This case study will focus on Designing and planning of Undergraduate year 1 Unit for year 1 in BA fashion Marketing. The unit is called Global Fashion Marketing Communication (GFBC).

“In the United Kingdom, the Quality Assurance Agency Subject Benchmark Statements (QAA, 2007a) identify the purpose of general and business management programmes as threefold: “

“It is not clear whether the underlying concern of staff and students in these courses (i.e. Business Studies degrees) is a study of business or a study for business.” (Tolley, 1983: 5).

It is the nature of business studies that they need to be following the dynamic environment they are embedded in. Due to dominant competing demand the shift for this type of education has been more towards employability and there has been a vocational shift in business education Kolb (1984).

Now big questions to consider are the degree to which the taught subjects could increase employability and could be enhanced through lifelong learning.

Huszinski, (1993) acknowledges that the acquisition of the relevant knowledge is of utmost important for higher education teaching these disciplines, and this relevant knowledge includes technical expertise as well as critique of management in the organisational and social environment.

Fry et al., (2008) acknowledge this shift of focus  in business studies and although they acknowledge the main impact in designing business education will come through change of course level/ module level, still they also recognise the impact of single lecture to be designed in a way to inherently hold these values. The figure 1 in this case study has been adopted from Fry et al., 2008 book and it makes me reflect on my own experience on teaching on of my sessions.

The below table is my road map to design one of my lectures for year 3 -BA Fashion Marketing. While the session and lecture will be designed with certain theories in mind to explain the Branding strategies companies adopt, certainly the seminars will adopt case study approach to teach students how to use the learnt theories to ponder and apply to the focal case. It is solution-based approach which teaches students to come with the right solution based on information they search and decisions they make.

Personal examples of Teaching and Supporting Case study: Applying theory to Practice:

• Start lecture design with theory mapping
• Preparing the slides with 2/ 3 dominant theories in mind.
• Seek for relevant cases as an example to apply and explain.
• Designing the seminar session based on taught theoretical frameworks .
• Find and adopt a relevant case study for seminar (recent and fashion industry related)
• Design relevant questions/ role playing games to put students in decision making roles;
• Discuss the result and demonstrate how they can apply this learning for their future roles as managers.

References:

Fry,H.,  Ketteridge,S.,  &  Marshall, S. ( 2008), “ a Handbook of Teaching and Learning in higher Education : Enhancing Academic practice , Routledge,

Huszinski, AA (1993) Management Gurus, London: Routledge.

Kolb, D A (1984) Experiential Learning, Englewood Cliffs, NJ: Prentice Hall.

Tolley, G (1983) ‘Foreword’, in D Graves (ed.) The Hidden Curriculum in Business Studies: Proceedings of a Conference on Values in Business Education, 5, Chichester: Higher Education Foundation.

This case study will focus on Designing and planning of Undergraduate year 1 Unit for year 1 in BA fashion Marketing. The unit is called Global Fashion Marketing Communication (GFBC).

In order to start my own experience of designing and planning for this particular Unit, I would like to draw the reader’s attention to  Cowan & Harding (1986) curriculum design Model as presented below:

Accordingly using a model like this can help academics to align their Unit / Courses learning outcomes with the process of learning. This might also be helpful in defining and demonstrating easier paths to help students to achieve their learning goals (Fry et al., 2008).

This inherent logic of curriculum development is in accordance with Bigg’s model of alignment for teaching and assessment as pictured below (Biggs, 1999). There is a body of research that has established students more than their tutors always think of their assessment . In other words assessment comes across as a bigger concern for students rather than their tutors.   The value of Bigg’s Model demonstrates the difference between student vs tutor

perspective below.

Biggs (1999: 142)

BA Fashion Marketing the Global Fashion Brand Communication (GFBC) Unit Design and Planning Case:

This case study draws from Curriculum development for an Undergraduate studies Unit in Year 1 fashion Marketing in Communication for UAL. We normally use a team-based approach. My challenge was to design an interactive unit to make year 1 students involved in learning and applying Communication theories. In this case I start by articulating the learning outcome against my assessment to start with.

Learning Outcome, Assessment and Criteria

After agreeing on Year one Unit’s learning outcome, I decided to consider the type of assessment which will match with those learning outcomes from Marketing Communication Perspective.

Content Design and Learning facilitation

This part also entailed me to search for an appropriate textbook in order to fulfil the appropriate source for the majority of the content. Each session the content needs to be relating to final assessment with important theories driven from major textbook and seminar activities well linked to the lecture content which is well related to assessment criteria.  

