Can’t believe we reached the end of week 8 already! Where did this semester go? Did and do we have (too much) fun? This was officially the last time my #lthesep12 class got together face-to-face as next week is fully online and in the following week the Professional Discussions take place. Missing my students already… at least we will have the opportunity to come together again for our Christmas picnic on the 12th of December at 12pm. Yeh!!!
This is our 5th LTHE cohort and I can’t stop thinking how different things are with each cohort. Despite the fact that there is a common thread running through, with a new set of students each session feels completely different. Of course the resources have been enriched and changed, the activities and supporting materials refined too, some removed and new ones added as well. I do want to keep this offer fresh and not just repeat stuff that I have used before. I guess, I have also matured (?) in facilitating this module and feel ok to pick ‘n’ mix more organically and intuitively bits out of my toolkit and re-mix and re-purpose activities and resources that I have created over the last few years. I love looking back at my reflections from previous cohorts and also remind myself of what we experienced together. Looking at the photographs we have been taken and stored in our Flickr album is a great help to re-visualise specific moments. I am so pleased I started capturing these moments from the very beginning and we have now such a rich photo album of the module and our experiences.
This week we had the opportunity to immerse ourselves in another curriculum design approach. While last week we experienced storytelling, this week we adopted a Problem-Based Learning approach to investigate assessment and feedback. As many of my students didn’t have first hand experience of PBL, they were asked to access some of the resources in advance of the session and we also looked at the basics at the beginning of the session with one of my students who is an experienced PBL practitioner.
I was observed during the assessment and feedback session with my last cohort by our External Examiner and this is why this particular session was more vivid in my memory perhaps than any other. So, when I started redesigning this session for my current cohort, I wanted to make sure that I would apply the lessons learnt from that peer observation. The key point then was “less is more” throuh decluttering the session. I found that really challenging but I wanted to give it a go. If you would like to read and access all the resources (including video clips from the observed session as well as the open feedback conversation that followed) linked to the peer observation, click here.
Ok, back to now 😉 While I was designing this session, I had some extra tools in my bag which I would only use if I spotted a real opportunity and always keeping in mind the main task! This was really hard as I had extra goodies which I wanted to share with my students. I had to burry my excitement and be patient and wait to see if there was an opportunity to bring them out of the bag… so to speak.
1. How did I feel?
Very pleased that my students keep coming to the sessions, first of all, despite the fact that there are plenty resources online and activities that could keep them going on their own… but would they? What is the added bonus of coming together as a class? What do my students think?
Very pleased to see my students bonding and having conversations in advance of the session. Seeing them smiley and positive and keen to get started is really motivating. I love to surprise my students and try and keep my offer fresh and do different things together that make them think and hopefully act too. This is I think the only and most important thing I can achieve. I can’t change anybody and I don’t want to! But if something I say or do, makes my student think and re-think about themselves, their students and their practice this is fantastic. If this thought then extend to deeper reflection, exploration and experimentation, which I have seen happening, it is pure magic!
So, I felt positive but also wanted to make sure that I keep on track and focused on what I wanted my students to learn this week. It wasn’t an easy task since we didn’t only look at assessment and feedback but also we were trying to do this via PBL. Were my plans too ambitious? No. We need to be challenging and we need to challenge ourselves!
I also felt extremely proud of my students, all of them and how they embraced this session. First of all I loved their openness and honesty about last week’s session. It was useful for me to hear different voices about last week’s session and how perhaps some felt that they didn’t get much out of it (I would add yet, as I believe that it will click sooner or later, the proof if this also started coming out during this week’s session). We do need to be brave to ask our students and accept that some of the stuff we are doing or trying to do with them feel a bit strange or pointless. These more critical voices will help us refine our approaches further. It helped me in this way and while in the past, I probably felt hurt, I have now changed and really do see the benefits of all honest feedback as I would like to improve my sessions and maximise what my students get out of them. So thank you for being so honest my dear students 😉
2. What did I learn?
Decluttering is good! The session made me think: do we too often over-stimulate our students? Or is this not possible? In the world of mass-distructions, are we all effective filterers? Can we ignore distructions? Bits that get in the way and hinder us from staying focused and on task? But what would be wrong if we suddenly change direction? What if the big learning opportunities are actually created by some of these distractions that we can’t resist? Not sure if all that makes sense here and I didn’t really plan to write about it but my fingers are hitting the keyboard and I guess I am thinking about these things as well as I am reflecting on cluttering and decluttering. Before Simon observed me last time I ran this session (even running sounds horrible but I am going to leave it!) I never thought that my sessions are cluttered. Maybe I would characterise them full or varied or rich but not cluttered. Cluttered has a negatve aftertaste and maybe that is why I still remember his words so strongly and I think this is a good thing because he did make me look at my sessions in a different light and re-think what I am doing, how I am doing it and most importantly why.
