There have been and still are some challenges in getting FSLT16 ready to run. The course has grown in complexity since it was first run in early 2012. I have spent a lot of time trying to recover some of the earlier simplicity. Continue reading “Countdown to FSLT16: Crazy fun grown up?”
Transcendence – transgression – is the modality of human being in the world… The urge to transcend is the most stubbornly present … attribute of human existence (Bauman 2002, 222-23).
Last August I discussed a symposium to be held at the Australian Philosophy of Education Society with David Aldridge. That never happened but this note is what I was thinking of at the time.
Is transcendence as transgression a usurpation? We expect it is and is and is to be celebrated.
Reviving Tealab: Tealab is explicitly a Teaching Laboratory and discussion “space”. There are a number of excellent initiatives across the university that lap over the territory. When Tealab was set up it was intended to replace the Learning and Teaching Forum (LTF), with a focus on people (possibly “younger” whatever that might mean) interested in new or innovative teaching practices. These practices did not need to make use of learning technologies, but given the zeitgeist and interests of the proponents of Tealab there was a strong learning technology focus.
The institutional learning and teaching focus is currently on the Technology Enhanced Learning (TEL) Framework with its participatory underpinning. The aim of the framework is expressed in four domains: Learning, Identity, Community and Place and is intended to enable the creative appropriation of tools, transformative academic practice, inclusive communities and safe spaces for learning.
Tealab can do two things.
One is serve as a clearing house and notice board of all the extra and co-curricular learning opportunities for teachers at Brookes, pulling from many sources: OBIS training, Library training courses, Digital Services training and various Guides, and OCSLD teaching courses.
And second Tealab can serve as a forum for collaborative discussion and development of the aspirations of the TEL framework. With this in mind, I am planning a series of Lunch-time sessions (and I know that time is troublesome so forgive me if these sessions are not accessible for you; we will simulcast and record for later review). I am proposing three this semester:
- Monday 19 October 1200-1330 – Participation in learning, aspirations for teaching: introducing the TEL Framework
- Monday 09 November 1200-1330 – Creative appropriation and appropriate technology for teaching
- Monday 30 November 1200-1330 – Academic Identity today
And three next semester (dates to be announced)
- Learning Communities
- Holding space
- Frameworks for learning and teaching
Semi-live blogging from the Oxford Brookes University School of Education Research Conference at Harcourt Hill, Glasgow Room, Friday 26 June 2015.
Mandy Winter: Pupils conceptions and practices of composing.
Mandy Winter launches the proceedings: the Clangers travel in a boat powered by music. She reports on 3 Studies
- Revisioning compositional pedagogy for adolescents
- use co-creative partnerships as methodology for professional development
- develop deeper cultural engagement
- Young Adults reflecting on music education: cultural disjuncts (why are we in school?)
- Adolescent learning: Year 9 composing in class: 2 classes smart phone voice composing, recording, observatins and reflections. The head was tolerant of kids with “small powerful computers”. Pedagogy (motivational)
- Teachers interviews discussion results of study 1 and 2 Life beyond formal education deeper cultural engagement
Young adults reflecting on music education. Terminology is problematic when making meaning: composing, composition or making stuff up. Routes into music. Reverse engineering. Importance of control and co-creation. Technology is time (context) dependent.
Adolescents learn social learning skills, achieve success as cultural creators, make meaning through movement and address consequences of interrupted flow: what do you get from the occasional lesson (e.g. 45 min once a fortnight). Winter calls for more extensive music lessons, especially if they are infrequent.
Teachers observe that adult modelling cultural engagement is important. The traditional conservatoire model remains dominant. Performing is more important than composing. Teaching composing is more difficult. Belief that you can’t “teach” composing.
Deb McGregor: Teaching creatively or teaching for creativity
What is creativity? There is a range of views:
- Traditional: Einstein, Newton
- Teachers’ view: novelty but not part of “science”; domain of the humanities, art, literature
- Children: performance, gifted expertise in writing, art or music.
Divergent and convergent thinking; originality; cognitive processing. Generating possibilities is at the heart of creativity. Cites various contemporary writers on creativity: deBono, Facione, Swartz, Sternberg, NACCCE, Robinson, Lipman, Stylianidou (any females?) Ken Robinson suggests we all can be creative, that we can plan for creativity and therefore it can be taught. So what do creative teachers do?
- use imagination, develop material, capture attention
- create dynamic active ethos, experience delight
The objective-subjective split remains a problem. Is there a spectrum of creativity little c to big Middle c?
