they worked in online communities of practice to reflect.\u00a0 Thus, we decided to set up a series of focus groups with students reflecting on the impact of the changes and to provide insights for future programme innovations. \u00a0This culminated in a conference presentation and paper.<\/p>\n
Implementation<\/h3>\n
The focus was to drive programme development through reflections and shared experiences of academics and students.\u00a0 I set up a project timeline and MS Team to manage and drive the deliverables, with the end goal to engage students as co-programme developers and to culminate in a conference presentation and paper. \u00a0It required framing the project, seeking ethical approval and funding, setting up focus groups to collect data, then reflections and writing up.<\/p>\n
Framing the project allowed me to maintain the focus for the redesigning of three modules that all had practical elements (laboratory or school), due to Covid-19.\u00a0 And then exploring how that had impacted on students through focus groups. It was the conference and paper deadlines that drove this activity and timeline.\u00a0 At first colleagues wondered why we were writing a paper for a submission related to the School of Architecture (Manchester and Manchester Metropolitan University), but in fact it was because it was about \u2018place\u2019.\u00a0 The remit was a paper related to \u2018online education: teaching in a time of change\u2019.<\/p>\n
Seeking ethical approval and funding all required knowing where to go and what to do.\u00a0 Ethical approval required submission of an ethical approval form (including consent form, interview schedule, focus group details) to the IOE ethics committee.\u00a0 Then applying for funding through the University Travel Grants Scheme – Tasha Easton – e.saxon@reading.ac.uk<\/strong><\/a><\/p>\nData Collection was initially carried out using MS Forms, for the initial feedback request.\u00a0 Consent was also required, so where this could not be achieved in person, there was a need to have consent approval attached to the top of the MS Form.\u00a0 Once participants had consented and those who were willing had indicated taking part in the focus groups, I could set up a series of focus groups across the three programmes, to take place on MS Teams.\u00a0 We decided to split the four sets of interviews into subject specific groups so that the conversations and reflections could be driven by the students.\u00a0 One student was nominated as the chair, and they had a template of questions to guide their discussions.<\/p>\n
Paper Writing was a challenge as we needed to fit this around our Teaching Focused roles.\u00a0 I created a writing template after attending an IOE Research and Scholarship Writing Workshop with Professor Alan Floyd.\u00a0 I scheduled meetings to review, discuss and allocate sections of writing.<\/p>\n
The whole process began in December 2020 and continued through to 30 May 2021, with the conference in 21-23 April 2021 (July 2021- Paper Publication).<\/p>\n
<\/p>\n
Impact<\/h3>\n
There were several elements of impact:<\/p>\n
\n- Working collaboratively with colleagues to reflect on programme development<\/li>\n
- Engaging students as co-programme developers<\/li>\n
- Attending a conference (where funding allowed)<\/li>\n
- Conference paper presentation<\/li>\n
- Conference paper publication<\/li>\n<\/ul>\n
Reflection<\/strong><\/h3>\nIn terms of the setting up of focus groups and driving data collection, we learnt that we needed to be organised<\/u>, and the timeline\/plan<\/u> really helped to keep that focus. \u00a0There were times where we were too busy, but we had to create time as we had deliverables to meet.\u00a0 If we had not have had those deliverables of a conference presentation and paper, we may have let this slip and do it \u2018next year\u2019.<\/p>\n
Writing the paper was a challenge in that we had not done this together before, and some colleagues had not written an academic paper in a very long time, or even an educational one.\u00a0 So, creating that writing template<\/u> and allocating tasks worked.<\/p>\n
Gaining conference funding can always be a challenge.\u00a0 But reaching out and asking was the first thing to do. Then finding out what could be offered at the University\/School Level.\u00a0 Next time, we would all like to attend the conference.\u00a0 Being an online conference made it more difficult to engage, and I think next time we would plan to all get funding an attend a face-to-face conference so that we too can benefit from being part of the Community of Practice.<\/p>\n
What we will continue to do\u2026.<\/p>\n
\n- Develop students as programme co-developers through focus groups, engaging them in the paper writing.<\/li>\n
- Use focus groups to help us (academics) reflect on our own practice and discuss developments across programmes.<\/li>\n
- Drive programme development through the sharing of practices, building communities of practice with timelines and deliverables.<\/li>\n<\/ul>\n
What else will we do\u2026<\/p>\n
\n- Engage students in the paper writing and conference process.<\/li>\n
- Seek funding to attend a F2F conference with colleagues to allows us time and space to continue to reflect on practice.<\/li>\n<\/ul>\n
Links<\/h3>\n
Research and Travel Grants Committee: https:\/\/www.reading.ac.uk\/closed\/research\/committees\/res-researchtravelgrantsubcommittee.aspx<\/a><\/p>\n
Objectives<\/h3>\n\n- Share 4 academic perspectives on the redesigning of three modules (SKE, STEAM, PGCE Sec Science) that all have practical elements (laboratory or school), due to Covid-19, by sharing what we did and exploring the student perspectives<\/li>\n
- Show how we designed opportunities for discussion and collaboration when conducting practical work or school related work online<\/li>\n
- Consider the use of student focus groups for programme co-development<\/li>\n