This Unit design learning content is certainly designed in consideration of level 4 students in mind, since tutors and lecturers play a key role in facilitating learning and knowledge transfer through step-by-step approach. Seminar activities have been designed with use of e-learning tools including use of Padlets to facilitate peer to peer shared learning experience.

Evaluation

Evaluation and attending to useful experience on students’ journey is of utmost importance for Unit Success year after year.

Evaluation would potentially will give us feedback on student attainment and learning experience. In sum in this case even I had no experience of teaching this particular Unit (GFBC)  in UAL, the evaluation from previous year gave me a comprehensive food for thought in terms of organising myself to deliver richer and more interesting learning experience. 

References:

Key Points to consider when designing and planning a case

Learning Outcome and Assessment Criteria Align the final summative assessment with the defined Learning Outcome (LO)Consider the level of the course when designing the assessment project (Level 4)

1.Content Design and Learning facilitation a. For undergraduate studies define a major textbook for the focal point in order to Provide focus and theoretical spine to the course. Choosing a major and key Textbook for the Unit can also provide point of reference for academic team and serve like a main source for lecture material. Match the skill of the teaching team This is a team-based teaching so each team member will be aligned to teach their area of expertise; Sourcing for industry relevant materials and case studies and seminal article for the week by week in order to facilitate step by step learning. Sourcing industry key speakers to inspire and reconfirm their learning journey. Facilitate and organise formative assessment to make sure the learning process is happening (Formative assessment); Facilitate Technical workshop learning with technical team for the success of final assessment in formatting and creating high quality document;

Evaluation Use evaluation forms to capture student experience and voice;Feed this evaluation in next year’s curriculum design and planning

Biggs, J (1999) Teaching for Quality Learning at University, Buckingham: SRHE/Open University Press.

Cowan, J and Harding, A (1986) ‘A logical model of curriculum development’, British Journal of Educational Technology, 17 (2), pp 103–109.

Fry,H.,  Ketteridge,S.,  &  Marshall, S. ( 2008), “ a Handbook of Teaching and Learning in higher Education : Enhancing Academic practice , Routledge,

Online learning and teaching has certainly become the core of teaching and education in HE. More importantly during the pandemic we were engaged in Unit delivery and student pastoral tutorial mainly through online medium. However it is also important to be conscious of the new media tools that could be a challenge for lesser experienced teachers in these platforms. Online peer observation can certainly be a useful tool for helping institutions to maintain their standard of teaching (Bowskill, 2018).

Staffing arrangements continue to evolve in line with increasingly flexible models of learning and teaching. Online peer observation allows part-time, on-demand and remote teaching staff to develop and to feel a greater sense of institutional belonging.

Online peer observation can also provide a means of sharing good practice. This will aid online innovation can impact the classroom learning in a positive way (Bates and Donaghue ,2021).

How can Online Peer-Observation be applied?

This can be applied by addressing one single session/ or by looking into a Unit delivery as a whole. The PGCert programme delivered by our Tutor Dr. Marsden considered a Single session approach. The positive aspect of it is the diverse background of peers who get together to observe each other. Main focus is on delivering a concise message whilst not compromising student learning process and the engagement (Bowskill, 2018).

As I reflect on my own observation of my colleague and peer , Mr. Alex Campbell, who teaches technical video creation workshops , it makes me to consider the differences between online and onsite observation and upon reflection I come up with the following list.

As I reflect upon the practice ahead of our Peer observation online I can think of challenges and opportunities ahead:

Opportunities of Peer observation online:

Online observation offers flexibility of context cross boundaries of place, disciplines and technology. As the flexibility of listening, rewinding and reflecting before hitting the play bottom again gave me a lot of food for thought whilst listening to Alex’s session.

Focus :

Timing of observation- predictive, retrospective, concurrent;

Depth of Observation:

Challenges of peer observation online:

Time works differently: and from that perspective that could be a challenge. In my particular case it was not as it was delivered by Alex originally designed for online delivery and I could see his screen and interactions whilst delivering the lecture. Not all online lectures have such context.

Context could be more fuzzier as you are missing a live session and you might not capture the atmosphere.

Seeing less , yet seeing more (keeping the focus is the key), as I noted in real onsite observation I could have witnessed students interaction and their reaction to the lecturer responses. Through the new medium you only judge their response through chat box.

Understanding what the teacher is trying to do online, which made me as a non technical person to go back and forth and try to listen (not due to lack of clarity but overall to keep up with the flow of the session.

I finalised my observation and sent it off to Alex, and whilst conducting this it made me to think being onsite would have helped me and Alex to discuss and interact.

