#DAPP162 session 2 > The HE landscape

This was an high impact session, it definitely felt like it. Was it because of the meat tenderiser? … keep reading… Was I more organised and managed time better? Did, I learn a little something from last time? I suspect that it was a combination that made this cocktail work.

 As I told everybody in the first session that they don’t have to come to any of the sessions, it was wonderful that everybody actually did return this week. Voluntarily. Finding out from my colleagues what they got from the first session was important for me so I asked everybody to reflect on it and share it via the value jar. Not sure everybody did reply as we were more in class…

  • “creative examples of engagement”
  • An idea of peer observation and its advantages. I appreciated the effort/planning you put into your session”
  • “Observation ideas, how to collaborate with colleagues”
  • “Speed dating experience”
  • “The value of observing even above being observed”
  • “Getting student to go through Moodle page wa sbettern than tutor going through it”
  • “Structure of the unit and greater understanding of reflection”
  • “Good idea of asking one student to show the rest of the class the Moodle content”
  • “Observation is  common practice in HE to improve teaching and learning through reflection”
  • “Inspiration. Way we teach. Care about teaching”

I decided from next time to capture the responses on #101creativeideas cards as these could then also be submitted to the project.

This second session was about the HE landscape. A taster of it in the classroom and a main course as we “eat” it everyday. It would have been possible to purely report on all the changes that happened in the 50 or 60 years, but I didn’t. My colleague Stephen had prepared some flashcards inspired from John Lea’s book, which I decided to use in a group activity to spark some conversation about some of these changes in the UK.

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in action… image source

The activity worked well and while it was all text-based it did trigger interesting conversations. Perhaps we could create timelines linked to our own academic journeys as students and staff. Would this have been more useful? It could have been done on paper or digitally as well? I felt that something was missing from this activity… an opportunity to contextualise and synthesise more. Further ideas are emerging which I will put together and adjust for next time.  

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Just what we needed… image source

Ok, some of you might think, what did she do with the meat tenderiser, I mentioned at the beginning (see picture below). The idea was to run a debate in class. I have done it in the past around learning theories and it did work and generated a thinking classroom. 

Now my problem was that we didn’t have weeks or even days to prepare for this (as I didn’t warn anybody in advance!!!) and I wasn’t sure if it would work. Time was I think an issue… and not everybody understood how the TEF vs Open Education really could be a debate in the short preparation time we had. I witnessed a really well managed and civilised debate… maybe a little bit too civilised? 

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Can you see the (wooden) meat tenderiser? How as it used? image source

I hope the debate triggered some thinking and generated the need to read more about both arguments that will help colleagues formulate their own position and better understand how the current big picture actually translates into their own professional context. Next time, I really should place colleagues in groups at the end of the previous session so that they would have sufficient time to prepare their case and co-ordinate related online and offline activities in preparation for the debate. How would it have worked then? 

Session 3 will again be different. I have plans… and also thinking of session 4 already.   

See you on the 9th of November, in the purple room

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