{"id":3360,"date":"2014-03-31T14:19:22","date_gmt":"2014-03-31T14:19:22","guid":{"rendered":"http:\/\/blogs.edgehill.ac.uk\/learningedge\/?p=3360"},"modified":"2014-04-25T15:21:52","modified_gmt":"2014-04-25T15:21:52","slug":"alas-prescott-and-ellis","status":"publish","type":"post","link":"https:\/\/blogs.edgehill.ac.uk\/learningedge\/2014\/03\/31\/alas-prescott-and-ellis\/","title":{"rendered":"Alas Prescott and Ellis"},"content":{"rendered":"

\u00a0\u2026 it\u2019s a bit like having a tutorial with you \u2026\u00a0<\/em><\/strong><\/span><\/h2>\n

An initial request to create an online session for the PG Cert in HE has resulted in a wealth of video resources ranging from academic writing to change management and leadership that are now used across a number of programmes in the Faculty of Health and Social Care. \u00a0Trish Prescott and Jeannette Ellis, both Senior Lecturers in the Faculty, produced these resources using an approach that role models a ‘<\/em>conversation\u2019 . \u00a0This blog post reflects that conversational approach, with input from Trish (T:) and Jeannette (J:):<\/em><\/p>\n

\"\"T:<\/strong> We were asked to do a session on Critical Reflection for the PG Cert \u2013 a course for staff that are new to teaching in Higher Education. We wanted to try something different \u2013 to expose new teachers to a different style of teaching and learning. So we created a screencast [a PowerPoint presentation narrated by Trish and Jeannette<\/em>] supported by a World Caf\u00e9 approach in the follow up face to face.<\/p>\n

J:<\/strong> We wanted to get peers\/colleagues to engage online before the face to face session \u2013 so in class we could do exercises and build on material they had already engaged with.<\/p>\n

T:<\/strong> We had some issues with the technology and the process \u2026<\/p>\n

J:<\/strong> \u2026 our first attempt didn\u2019t record anything! But now we can initiate it all with occasional help \u2013 and have even done some fading in and out!<\/p>\n

T:<\/strong> Beyond the PG Cert we\u2019ve had a series of evaluations from a blended undergraduate CPD programme asking for more face to face sessions \u2026<\/p>\n

J:<\/strong> …so we created screencasts that were perhaps more engaging than some of the existing online activities. Initial topics included:
\n–\u00a0Academic writing and referencing
\n–\u00a0Doing critical reflection \u2026<\/p>\n

T:<\/strong> \u2026 and then more sessions for the undergraduate dissertation.<\/p>\n

Q: Can you tell me more about your approach?<\/strong><\/p>\n

J:<\/strong> We put ourselves in the students\u2019 shoes \u2013 Trish is the \u2018academic\u2019 and I am the potentially knowledgeable but not expert student. So I pose questions that I feel a student would ask when they are in a room with you. So you are creating a situation that is almost mimicking what students want to ask but often don\u2019t feel that they can or that they want to.<\/p>\n

T:<\/strong> Just putting up a PowerPoint is a one direction approach. Having a conversation allows a debate, and the feedback that we\u2019ve had so far is that \u2018it feels like we\u2019re having a 1-2-1 tutorial with you because of the engagement that is going on\u2019 \u2026 and that\u2019s why I think it works really well with two of us rather than just one of us talking over it.<\/p>\n

J:<\/strong> We\u2019ve created screencasts covering topics such as academic writing and referencing, practice innovation, change management, and leadership. Feedback from the Advancing Practice module was \u201c \u2026 really good, it strengthens the delivery.\u201d<\/p>\n

Q: How are you sharing with colleagues?<\/strong><\/p>\n

T: We\u2019ve put generic resources on Blackboard and would encourage other tutors to direct their groups to these resources to \u2018deliver\u2019,\u00a0and then follow with a workshop \/ Q&A session \u2013 this would be a more efficient use of time.<\/p>\n

J:<\/strong>\u00a0Chris Jones and I presented at the staff study day \u2013 our session was called \u201cFacing students in alternative ways\u201d. The idea was to share ways of offering a voice of the tutor in formats other than face to face<\/p>\n

T:<\/strong> For the PG Cert course it was about role modelling different ways of doing things so that tutors can see ideas in practice and make it theirs.<\/p>\n

Q: What feedback have you had?<\/strong><\/p>\n

J:<\/strong> The most significant comment for me was from one of Trish\u2019s students:<\/p>\n

\u201c \u2026 it\u2019s a bit like having a tutorial with you \u2026 \u201c<\/p>\n

\u2026 because it almost is:<\/p>\n