Further reflection:

Online observation still an emergent discipline, although offer a lot of benefits and opportunities, yet still might entail its challenges (Bowskill, 2018). Bates and Donaghue (2021) discuss the shortcoming of peer observation online and how the standard observation can turn out to be repetitive, and might impact the reflection to be mechanical and not so very authentic. Trainees like us reflecting and responding on those observations on their own can find the process uninspiring. in their article they propose Synchronous computer mediated communication (adopting social media tools like whatsapp) to interact and conduct the observation with peers. In their qualitative analysis of comments left whilst group peer observation they decided using these tools can help observers to use positive critical and deeper comments on each other’s practice.

Observers also found the online tools a more engaging tools than observing the work on their own. The authors conclude their article as a possible positive tool to be adopted for a cooperative, collaborative, democratic ways to communicate and reflect on peer observation.

Here is a short video on this publication:

References:

Bates, P., and Donaghue, H., (2021), “Synchronous Computer-mediated communication as a peer observational Tool”, ELT Journal, Volume 75, Issue 4, October 2021, Pages 407–417, Accessed on 3rd march 2022: https://academic.oup.com/eltj/article/75/4/407/6352795?login=true

Bowskil, N., (2018), “Online peer observation in teaching: new practices and new possibilities for development” accessed on 3rd March 2022: https://www.cobis.org.uk/blog/online-peer-observation-in-teaching-new-practices-and-new-possibilities-for-development

Video Reference:

Oxford University Press ELT (2021), ” Synchronous computer-mediated communication as a peer observation tool | ELTjournal Editor’s Choice”, Accessed at 3rd March: https://www.youtube.com/watch?v=S7i8nBiuI68

The debate about decolonisation in higher education is topical and sometimes controversial one (Smith, 2013). In reality decolonisation can mean different things to different people in different context encompassing cultural, economic, political, material to name a few (Maldonado Torres, 2011). From higher education perspective decolinisation reflects on liberating and democratising education from the colonised curriculum who has dominated the education in the past and still seems to be dominant.

Ultimately the goal of university learning in higher education should be to offer unbiased learning curriculum and approaches. This could also be demonstrated through recruiting students from all sorts of background to enhance educational experience.

In 2016 students in University of oxford in the UK called for statue of Cecil Rhodes to be removed from the grounds of the University. The original request has in roots due to the fact that the man symbolised racist acts towards Africans, however soon the movement highlighted further deeper issues. Students highlighted that Black Minority, Asian ethnicities (BAME)  have been systematically excluded from the education system (Dwyer, 2021).  

According to an article published in Guardian only 1 fifth of UK Universities say they are decolonising (Guardian, 2020). The article goes further and discusses the widespread commitment amongst UK higher education institutes are rather low and even those being committed acknowledged this might be down to only few departments and few academics in those departments. These include University of East London only being engaged so far with a workshop in school of art and digital industries.According to the article of 128 universities being contacted 84 said thei are being committed to make their curriculum more diverse, 36 are offering staff briefing,34 are consulting BAME students on curriculum design, 24 are committed in decolonising their curriculum, 20 are taking no action, 11 are committed to decolonise (Guradian  , 2020).  

This stems back to the session we had on declonisation  for our PGCERT with Jheni on mid-February 2022. The session was a 2 hourly workshop on the subject, to try encouraging us as tutors and educators in higher education sector (UAL) to get challenges ahead of educational institutes. Since UAL as an institute is very  much at the forefront of emracing the issue inregrds to BAME and addressing the attainment gap in different student communities.

I would like to express my gratitude towards the positive impression this session made on me, the 2 hourly session was an interesting session which started off by having a playful call for data definition on the first hour of the session. The tutors encouraged us to think and describe the advantage and disadvantage of the data, the purpose of it and how it can inform us. Once students were broken in smaller groups we discussed on the data driven decision benefits.

Once the padlet exercise was over, the second hour got n interesting twist in terms of incorporating an informative spreadsheet on educational attainment for UAL through recent years and diminishing gap between white and BMAE students. The second exercise to challenge us to make the best of data…should we believe it?  and they demonstrated some data from meeting attainment gap by UAL in the last 6 years. The data demonstrated the white home students and BMAE cohort have closer attainment gap.

The big question to ask if the data demonstrating the reality and enormity of situation?

Perhaps not as only looking into an attainment data and trying to tick the right boxes rather than engaging ourselves into institutionalised way of tackling decolonisation will only help us to demonstrate a small amount of work in a tactical manner. In other words:

“ One big fear for sensitive and important issues as such could be they could turn into a buzz-word without delivering  their Purpose.” (Grange , 2019);

Solution? I hope I had the answer for such big issues facing today’s higher educational environment. This certainly not an easy task and although it has come to prominence in the last decades or so, certainly big discussions like this session as well as making decolonising a priority for educators will be of utmost importance.