We do need to trust our students and this is something I have discovered a while ago but the idea resurfed this week. We need to trust them that they do want to learn and give them the time and space to do so. I think this happened despite the fact that some might have felt that they didn’t have enough time this week. Too much time can also be bad and the more time we get the less some of us might do, so productively doesn’t really increase with the time available. What we need is focused time on activities and I think we got that.
The PBL groups worked well together and everybody contributed to the task (I made some observations regarding how the chairs operated within the PBL groups which correspond with previous similar situations and evidence to me that PBL as a one off might not be the most effective way to build more generic skills but I suppose, there is an opportunity to take some of the PBL roles out and use them in other collaborative learning activities that will enable students to develop a variety of skills. I think there is an opportunity there for me to do this a bit more in future sessions!!!) and sticking the instructions to the tables this time, did work better than last time. Also the roles where there and the simplified FISh model developed in collaboration with Lars Uhlin worked better than more complex and more widely used PBL models. Structure and scaffolding of learning is important but I do think that too much complicated structures turn learners into robots and this is not something I would like to encourage. Definitely not!
I loved how my students in all 4 PBL groups, and then the two supergroups we formed to share the findings with each other, decided to use storytelling as a way to do this. I didn’t influence them or made any suggestion. Was this a conscious decision (based on last week’s approach) or did this happen naturally? As we humans love stories anyway? I would love to find out. Especially as we immersed ourselves into storytelling with and about students experiences at uni… I am pleased I recorded both and share them with you here. They are both wonderfully creative with powerful messages and I would also love to find out what my students’ students would say watching these. Could any of you share these with your students and let me know their reactions?
3. What would I do differently?
Overall, I am pleased with what we achieved during this session. Mixing PBL and storytelling, the second, thanks to my students ;), to investigate assessment and feedback practices in HE worked really well. I am pleased I decided to declutter the session, use FISh, the simplified PBL model but it did feel strange that we didn’t make a proper feedback sandwich, with proper bread, lettuce and the rest (but the metaphorical feedback sandwich was discovered by one of the PBL groups with a little help from the Sandwich fairy 😉 I also didn’t share the magic white sauce story with my students, which is a shame, I think…
So, what would I do differently?
- It would have been useful to have a set of resources within the classroom, a mini resources-bank or mobile library with books and journal articles around assessment and feedback beyond the digital resources in the classroom.
- I could also invite students to participate in this session and perhaps I could ask the Student Union to help me find a few who would like to take part in this week’s activities.
- Another idea that just popped into my head would be to invite 2 academics who experience a dilemma with their assessment and/or feedback practice and use their story as a trigger, so that the problem is definitely authentic. Actually the more I think about it the more convinced I am that I should give this a go with my next cohort.
There is always room for improvement. 😉 Looking forward to planning some of the above ideas with the next cohort. Exciting and excited again. This is the way it should be…
an attempt to organise and visualise my thoughts (warning! this is not
a model but could be developed into one!) linked to the evaluation
of the online PBL trial I am working on at the moment. Images
created based on some sketches made in the train on pink sticky
notes, digitalised with Photoshop and action added at http://www.loogix.com Captions are missing at the moment from the visualisation seen here. A more complete visualisation will follow soon. Not sure how I will get the captions on… so that they don’t look like foreign bodies. I will try my best.
Making also good progress with my dissertation. Just some more work is needed to finalise the draft. Feeling more positive already. I still have to write this paper for the PBL conference. Deadline is a bit later in January. I hope I will make it. I have to!
Happy New Year!
Back here to check where I am with my online PBL trial completed a few weeks ago thanks to all participants and the 2 facilitators. In total, we had 2 drop-outs (work and family reasons) but both groups come up with solutions to the given scenario and provided feedback to each other. So, mission accomplished. There, were of course a number of issues, which are coming out of the data and are in line with my own observations and I find that really interesting. More on that to follow further down.
I have now completed all interviews, except 1 participant from whom I will hopefully hear this week. I have to admit that I felt overwhelmed by the data collected through the interviews. The good thing is that it is so rich and will help me to capture the variation of the experience. It also helps that everybody who completed the trial was interviewed. A few participants had technical problems and we couldn’t use skype (used the MP3 Skype Recorder– really good!!!) or any other technology to talk and record and we emailed each other and had, if I can say conducted an asynchronous interview. It worked but I have to admit that the data I received by speaking with participants and facilitators directly, was richer. Let’s hope that the remaining participant will respond to my invitation.