- Reflect on the collaborative nature of paper writing and co-programme reflections<\/li>\n<\/ul>\n
Context<\/h3>\n
At the IOE there are a range of teacher education programmes, with a practical focus.\u00a0 The four colleagues engaged in this article were involved with Skills in Schools (ED2TS1 – March to July 2020), SKE (IESKEP and PFTZSKEMATHSA\u2013 March to Aug 2020) and PGCE Secondary Science (GFSTSCIENCE \u2013 September 2020 to June 2021).\u00a0 These programmes all require students to work in schools and engage in a science laboratory (if science focused).\u00a0 As COVID hit in March 2020 we had to think quickly and imaginatively, transforming our provision to be online where required.\u00a0 Having worked across all three programmes I felt it was pedagogically appropriate to engage our students in the ways we had throughout their learning during the pandemic, where they worked in online communities of practice to reflect.\u00a0 Thus, we decided to set up a series of focus groups with students reflecting on the impact of the changes and to provide insights for future programme innovations. \u00a0This culminated in a conference presentation and paper.<\/p>\n
Implementation<\/h3>\n
The focus was to drive programme development through reflections and shared experiences of academics and students.\u00a0 I set up a project timeline and MS Team to manage and drive the deliverables, with the end goal to engage students as co-programme developers and to culminate in a conference presentation and paper. \u00a0It required framing the project, seeking ethical approval and funding, setting up focus groups to collect data, then reflections and writing up.<\/p>\n
Framing the project allowed me to maintain the focus for the redesigning of three modules that all had practical elements (laboratory or school), due to Covid-19.\u00a0 And then exploring how that had impacted on students through focus groups. It was the conference and paper deadlines that drove this activity and timeline.\u00a0 At first colleagues wondered why we were writing a paper for a submission related to the School of Architecture (Manchester and Manchester Metropolitan University), but in fact it was because it was about \u2018place\u2019.\u00a0 The remit was a paper related to \u2018online education: teaching in a time of change\u2019.<\/p>\n
Seeking ethical approval and funding all required knowing where to go and what to do.\u00a0 Ethical approval required submission of an ethical approval form (including consent form, interview schedule, focus group details) to the IOE ethics committee.\u00a0 Then applying for funding through the University Travel Grants Scheme – Tasha Easton – e.saxon@reading.ac.uk<\/strong><\/a><\/p>\nData Collection was initially carried out using MS Forms, for the initial feedback request.\u00a0 Consent was also required, so where this could not be achieved in person, there was a need to have consent approval attached to the top of the MS Form.\u00a0 Once participants had consented and those who were willing had indicated taking part in the focus groups, I could set up a series of focus groups across the three programmes, to take place on MS Teams.\u00a0 We decided to split the four sets of interviews into subject specific groups so that the conversations and reflections could be driven by the students.\u00a0 One student was nominated as the chair, and they had a template of questions to guide their discussions.<\/p>\n
Paper Writing was a challenge as we needed to fit this around our Teaching Focused roles.\u00a0 I created a writing template after attending an IOE Research and Scholarship Writing Workshop with Professor Alan Floyd.\u00a0 I scheduled meetings to review, discuss and allocate sections of writing.<\/p>\n
The whole process began in December 2020 and continued through to 30 May 2021, with the conference in 21-23 April 2021 (July 2021- Paper Publication).<\/p>\n
<\/p>\n
Impact<\/h3>\n
There were several elements of impact:<\/p>\n
\n- Working collaboratively with colleagues to reflect on programme development<\/li>\n
- Engaging students as co-programme developers<\/li>\n
- Attending a conference (where funding allowed)<\/li>\n
- Conference paper presentation<\/li>\n
- Conference paper publication<\/li>\n<\/ul>\n
Reflection<\/strong><\/h3>\nIn terms of the setting up of focus groups and driving data collection, we learnt that we needed to be organised<\/u>, and the timeline\/plan<\/u> really helped to keep that focus. \u00a0There were times where we were too busy, but we had to create time as we had deliverables to meet.\u00a0 If we had not have had those deliverables of a conference presentation and paper, we may have let this slip and do it \u2018next year\u2019.<\/p>\n
Writing the paper was a challenge in that we had not done this together before, and some colleagues had not written an academic paper in a very long time, or even an educational one.\u00a0 So, creating that writing template<\/u> and allocating tasks worked.<\/p>\n
Gaining conference funding can always be a challenge.\u00a0 But reaching out and asking was the first thing to do. Then finding out what could be offered at the University\/School Level.\u00a0 Next time, we would all like to attend the conference.\u00a0 Being an online conference made it more difficult to engage, and I think next time we would plan to all get funding an attend a face-to-face conference so that we too can benefit from being part of the Community of Practice.<\/p>\n
What we will continue to do\u2026.<\/p>\n
\n- Develop students as programme co-developers through focus groups, engaging them in the paper writing.<\/li>\n
- Use focus groups to help us (academics) reflect on our own practice and discuss developments across programmes.<\/li>\n
- Drive programme development through the sharing of practices, building communities of practice with timelines and deliverables.<\/li>\n<\/ul>\n