Perhaps going forward we can look into possible solution of decolonising in Highr Education by incorporating the following:

• Get educated on decolonisation and understand the core meaning of it;

Perhaps by objectifying and clarifying the direction and its positive impact?

Redefining the term or reassuring that decolonising is not about omission of certain viewpoints but rather celebrating and broadening different ones;

• Reprioritise it in pedagogy approach through making sure it is important to push academic rigor, and everyone can benefit through it;

In a sense make sure we reprioritise this though change of university mission statements and make sure the policies change in accordance to deliver the new changes. Make sure this is a strategic priority to the institution and communicate this to top management through institutionalising it.

• Fund BAME research which is of utmost importance;

Perhaps through funding PhD studies or further School of black studies might be instrumental by adding new line of research and creating in this under researched area. In a sense by adding fresh blood to the existing research and funding those research will go hand in hand with prioritising the angle to incorporate the new line of studies and broaden the knowledge.

This will create opportunities for such scholars and enhance the knowledge creation.

• Tackle discrimination as making sure our BAME and international cohort wont feel silenced and ignored;

This should turn into a culture by perhaps first making everyone understand the damage of ignorance and not decolonising could do in our institute but also white staff to support and work with other colleagues towards a shared goal of decolonising.  Only paying a lip service is simply damaging.

• Instituanilise decolonisation through creating departmental roles and engaging students to make the changes.

Perhaps by hiring people who have had experience in decolonising the Pedagogy. Not only support of further fresh blood is important to create a new line of knowledge in this area but also it is of utmost value to hire and recruit staff members who could execute the strategic vision and help institution to decolonise in a fundamental manner (Adopted from Liyange, 2020).

References:

 

Dwyer, K., (2021), “BAME, Beyound Final Report, , Accessed at 15 March 2022 : https://canvas.arts.ac.uk/documents/sppreview/20763541-6f82-4198-ae12-86cc0b3fa978

Le Grange, L. (2019). Different voices on the decolonization of the curriculum. In J. De Beer, J. (Ed.). The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning (pp. 25-47). AOSIS.

Maldonado-Torres, N. (2011). Thinking through the Decolonial Turn: Post-continental Interventions in Theory, Philosophy, and Critique—An Introduction. TRANSMODERNITY: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(2).

Gurdian newspaper (2020): Only a fifth of UK universities say they are ‘decolonising’ curriculum accessed 3^rd march 2022:  https://www.theguardian.com/us-news/2020/jun/11/only-fifth-of-uk-universities-have-said-they-will-decolonise-curriculum

Liyanage, M., (2020) New report calls for the decolonisation of universities in order address a ‘silent crisis’ Accessed on 3^rd march 2022: https://www.hepi.ac.uk/2020/07/23/new-report-calls-for-decolonisation-of-universities-in-order-address-the-silent-crisis-in-universities/

Image Reference :

Bahmbara, G., (2018), “To decolonise the University is to Democratise the University”., Times Higher education, Accessed at 15 March 2022: https://www.timeshighereducation.com/opinion/decolonise-university-democratise-university

https://incarts.uk/%23bameover-the-statement

https://incarts.uk/%23bameover-the-statement

Before I started my microteaching on Early February I started to read and learn on practice.  Below is my brief reading history on academic concepts and research on its benefits , followed by my own experience.

Let’s start with a definition for microteaching; According to Uzon (2012) microteaching happens to be an efficient way of teaching , and plays an important role in teaching early-career teachers in honing down their teaching skills. This approach was originally was considered an innovative approach for early-career teacher training. Since its early adoption back in 1960s (Ostrosky et al., 2013) , microteaching has been hailed for its creative ways in order to engage teachers.  In fact microteaching invention dates back to 1967 in Stanford University . Originally Dr. Dwight Allen, from Stanford came up with this technique to prepare the students for their internships and ever since it has gathered huge presence in teaching education disciplines (Arsal, 2014).

Its aim was to create a scale down teaching practice  in order to help young teachers to further their teaching skills (Amobi ,2005).  The idea was that through both teaching  , observing and reflecting  upon peers input , teachers can improve their teaching skills for better (Bell, 2007). Anantakrishan (1993), further on expanded the concept, and he argued the practice  not necessarily was beneficial for early career teachers but for even senior teachers  through the following definition: “In sum we can define Microteaching as :“A vehicle of continuous training process applicable at all stages not only to teachers at the onset of their career but also for more senior teachers who are already in the teaching field ( Anantakrishan, 1993, p. 143).