Features of teaching creativity include make the ordinary fascinating, develop a sense of wonder, see things diferently, use metaphors, connect with experience, use unusual approaches and integrate it
Teaching creatively (TC) and teaching creativity (T4C) are different things.
Mary Wild, connecting home and educational play
drawing on Evangelou and Wild, 2014, “Connecting Home and Educational Play: interventions that support children;s learning”, in Brookes, Blaise and Edwards, 2014, Handbook of Play and Learning in Early Childhood. Sage
Linet Arthur & Ian Summerscales, Troubling Knowledge:
In media res. Are Professional Doctorates a result of midlife crises? Doctoral journeys are redolent of mythic journeys. Background of the student is critical. Identity is distributed in multiple selves and contexts, multiple locations and interactions. We contribute as a part of a web of multiple connections. However the academy trumps the profession in the end. Linet argues that identity formation is necessarily part of the EdD journey. EdD helps some to cope with or mediate the solitary experience of traditional PhD study. I am pleased to see that the journey is not presented as a smooth trajectory. Mythic journey again: marginalisation and return.
David Aldridge: Phenomenological description of student engagement
The phenomenon is that which allows itself to be seen. Not trying to effect an outcome. What happens beyond willing and doing.There is a rich phenomenology of experience. Gadamer recapitulated Dewey. The Phenomenological nod: statement of the bleeding obvious that wasn’t bleeding obvious until it was said. There is a tendency to instrumentalise engagement.
Engagement is transformative and transcendent… can it be? Location is engagement in-between. Links mutual understanding with learning.
George Roberts: Teaching into the third space: inclusive learning, active citizenship
Claire Fenwick Legacy of a MOOC
Wow, what a great account of an ooc in the wild.
Gillian Lake, RCT of language acquisition
Randomised Controlled Trial of an intervention involving planned pretend play and group shared storybook on language acquisition.
There was a significant effect of the intervention, but findings are interesting in some areas.
Carolyn Murphy: Physical Education
Teaches us how to do a cartwheel. Competency, autonomy, relatedness. Reports on PCTHE Learning Set project. Observes that low motivation emerges across disciplines. Uses Self Determination Theory
I would like to know how to test a belief that I am forming.
I suggest that some people – perhaps especially mature learners returning to education – enter higher education with an unstated and often unconscious aim of becoming better at arguing for their prejudices. I do not mean to use the term “prejudice” pejoratively to suggest that these beliefs are racist, sexist or otherwise narrow-minded or exclusive but that people often have opinions based on long established beliefs that appear correct to them and wish to become better advocates for this position.
Problematically for educators, among these beliefs are some that suppose higher education will make a person more articulate and better able to argue one’s position without testing that position; and that possession of higher education qualification will lend authority to any argument for any position regardless of its quality.
I suggest that in line with Brookfield (1995) in Becoming a Critically Reflective Teacher, these beliefs are “hegemonising” and obscures behaviours that are actually counter to the benefits that higher education might offer.
But how could I test this?
Because, of course I find myself in the position of having formed a belief but do not know how I know what I am asserting. In part this may have to do with my own journey as a mature learner, late returner to education and relatively late arrival in the Academy. I got my PhD at 55. My prejudices were (and are?) largely shaped around a critical-theoretical perspective, which I have long sought to become a better advocate for. While I might like to think that this is not simply a prejudice but an actual true representation of the world as it is, I have to admit that I can only laugh at myself when I write something like that.
In a recent conversation with an academic Psychologist friend…..
Semi-live notes from very interesting and data filled Oxford Brookes University Widening Participation Working Group Away Day at Marston Road. (Of 30 people in the room only one obviously black man and two Asian women. Matches our BME student profile? c. 10%)
The day was framed by demographics about where Brookes sits, and politics in light of the forthcoming election, which enabled a critical frame for the day: whose WP are we talking about? Is the “lifecourse” educational – or institutional – for everyone?
Should OCSLD have had a pitch here? Because support for staff development IS support for WP. Though we are not seen as a service for students, institutionally, the significant change that has to be made is “Academic”: academic literacy, academic content, academic writing, academic culture. Critical analysis is HUGE. Planning and structuring assignments is HUGE. When you have many inquiries from the same course at the same time, you ask: Can we move up the river and see “who is ‘pushing the bodies into the stream'”? Is this is where OCSLD has a role working with course teams?