What else will we do\u2026<\/p>\n
\n- Engage students in the paper writing and conference process.<\/li>\n
- Seek funding to attend a F2F conference with colleagues to allows us time and space to continue to reflect on practice.<\/li>\n<\/ul>\n
Links<\/h3>\n
Research and Travel Grants Committee: https:\/\/www.reading.ac.uk\/closed\/research\/committees\/res-researchtravelgrantsubcommittee.aspx<\/a><\/p>\n
Context<\/h3>\n
At the IOE there are a range of teacher education programmes, with a practical focus.\u00a0 The four colleagues engaged in this article were involved with Skills in Schools (ED2TS1 – March to July 2020), SKE (IESKEP and PFTZSKEMATHSA\u2013 March to Aug 2020) and PGCE Secondary Science (GFSTSCIENCE \u2013 September 2020 to June 2021).\u00a0 These programmes all require students to work in schools and engage in a science laboratory (if science focused).\u00a0 As COVID hit in March 2020 we had to think quickly and imaginatively, transforming our provision to be online where required.\u00a0 Having worked across all three programmes I felt it was pedagogically appropriate to engage our students in the ways we had throughout their learning during the pandemic, where they worked in online communities of practice to reflect.\u00a0 Thus, we decided to set up a series of focus groups with students reflecting on the impact of the changes and to provide insights for future programme innovations. \u00a0This culminated in a conference presentation and paper.<\/p>\n
Implementation<\/h3>\n
The focus was to drive programme development through reflections and shared experiences of academics and students.\u00a0 I set up a project timeline and MS Team to manage and drive the deliverables, with the end goal to engage students as co-programme developers and to culminate in a conference presentation and paper. \u00a0It required framing the project, seeking ethical approval and funding, setting up focus groups to collect data, then reflections and writing up.<\/p>\n
Framing the project allowed me to maintain the focus for the redesigning of three modules that all had practical elements (laboratory or school), due to Covid-19.\u00a0 And then exploring how that had impacted on students through focus groups. It was the conference and paper deadlines that drove this activity and timeline.\u00a0 At first colleagues wondered why we were writing a paper for a submission related to the School of Architecture (Manchester and Manchester Metropolitan University), but in fact it was because it was about \u2018place\u2019.\u00a0 The remit was a paper related to \u2018online education: teaching in a time of change\u2019.<\/p>\n
Seeking ethical approval and funding all required knowing where to go and what to do.\u00a0 Ethical approval required submission of an ethical approval form (including consent form, interview schedule, focus group details) to the IOE ethics committee.\u00a0 Then applying for funding through the University Travel Grants Scheme – Tasha Easton – e.saxon@reading.ac.uk<\/strong><\/a><\/p>\n Data Collection was initially carried out using MS Forms, for the initial feedback request.\u00a0 Consent was also required, so where this could not be achieved in person, there was a need to have consent approval attached to the top of the MS Form.\u00a0 Once participants had consented and those who were willing had indicated taking part in the focus groups, I could set up a series of focus groups across the three programmes, to take place on MS Teams.\u00a0 We decided to split the four sets of interviews into subject specific groups so that the conversations and reflections could be driven by the students.\u00a0 One student was nominated as the chair, and they had a template of questions to guide their discussions.<\/p>\n Paper Writing was a challenge as we needed to fit this around our Teaching Focused roles.\u00a0 I created a writing template after attending an IOE Research and Scholarship Writing Workshop with Professor Alan Floyd.\u00a0 I scheduled meetings to review, discuss and allocate sections of writing.<\/p>\n The whole process began in December 2020 and continued through to 30 May 2021, with the conference in 21-23 April 2021 (July 2021- Paper Publication).<\/p>\n <\/p>\n There were several elements of impact:<\/p>\n In terms of the setting up of focus groups and driving data collection, we learnt that we needed to be organised<\/u>, and the timeline\/plan<\/u> really helped to keep that focus. \u00a0There were times where we were too busy, but we had to create time as we had deliverables to meet.\u00a0 If we had not have had those deliverables of a conference presentation and paper, we may have let this slip and do it \u2018next year\u2019.<\/p>\n Writing the paper was a challenge in that we had not done this together before, and some colleagues had not written an academic paper in a very long time, or even an educational one.\u00a0 So, creating that writing template<\/u> and allocating tasks worked.<\/p>\n Gaining conference funding can always be a challenge.\u00a0 But reaching out and asking was the first thing to do. Then finding out what could be offered at the University\/School Level.\u00a0 Next time, we would all like to attend the conference.\u00a0 Being an online conference made it more difficult to engage, and I think next time we would plan to all get funding an attend a face-to-face conference so that we too can benefit from being part of the Community of Practice.<\/p>\n What we will continue to do\u2026.<\/p>\n What else will we do\u2026<\/p>\n Research and Travel Grants Committee: https:\/\/www.reading.ac.uk\/closed\/research\/committees\/res-researchtravelgrantsubcommittee.aspx<\/a><\/p>\nImpact<\/h3>\n
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Reflection<\/strong><\/h3>\n
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Links<\/h3>\n