12 October 2009

On evaluating the one-off lecture

OK, it happened, and indirect feeedback via a colleague who could not attend but who spoke to people after the event was that it had been well-received, even remarked on as a "proper academic lecture" (not sure whether or not that is a compliment!)

There are of course standard procedures for evaluation, including the usual feedback sheets and the like. Such procedures are unsurprisingly not routine on this course, and it didn't seem appropriate to introduce them--after all, this was from the students' point of view just another session in a regular timetable. It was my decision to get all self-conscious about it.

So just a few remarks on practical aspects, and then a more general thought.
  • time-keeping and pacing is always tricky the first time around; I seem to have got it pretty well right, though.
  • The presentation? You can see it via the link on yesterday's post, but the version there has been annotated and expanded. I don't like too much content on the slides, and I tried to use them as headings to show the students where we were. That was OK with a heading like "fashions and fads", but not really satisfactory when I talked ever so briefly about a particular theorist; I was using slides cannibalised from another lecture including images which may not have been the very best choices. 
  • Delivery? A guy at the back said he couldn't hear me in the first few seconds. I thanked him and talked louder, but I didn't continue to check--which I could have done very easily with the traffic-light cards all the audience had. Specifically everyone had a red, a yellow and a green A5 card, with which they could signal answers to questions, like "If you have never heard of Skinner, show a red card. If you've heard of him but don't know much about his ideas, show yellow. If you know quite a bit about him show green..." It's clickers-lite, but a lot easier to manage spontaneously.
  • As to use of the cards; they were appreciated and commented on afterwards, and they are so easy to use. No downside, if you sort out the logistics of distribution. As ever, it is not merely the technical advantage they confer above a simple show of hands which makes the difference--it is what the very fact of issuing them and using them says about the kind of interaction the lecturer wants within the session. They send a message--"I want you to be able to communicate back to me".
  • And as for that great bug-bear of the lecture, attention-span, that little bit of activity every few minutes seemed to get the students re-engaged. Visual clues suggested they were still with me at the end of the session.
  • The two-minute buzz-group exercise came almost exactly half-way through; frankly it was as much about breaking the session up as it was about content, but some of the ideas were interesting enough to weave into the rest of the session. It also gave me a chance to nip out and buy an extortionately priced bottle of water--why no water-coolers?
More generally, though; did the session achieve its objective of providing an orientation to learning theories so students can engage with them on a fairly deep level? As ever, I think the argument was clearer to me than it was to them, and I perpetrated the sin I have been trying not to commit for years and years (and which I can avoid as a part of regular teaching); I elaborate arguments in the hope of making them clearer, but in practice I am obscuring and burying them in a mass of marginally relevant detail. Once I get into the swing of a lecture I can always think of more stuff to pile in. When it is something I do regularly, I can prune it and filter it so that what gets said is what needs to be said and no more, but I'm still not good at that on a one-off basis.

And is a lecture, at this stage in their programme, the appropriate means of communicating such a message? Probably not, but given the constraints it was a reasonable strategy to choose.

One comment my colleague heard was that I had rubbished some current fads, or even sacred cows. Indeed I had, and I now wonder whether or not I should have done. After all there was a team of about a dozen other colleagues attending, most of whom I don't know, and I may well have stepped clumsily on a few people's toes. I'm pretty sure the students enjoyed it, but that's not the point. Had I had more notice I could and should have circulated some of the proposed content in advance for comment; who knows, perhaps one of those colleagues will have to deliver a session next week advocating learning styles! An interesting and open question about the responsibilities one has to the rest of the team...

Still, I have to admit that I enjoyed myself thoroughly; not something to be aimed for, but a good spin-off if it happens.

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23 June 2009

On implicit values

There is no better opportunity than the enforced leisure of a ten-hour wait in an airport to reflect on the conference we (two collaborators and I) have just attended.

The theme of this year's STLHE conference in Fredericton, New Brunswick was "Between the Tides"; quite appropriate considering that it took place not far (by Canadian standards) from the Bay of Fundy, home to the "highest tides in the world" according to its website. So it looked at negotiating the countervailing influences and pressures to which higher education--particularly in Canada--is subject.

Generally speaking conference "themes" are meaningless. They are cast so widely and blandly as to say nothing which might possibly discourage any attendance or any papers, so they say nothing at all. This one was different, and was structured around four dilemmas, explored principally of course in the Canadian context, but of much wider applicability.

They were;

  • disciplinary education vs. liberal education

  • physical environment vs. virtual environment

  • curricular learning vs. extra-curricular learning

  • institutional/professional autonomy vs. public accountability

I'm not going to go into them directly, but simply to point out that once you start exploring constructs such as these it almost inevitably leads back to the values implicit in them (cf. the "laddering" method in personal construct theory), and the theme of making explicit what is already implicit--so that it can be explored and debated--cropped up time and again in the papers I attended.

It was even there in our own, on "Safe teaching, risky learning?" in which we encouraged participants (it is the tradition to be quite participatory) to explore risk-taking in teaching, in a risk-averse "quality"-obsessed HE culture. (It is even worse in FE.)

What was encouraging was the extent to which such discourses and debates were readily accepted by the conference membership. The hegemony of utilitarian and neo-liberal discourse is being challenged; at least in Canada, at the chalk-face. ("PowerPoint" [blah] -face does not have quite the same ring...)

But what was challenging was to realise that what I had thought of as my stock-in-trade for many years, having grown old teaching social work, is now being being taken up and explored in many more disciplines, via many more frameworks. Instead of people wanting to impose an ethical or political framework on what are seen as basically technical issues such as curriculum design and the adoption of models of learning or even of student attributes---instead of that, there is a new recognition that those issues were never merely technical. They always contained (in several senses) implicit values, and perhaps the choice of technical means ought to follow the value-based ends?

What are these values? What are the frameworks? Hey, work out some answers. There are lots of potential ones!

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20 December 2008

On structured reflection

Mike Arnzen's "Pedablogue" (I wish I'd got that name first!) has an interesting review of Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers by Thomas S.C. Farrell. (I've not yet read it, so I can't comment directly on it.)

As the title suggests, it is about structured exercises to promote reflection. Read my comment on the blog post assuming Mike decides to publish it. And if you have any ideas about the second point I make I'd be really interested to hear them!

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