This post will be updated through the day (Tuesday 10 March 0930-1430)
FSLT15 is off to an easy start so far. It will be interesting to see how many attend the webinar on Monday. There are about 60 participants signed up and about 26 are taking the course for University Credit (10 credits CATS level 7, M-level). The course is validated and acceptable on 3 programmes: The OCSLD Associates Programme leading to Associate Fellowship of the Higher Education Academy; The Postgraduate Certificate in Teaching in Higher Education (PCTHE) and the MA Education: Higher Education.
Participants are mostly from the UK, with people from South Africa, Spain, Ecuador, Portugal, Zambia, St Vincent, Ireland also joining. And there are a number who have not yet indicated, suggesting about 20% may be from outside the UK.
The course is feeling like a “traditional” part of what we do, now that it is in its fourth year. It is easy to forget what a step it has been to develop this programme. The big thing is that many of the people taking the course for credit are Brookes Staff who feel that the online option may be more effective for them, even though they are based in Oxford.
So as we work through the Week 0 oddities I trust we will be fully engaged by Monday
On FSLT13 Badges were awarded for completion of each of the four activities. Participants who wanted to collect the FSLT13 badgesl needed to register and enrol on the Moodle – AND needed to sign up for a Mozilla Backpack. Badges do not carry any academic credit but are a fun way to signal engagement with the course. Badges were be awarded using the WP Badger plug-in for WordPress, which implements the Mozilla open badges framework, Mozilla Backpack and Persona.
Why badges? We are doing this course to explore some of the developments on the cutting edge of contemporary learning and teaching practice. Badges for lifelong learning are on this rapidly approaching horizon: see Mozilla Open Badges Blog, HASTAC What’s on your badge list, and James Michie’s excellent and balanced presentation on badges on his Open Online Course #crit101.
Might a hospitality industry revenue management model work for higher (or post compulsory) education? This is a question that Kate Varini has recently explored with me in a paper (in submission – link to come). We probably need to further examine the similarities and differences between post compulsory education and the hospitality industry. I suspect there is more overlap than many in HE would like to see, but I also expect that there are key differences which might challenge such an approach. In principle I am in favour or pricing models which subsidise some participants. Where the subsidy is generated, how it is generated, and whether the subsidisers need to receive a different level of service are questions to be addressed. For education there has been an important notion of civic or national good, which is (or was) subsidised through the tax system, with all participants receiving (nominally, anyway) the same service. What value incentives can be offered to the subsidisers in order to allow more or less equivalent service to the subsidised? At the moment we are testing a “freemium” model in our fslt open online course. Everyone can participate for free but only those who pay get tutor feedback and academic credit. Could revenue management concepts such as advanced purchase discounts or bulk purchase discounts or late-place price auctions work for academic credit? Last minute education .com? Groupon for learning?
As an undergraduate in the US in the early 1970s, it was not uncommon for there to be people in our classes “auditing” the course. (Auditing in the sense, “listening”, i.e. attending but not enrolled.) While auditing was supposed to be governed by regulations there were a range of practices from entirely informal dropping in, to what amounted to full participation in all but the exam. There were supposed to be fees payable for auditing but as far as I could tell actual practice was to go under the radar and simply ask the prof (lecturer) if she or he minded. Mostly they didn’t. This practice was so wide spread there was even a national network TV comedy drama about it: “Hank”; “He’ll get his degree/ His Phi Beta key/ And get ’em all for free!/ That’s Hank!”. Being an American comedy drama, Hank also ends up marrying the Dean’s daughter, https://en.wikipedia.org/wiki/Hank_(1965_TV_series) . The point is that a college degree was expensive, but access to the knowledge was free to those with the gumption to drop in. I audited Latin at the local state university before coming to Oxford to study historical and comparative linguistics. As far as I could tell the Classics Department was delighted to have someone interested come to classes.
MOOCs remind me of this practice of dropping in under the radar.
But times have changed a lot. Everyone teaching in higher education has a much less certain tenure, and that tenure depends to some extent on bums on seats in your class. If there are uncounted heads that doesn’t help your job security. But, on the other hand, the Internet makes learning so much more accessible.
MOOCs invert the ratios of enrolled participants to drop-ins. In FSLT12 this was the cause of some tension. Were the enrolled participants the “real” participants?
We will have to work this year to make sure that on the one hand, people who have paid for an accredited course feel that they have got their money’s worth, but equally on the other not to devalue the drop-in seekers after open knowledge.