The effectiveness of microteaching comes handy when the practice helps teachers to break their teaching activity into bitesize exercise in order to sharpen their message and impact efficiency (Uzon, 2012). Fernandez (2012) conducted a study on efficiency of microteaching studying 36 early career teachers and noted not only the practice proved to be an effective way to make early career  teachers to learn from their own practice, but also it helped them to incorporate peer review observation into their own learning process. Accordingly on the same accord of microteaching experience, peer- feedback also gives a great opportunity for teachers to reflect and act upon their own practice ( Remesh, 2013).

Overall microteaching benefits could be to give boost to confidence in teaching through practicing the teaching skills and reflecting on ones teaching journey ( Ekşi, 2012). Ostroski et al., (2013) also highlight the benefit of use of technology, hence the microteaching could be recorded and be referred back by teacher to watch again and reflect back on .

This bring me back to my own micro teaching session and the experience I had on my PGCER cohort and our tutor Dr. Rachel Marsden. On the day of microteaching we aimed to meet on BBcolab already created for this purpose. The idea of presenting a microteaching session online both made the session challenging and interesting. I had already planned to do something related to Brand Marketing and liaised with Rachel over viability of using a White t-shirt as my object. Rachel wisely suggested to make it more personal to the peer group this way they will engage more on the session.

What I did?

I created a powered point session on brand story telling and aimed to group my audience into smaller groups for an icebreaker. After that I gave the brand storytelling framework and asked them questions and finally we arrived at my conclusion.

What was my object?

I asked my peer to reflect on their favourite item of clothing and tell a story of that piece.

I also used padlet but noted 20 minutes was rather short for that.

Result: I am happy I did the icebreaker the way I did as it created great stories and conversation.

What I learned?

Major message was the value of engagement in every step. The value of asking questions and not overloading the classroom with dense concepts.

I also learned to lean back and enjoy the interaction with my peer group. The interaction and communication was key.

What did my peer said?

They commented on my fast-paced speaking tone and yet they did believe my session was engaging . The positive comment was also on session planning although I must admit I ran short of time.

Food for thought:

1. Do not overload the session.
2. Stick to one concept. at a time.
3. create interaction through clever icebreakers.
4. finish with a punchy conclusion.

What did I learn from my peers?

• 

Sometimes patience pays.

Technology might break but lets not forget interaction and sense of humour always wins.

Object based learning in digital learning including Miro walls and padlet as well as other tools. More personal items can create more reflection on your audience.

Allowing our cohort to open and be part of conversation is key to learning.

Was my micro-teaching session successful?

It was such a great practice. I used my prepared session in one of my seminar in similar manner and this time around I was conscious of a better time management and more interaction with student co-hort. I also noted the value of a great icebreaker in terms of helping me to bond and create a good vide, as well as keeping up the student engagement.

Thank you very much Rachel and Group B for giving me such enjoyable micro teaching session experience.  

References:

Amobi, F. A. (2005). Preservice Teachers’ Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher Education Quarterly, vol. 32, no.1, pp.115 – 130.

Ananthakrishnan N(1993). Microteaching as a vehicle of teacher training – Its advantages and disadvantages. J Postgrad Med.,

Arsal, A. (2014). Microteaching and preservice teachers’ sense of self efficiacy in teaching. European Journal of Teacher Education. DOI:
10.1080/02619 768.2014.912627.

Bell, N. D. (2007). Microteaching: What is going on here? Linguistics and Education, 18, 24-40.

Ekşi, G. (2012). Implementing an observation and feedback form for more effective feedback in microteaching. Education and Science, 37 (164), 267-282

Ostrosky, M. M., Mouzourou, C., Danner, N. & Zaghlawan, H. Y. (2013). Improving Teacher Practices Using Microteaching: Planful Video Recording and Constructive Feedback. Sage Journals, vol. 16, no. 1, pp.16–29. Doi: 10.1177/1096250612459186.

Uzun, N. (2012). A sample of microteaching in environmental education and its effect on preservice teachers’ presenting effective lessons. Asia-Pacific Forum on Science Learning and Teaching, vol. 13, no.1.

BBcolab recording of the session on 9th of Feb: https://eu.bbcollab.com/collab/ui/session/playback

Images sources:

Image 1:

Katycloudes, (2021), ” The Teacher Training Technique That is Practical Worldwide, Accessed on 15th March 2022: https://engage-education.com/ae/blog/microteaching-the-teacher-training-technique-that-is-practiced-worldwide/

Image 3: Author’s own.

