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The Visual Learning Lab & The Teaching and Learning Observatory

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

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The Visual Learning Lab & The Teaching and Learning Observatory

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  1. The Visual Learning Lab & The Teaching and Learning Observatory

  2. The VLL Co-directors • Dr Do Coyle – Education, LSRI • Prof. Roger Murphy – Education, LSRI

  3. The VLL includes partners from: • Education • Computer Science • Geography • Chemical & Environmental Engineering • Medical School • Nursing • Clinical Laboratory Sciences • Psychology

  4. 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

  5. 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

  6. The TLO in action

  7. The Teaching and Learning Observatory

  8. The Teaching and Learning Observatory - some examples • TLO lesson observation • TLO teaching • Pupils’ views • Students’ views • Trainers’ views

  9. The Teaching and Learning Observatory Uses for ITE • Guided TLO lesson observations by students • Remote teaching • Remote lesson observations by tutors

  10. The Teaching and Learning Observatory Uses for CPD • Staff development conferences (e.g. English, Science) • Individual Teacher Development and Support for MA studies

  11. The Teaching and Learning Observatory Uses for learners • Developing cooperatively creative stories, e.g. soap opera production • Learner conferences, e.g. topic-based discussions

  12. 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)

  13. 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)

  14. 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

  15. 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

  16. 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

  17. 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)

  18. Thank you! Contact details for the TLO • Dr Do Coyle & Dr Rolf Wiesemes • E-mail:rolf.wiesemes@nottingham.ac.uk • 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:rolf.wiesemes@nottingham.ac.uk • http://www.visuallearninglab.ac.uk

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