Task 1 and 2
Large and Small Group Discussion: Invisible Audience
Group Padlet:
https://artslondon.padlet.org/lindsayjordan/y2rp3b0im4l69xpu
Post 1 – ‘Celebrations Miro board
Cultural, religious holidays, etc. – share photos, cultural insights’
Post 2 – ‘Virtual Pot Luck
Students create an online recipe book of the food they would have made and brought in for a ‘real life’ pot luck/Christmas dinner’
I thought these ideas could be really helpful in building community. They have rules for everyone to engage with, so are not anxious making free-form socialising which can easily be dominated by the same people. But also, we’re not in full on game territory which sometimes feel quite forced and tiring. These ideas sound like they have the mix between structure and opportunities for spontaneity and organic flow.
I would perhaps alter the virtual pot luck and make it a real online event. So everyone would make their recipe and then eat at the same time.
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Task 3
Small Group Discussion: Based on Case Studies
Group Padlet:
https://artslondon.padlet.org/melgon1020201/PGCert
Questions I offered:
- When we share our opinions with students, does it help or hinder their critical thinking?
- Is it more difficult to be vulnerable in the classroom as a female or male academic?
Group Question selected:
How do we ensure better structure & systems for feedback as part of transparent pedagogy?
- Continuous feedback from students, making small tweaks and changes – form of co-creation
- Focused feedback sessions
- Combined with whole year feedback – inclusivity
- Dialogue and discussion around the nature of feedback and its purpose
- Emotions included
- Students being able to see things are actioned
I found the discussion informative and useful. It was more of a sharing of ideas and good practice which is always valuable. At the same time, I would have preferred a question which had the potential for consideration from a range of perspectives. I was interested in the gendered charisma question so will explore the resources Lindsay has posted:
Interview:
https://hbr.org/podcast/2009/02/what-charisma-really-is-and-is
Article:
https://www.frontiersin.org/articles/10.3389/fcomm.2019.00012/full
See blog post Charismatic Leadership for more.
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The extra resources related to the student stories also looked interesting:
Research Methods/Creative Semi-Fiction Seminar:
See blog post Creative Non-Fiction for more.
Lindsay highlights in her notes the way that each story contains an unmet need and that although ‘They both demonstrate a resilient attitude, and show academic, creative and entrepreneurial potential. But they do not feel sufficiently seen.’ Asking finally –
How do we, as teachers, respond to this?
- Behaviour – Affirming, understanding and being interested in them as individuals
- Approach and attitude – Dialogic and responsive
- Planning and Curriculum Development – Creating space in sessions and in project for them to occupy with their interests, experience and selves.