the visual learning lab & the teaching and learning observatory
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The Visual Learning Lab & The Teaching and Learning Observatory. The VLL Co-directors Dr Do Coyle – Education, LSRI Prof. Roger Murphy – Education, LSRI. The VLL includes partners from: Education Computer Science Geography Chemical & Environmental Engineering Medical School Nursing - PowerPoint PPT PresentationTRANSCRIPT
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The Visual Learning Lab & The Teaching and Learning
Observatory
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The VLL Co-directors
• Dr Do Coyle – Education, LSRI• Prof. Roger Murphy – Education,
LSRI
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The VLL includes partners from:• Education• Computer Science• Geography• Chemical & Environmental Engineering• Medical School• Nursing• Clinical Laboratory Sciences• Psychology
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Why the focus on visual learning?
• Visual perception is a vital part of learning, however, this is not taken into account sufficiently in academic learning
• Visual learning promotes student and tutor interaction with visual phenomena
• The VLL aims to exploit and develop the strengths of visual learning across academic subject and research areas
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The Teaching and Learning Observatory• established in School of Education since
1999• enables live observations of classrooms
from TLO room/s • Used in a range of ways – ITE, CPD,
research
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The TLO in action
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The Teaching and Learning Observatory
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The Teaching and Learning Observatory - some examples
• TLO lesson observation• TLO teaching• Pupils’ views• Students’ views• Trainers’ views
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The Teaching and Learning Observatory
Uses for ITE• Guided TLO lesson observations by
students• Remote teaching• Remote lesson observations by tutors
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The Teaching and Learning Observatory
Uses for CPD • Staff development conferences (e.g.
English, Science)• Individual Teacher Development and
Support for MA studies
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The Teaching and Learning Observatory
Uses for learners
• Developing cooperatively creative stories, e.g. soap opera production
• Learner conferences, e.g. topic-based discussions
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Theorising the TLO: Supporting the building of the knowledge society
In the knowledge society, teachers will have to:• Promote deep cognitive learning• Learn to teach in ways they were not taught• Commit to professional learning• Work and learn in collegial teams• Treat parents/children as partners in learning• Develop and draw on collective intelligence• Build a capacity for change & risk
(Andy Hargreaves, 2003)
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Theorising the TLO: Building knowledge for and with learners and teachers
Communal constructivism….is an approach to learning in which students [teachers] not only construct their own knowledge (ie constructivism) as a result of interacting in their environment (social constructivism) but are also actively engaged in the process of constructing knowledge for their learning community (communal).
(Holmes, 2001)
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Theorising TLO interactions: LOCIT (Lesson observation & critical incident technique)
• Agree focus (teacher-led)• Lesson Observation cycle via TLO• Critical Incident Technique applied (researcher-led)• Incident analysis (researcher led)• Teacher/researcher discussion of CIs (post selection -
teacher confirmation and exploration)• Focus renewal – cycle recommences
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Theorising TLO interactions: LOCIM (Lesson observation, critical incident mediation)
• Agree focus (teacher-led)• Lesson Observation cycle via TLO• Critical Incident Technique applied (researcher &
teacher) • Incident analysis (researcher & teacher )• Teacher/researcher exploration of CIs• Understanding events-reconceptualising• Focus renewal and future planning for inclusivity - cycle
recommences
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Theorising TLO interactions: LOCUS(Lesson observation and critical ‘understanding
spaces’)
• Agree focus (teacher/learner/researcher led)• Lesson Observation cycle via TLO• Critical Incident Technique applied (teacher/researcher)• Joint comparison and analysis- the learning zone• Feedback to learners- analysis with learners’
interpretation – creating an inclusive learning zone• Focus renewal (teachers & learners)• Future planning rooted in transformative pedagogy
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Theorising TLO interactions
In summary, the TLO helps to …• … create communities of practice
(Holmes, 2001)• … develop theories of practice (van Lier,
1996)• … explore postmethod pedagogies
(Kumaradivelu, 2001)
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Thank you!
Contact details for the TLO• Dr Do Coyle & Dr Rolf Wiesemes • E-mail:[email protected]• http://www.nottingham.ac.uk/education/tlo
Contact details for the Visual Learning Lab• Dr Do Coyle, Prof. Roger Murphy, Dr Rolf Wiesemes• E-mail:[email protected]• http://www.visuallearninglab.ac.uk