Image 2:

Acceset at 15 March 2022: https://steemit.com/steemiteducation/@affiedalfayed/why-micro-teaching-is-important-for-teachers-20171111t132413158z

This blog is based on a session we did with Lindsay & Sergio on 19th of January 2022. The discussion revolved mainly around teaching observation and how we could improve our teaching practice by observing and being observed. I have already created an entry on my reflection for observation, but this particular blog is focused on the Seminar activity reflection. The activity was based on a case study very common in Academic world. At least to the world I am well familiar with .

The case has been adopted from  Bruce Macfarlane’s book (Macfarlane , 2004), on a fictional scenario Portraying a female academic who has the challenge to fit in her duty of long hours of teaching, on a Research Methods Unit, whilst being engaged with well supported and heavily funded research center . The scenario portrays Stephanie , the lecturer that is a successful published academic. Although Stephanie shows big care on her research and publication track, she is far less passionate and enthusiastic on her teaching practice. The story pictures Stephanie on her last day of her Unit delivery and how she has been faced with critical reviews of her students. Some of the comments left by students are implying her lack of engagement with the Unit delivery.

Further on the story demonstrates the dilemma Stephanie is facing. The question being raised portrays a situation many academics in Research intensive universities are facing. As an experienced, and accomplished research-focused and research active academic, who is used to peer review criticism on her publication and academic accomplishment., she is less so enthusiastic on facing criticism towards her teaching practice. This also might have to do she is feeling the teaching being imposed at her and as an accomplished academic she could do better with her time that running a Unit. As Curzen- Hubson (2002) discusses student feedback and engagement is one key element of successful teaching skills in an era that trust between tutor and student matter.

The comments left by students for her are indicating her capability in delivering lecture material in an effective manner but, on the other hand she does not come across she has got great skills in communicating on the process of her teaching. By this process we mean, engaging with student on a pastural way and helping them to clarify their questions they might have on Unit assessment. Some of the comments she has received from students indicated that they felt neglected over course assessment and the clarity of the assessment process.

Stephanie has been assigned to take part in peer observation in order to help her with her teaching practice. her observing peer enjoys an almost rock star status popularity. Whilst during her observation of the peer she notices the great communication and presentation skills of the peer observe, she also pinpoints the teacher could do with further academic rigour and research- based content .

To me this case study resonated well with my own previous and current experience as an academic. The dilemma demonstrated here is two few folds.

1- The case above indicates , perhaps there should be a distinction of academic and teaching track pathways, as being excellent in research does not necessarily translate into being excellent in teaching . Separation of both skills as a research based academic and teaching based academic, could help institutes to give different training support to those involved in these practices. In other words, whilst it might be that certain individual enjoy a successful track record of highly praised publication, they might fundamentally lack teaching and student support skills. Hence, for an individual o be able to succeed as a successful teacher it is of utmost importance to acquire those teaching and communication skills. Those Skills might entail designing teaching process in a reflective manner , communicating with student on regular basis and making sure students to keep students’ learning and engagement in mind at the heart of those activities (Macfarlane , 2004).

2-The other message on the focal case is the demonstration of other challenge faced by Stephanie, which to distinguish and not fall into the trap of being impacted by “halo effect” . The case study illustrates Stephanie needs to observe another peer who enjoys an insane level of popularity due to high charisma, student engagement. In other words his status of popularity in the case has been simulated to rock star status presence . Orsini (1988)) refers to this as “halo effect” . One important aspect to consider is that popular lecturer’s persona can impact his rating regardless of his effectiveness, credential and academic rigour in teaching (Orsini, 1988). Orsini (1988) also demonstrates the Halo-effect can operate in opposite direction with less popular but non-the less effective lectures.

In the end Macfarlane (2004) argues what makes lecturers/ academics excel in their teaching practice is the magic combination of “passion” and “reason” (Watts, 1999). The important message here is to stay reflective on ones practice in an ongoing basis , relating and engaging with students and never deter from the passion, that made you start on this path. Being passionate, reflective , organized, willing to listen and change will always push best practice in teaching that we all need to strive to achieve. In other words by abiding the virtues of constantly reflecting, observing, listening ad inventing our teaching practice we can push forward and make the class room a place to enjoy and give best possible experience to our students.

In the end , staying reflective, designing your courses based on the mentality that teaching is rather a process and not an outcome, your students learning journey needs to be mapped, reflected and improved on an ongoing bases.

Refernces:

Curzon-Hobson, A., (2002), “A pedagogy of trust in higher education, teaching, in Higher Education, 7 (3), pp 265-76;

Orsini, J.L., (1988), “Halo Effect in student evaluation faculty : A case application”, Journal of Marketing Education, 10 (2), PP 220-23;

Image:

Edmentum Blog (2015), Marzano 13 Best Practice , accessed at 15 Feb 2022.

This Wednesday 19th of January we had a large group online session led by Lindsay and Sergio on the merits of presenting while being observed.