After recording the interviews, I had to transcribe them. I had heard when you do it yourself you really get to know your data. Not that I was looking forward to transcribing these 30-40min interviews but this gave me hope that the time spent wouldn’t be wasted. And it definitely wasn’t. I ended up with loads of pages in Word. What next? I went for excel and created a table to insert the data and create categories as I was going along. Not as easy at it sounds and I definitely haven’t finished with the categories and will probably have to re-think my approach to categories anyway. We will see in the next few days. But I would like to use this opportunity to share with you the very very first findings:
Almost nobody, including the facilitators had participated as a learner or tutor in online programmes before. Scary! However, all participated because they found the idea interesting, wanted to find out about online PBL and explore if it could be used in own practice. That was encouraging. Also, the opportunity to work with colleagues from other institutions and other disciplines was also a factor why most decided to participate in this trial. Some of the participants stated that they had negotiated with their own institutions to use work done during this trial for assessment for one of their PgCert modules. I was very pleased to find out about that and I wish the facilitators knew about that!
- Time seems to come up again and again. Everybody was very busy!
- The technology and tools used.
- Working 100% online problematic.
- Some commented that asynchronous communication slowed things down
- The social element was missing and many commented on this!!!
- Facilitation! This was the biggest issue of all and recognised by participants and the facilitators themselves.
Suggestions made by participants and facilitators:
- Facilitators to receive training in advance
- More structured and supportive approach to facilitation
- Arranging regular synchronous meetings and
- participants and facilitators to get to know each other and create the foundations of a learning community from the very beginning.
- Everybody found it a useful experience and learnt a lot despite the above issues
- The trial provided an insight into the problems of working fully online, engaging in PBL (as a student or facilitator) and made them think of developing strategies to resolve these
- Participants and facilitators see a potential in using online PBL with some adjustments to resolve the above issues but most feel that blended PBL would work better. Nothing can replace face-to-face sessions – many told me during the interviews.
The above are my very first observations, which will be refined further after more thorough analysis of the data.
The next 2 weeks will be very exciting and will enable me to immerse in the data attempting to make sense of it all.
well, we won’t be able to use categories after all… had to decide for tags. This was the easy option without changing rights. Sometimes, we just have to go for the easy option and think on our feet. Nothing wrong with that!
I have to admit that I assumed that authors could add categories within wordpress, but apparently that is not the case, unless you go and add rights following a specific procedure, which I started looking at but it seemed too complicated at this stage. I should have checked that earlier!!! Anyway, the tags are also a good solution and I have decided to monitor posts and add tags if not used, so that when I come to analyse the data, it will be a bit easier for me.
So, no new categories but yes to tags! Participants are still able to select from existing categories. I have do look further into the difference of categories and tags. I think the difference is in the rights, who can add, edit what and there are good reasons for that depending on the project. Categories seem to work at project/admin level. Tags seem a more personal approach to categorisation. Must explore further.
Useful link to who can do what within wordpress. Just click here to view the default rights.
Officially we started on the 6th of September the online PBL trial. It took us a while to sort out the technology and mainly to get the wordpress accounts created and link them to the group blog. Everybody is now happy, am I right?, and the ethical issue has also been resolved.
I have to remember that it is a small group and took quite a while, what could one do for larger groups? I think self-registration would definitely be a big bonus. We are all sorted now.
First posts have started appearing despite the fact that PBL tutors are not present yet. They are on their way, so to speak and will be live on Monday the latest. I can just feel, at the moment, that we definitely need a facilitator in online groups, somebody who co-ordinates what is happening, how and when. It might not have to be the tutor. It could be somebody who takes the lead from within the group but then this person would have to have the support of his/her peers. And there are other issues linked to that as well into which I am not going to go now.
A mini meeting with the PBL tutors has been planned and Monday they will be ready to start. I am stepping back and observe in the background. This is the hardest of it all, because I would love to be part of it. The nature of this research project, however, doesn’t let me… I hope that I will be able to re-create such an approach in the near future with our PGCAP participants. We will see.
… for the online PBL trial is approaching. Monday, the 6th of September. Just emailed participants. I hope I didn’t forget anything at this stage. Went through the trial space again and made more changes. Will everything go well??? Hm. We will see. I am feeling a bit nervous and am trying to think of something that I forgot. At the moment, I can’t think of something. The first week will show.
There was a good interest in the PBL trial and it is a shame that I couldn’t enlarge the number further. Would need more PBL tutors, that was the main problem… Perhaps in the future, a similar project could run that would join up 2 institutions and 2 PgCert programmes, 2 whole cohorts! I am now running again with my ideas. Let’s just focus on this small scale experiment and see how it goes first before making big(ger) plans.
Already, I feel that I am learning so much from this experience and it hasn’t even began yet. Will keep you all posted ;o)