We were briefed on the necessary forms and the sample work and the precise in-depth matter us leaving feedback when observing a colleague and at the same token being prepared to be observed.

This is a topic dear to my heart. As a University lecturer who has had this profession for over a decade, I have observed and been observed and I am fully aware of the benefits of the task ahead. I can recall the double edge element attached to observation. Entailing both benefits and challenges for teachers. Educational literature acknowledges and embraces observation as the right practical tool for teachers in order to improve, and transform their perspectives (Bell, 2005). According to Bell ( 2005) peer based teaching observation can offer many benefits including improvement in the quality of teaching and development of confidence in teaching practice. Pee’ls (2005) argues the practice is mainly used for two major purpose: development and performance management.

There are studies conducted to see if teaching observation can result in positive changes on teachers behavior and teaching practice (Carroll, 1980). In fact Dalgaard (1982) research proved those teachers who recorded their lecture delivery and later on shared it with a with a trained person , significantly got higher ranking on their teaching job from their students.

Other similar research found both being observed and mentored by the a trained tutor, significantly do a better job in taking anxiety off teaching and helping teaching professionals to get higher evaluation rate by students (Williams, 1999).

Bell & Maldenovic (2008) found the peer observation practice was considered helpful as tutees could respond in a positive way to these comments and eventually it can impact their teaching behaviour in a positive vein.

Going back to my personal experience I as well have seen the positive impact on my own teaching journey. Starting off as a novice teacher in HE back at King’s college London (university of London) I remember being observed by senior colleague was the setting step in terms of helping me to realize the importance of reflective teaching. Upon reflecting on them through earlier on my career I made few changes on the way, and much earlier on I did realise the procedural nature of teaching observation. How I look at teaching is a delivery process that needs to be planed, reflected and altered based on that reflection (Booth et al., 2000).

It has been long years since I have been first observed by a colleague/ or observed a session being delivered by one other colleague , but every time it opens your eyes to new perspective and pushes me to at least make improvement in my own way of delivering my sessions. One positive aspect that I have noted and started to reflect upon is that every session you deliver is a pure experiential journey you take your students to. Thus aspects to consider could entail big questions to reflect including: How to make the most of your time in making the session enjoyable, inclusive, immersive, educational and memorable for students? For sure with teaching intensity we face in HE this is not always possible, yet it should become a priority when designing and delivering a session, we need to consider the experience of delivery and link it to our learning outcomes, which will be well immersed in our way of communicating with our students.

Part of TPP Unit entails to set up peer observation and reflect on our peers valid reflection on our teaching and as well being able to respond back with a positive action plan. Whilst I have been involved in HE for over a decade, I find it refreshing to be observed by colleagues who do not necessarily come from my discipline and could have a fresh look into the way I participate in my teaching practice.

My Cohort of peers on Wednesday will be also led by Dr. Marsden and we are encouraged to send off recording of our teaching session. This is a new and novel way into observation and whilst I am so looking forward into participating I also believe there will be challenges involved in this type of observation.

References:

Bell, M. (2005). Peer observation partnerships in higher education. (NSW, Australia: Higher
Education Research and Development Society of Australasia Inc.)

Booth, C, Bowie, S, Jordan, J and Rippin, A (2000) ‘The use of the case method in large and diverse undergraduate business programmes: problems and issues’, International Journal of Management Education, 1(1): 62–75

Carroll, J. G. (1980). Effects of training programs for university teaching assistants: a review
of empirical research. The Journal of Higher Education, 51(2), 167-183

Dalgaard, K. A. (1982). Some effects of training on teaching effectiveness of untrained
university teaching assistants. Research in Higher Education, 17(1), 39-50

O’Leary M (2014) Classroom Observation: A guide to the effective observation of teaching and learning London: Routledge

Peel, D. (2005). Peer observation as a transformatory tool? Teaching in Higher Education, 10(4), 489-504

Video:

UNM Centre for Digital Learning ,(2021), Peer Observation Video 1: Why Formative Peer Observation, Accessed on You Tube 15th February 2022: https://www.youtube.com/watch?v=KbBpTPIBfRQ

We had a session with Dr. Duna Sabri on Wednesday 12th of January. The focal point of discussion was : “Researching on your Own institution”.

Question to be asked why research on your own institution? We have been asked to do a poll and surprisingly a small number of attendees voted for No . Looked like majority of attendees opted for an yes answer entitling them to conduct research in their own organisation.

Duna was not surprised but she did surprise us by mentioning, perhaps after round of in-group discussions, we might shift our view on the topic. For sure this made me to loop in and be even more curious for the session.

To give you a clearer background I would like to let you know , interestingly I was on the majority group by opting for a yes answer. As a researcher you wonder why sometimes you ruled into such decision. However as I voted yet it occurred to me I did not question myself on the nature of research question and they type of research I would be conducting as an insider on my own institution.

We have been grouped to discuss several scenarios including the outcome of the educational quality and the delivery of the education, and even more so the topic for sure was leaning towards the value of social justice and making sure you re-address educational gap attainment through researching your own institution.

During the session we were broken into smaller BBcolab groups . The majority of session majority of topics were hovering over value and importance of social justice in Higher education and role of other sub topics including but not limited to :

• Bias;
• Lack of diversity;
• Lack of managerial support for research;
• Institutional culture;

Interestingly the more we discussed the matter the more it became obvious there is no right or wrong answer to conduct research on your own institute when it comes to sensitive issues like Social justice in higher education. In particular in our inner group discussion, our group came to conclusion that it all depends on research question and access to data . Aspects regarding validity and reliability for sure played a role. Furthermore we agreed quantitative research conducted on other institute for certain topics could be as effective as an internal research conducted by the institute itself, however this would very much depends on the subject area and the nature of the research question, level of sensitivity surrounding it.

Other topics we did discuss which stirred good discussions all through out in our group , was the scenario when research team has come up with a finding that does not contradict the institutional perception , yet they do not seem to see the urgency of institutional change. Questions being asked was how would you convince the organization for a positive change.

In our discussion we all came to conclusion that organisational cultural norms and beliefs and managerial commitment would be a key point in creating a positive shift towards right direction.

Overall in this session we discussed it is important to eliminate or minimise the source of bias .

Bias can impact qualitative type of research more than quantitative and data driven research due to its nature, and even more so on ethnographic types of research which is naturally more prone to nature of human bias. One way to deal with this could be conducting a survey not necessarily limited to own organisation and comparing result.

Other issues we discussed is managerial commitment.

In the end of the session we were asked again to vote for a : Yes vs. No and to reflect on the feasibility of conducting research in your own institution.

Interestingly this time around I decided to vote for a No . On reflection this might be due to my research own discipline as a quantitative researcher. One aspect of this process is to reflect on the bias , both from research and observational perspective. Once reflecting I would say the answer most probably neither a yes or a no but a probably contingency factor. It well depends on research question, methodology being applied to eliminate bias and the way institutes take responsibilities to conduct and attend to these sensitive issue.

in the end I can only say thank you Dunna for such intersting and immersive experience and opening our eyes to such important issues.

relevant further reading for this sessions were:

Arday, J. and Mirza, S.F. (eds) (2018) Dismantling Race in Higher Education
– especially Part III ‘Outsiders Within the Academcy: Surviving the ‘Sheer Weight of Whiteness’
• Gellner, D. N. and Hirsch, E. (Eds) (2001) Inside Organizations:
Anthropologists at work ;

• Watson, D. and Maddison, E. (2005) Institutional Self-Study – for a
management take and ideas on using existing data sets.

The Youtube video was accessed on 20 Jan 2022: https://www.youtube.com/watch?v=j7w2Gv7ueOc

Further reading on the topic:

What I Learned this week?

We had our first initial session on presentation. I had to change group due to full teaching commitment. It was interesting as I had picked a presentation based on Game Based Learning and its impact on Students learning outcome. The Pedagogy of this type of learning stems from ‘experiential Learning’ or ‘action learning’. According to the model, action learning techniques resulted in up to 90% retention and people learn better through teaching styles that involve ( Quentin, 2016, P. 138). Peter Mortimore exerts the best way to understand pedagogy is to see it as craft of teaching (Mortimore, 1999,p.3). through experiential learning , learners learn more through what they do that what they hear or read . According to the chosen article Video games is one of them. Students can learn and engage with the taught disciple in far more efficient way (Quintin, 2016).

Kilb’s (1984) cycle of learning demonstrations experiential process in which we learn through.

The process entails use of :

Knowledge, we did aquire in the past;

Activity, the application of old knowledge to real world;

Reflection, The analysis and synthesis of knowledge activity;

The presentation was chosen due to my personal interest in Object-based learning. Coming from a theoretical background it is fascinating to observe and study and learn how OBL can help the way we teach in further engagement and can enhance learning experience.

Refernces:

Kolb, D. A. (1984).  Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Quinton, G, (2016), “Gameducation: a project prototyping games for education”, Spark: Creative Teaching and Learning Journal, Vol 1, Issue 2, PP 130-142;

Mortimore, P. (1999) Understanding pedagogy and its impact on learning. London: Paul
Chapman Publishing.