After lunch, we participated in a series of 'PeArLS' - Personally arranged learning sessions
CHoice of:
audio visual teaching with Margaret Henley
used analogy of providing 'readings' to the use of video in teaching - often used badly, students do not know why they have to watch video, struggle with critical reflection and evaluation and assumes a whole range of student skills (digital natives?). Provide questions to consider and strategies to leverage the use of audio visual material to help students improve visual literacy skills.
Feedback with Dawn Garbett
using feedback from students to improve students. Begin with a diagnostic to find out what they expect to attain from the course. Prime students after to become independent learners. Mid-course use Stephen Brookfield's (1995) student feedback - critical incident (5 questions) to ensure students are on the right track. then use standard institutional tutor and end of course/programme evaluations.
other sessions from :
students in trouble with Donna Buckingham - used scenario to open up discussion on how to support students when they are faced with challenges.
transitioning to levels 1-3 with Sam Honey
sensitive topics with Heather Kavan - sharing session on various contributions from participants as topics different in each context.
supervising workplace learning with Dale Sheehan
All the groups returned to 'debrief' each other so that everyone could catch up on all the individual sessions.
After afternoon tea, we had a session centred around the 'Canterbury Experience: shaking up teaching and learning. Jason Pemberton from the student volunteer army on student experiences over the course of this year. Covered the formation of the student volunteer army (SVA), formal and informal learning through participation in SVA and the student experience in 2011. Jason presented an inspirational message on how students decided to do something to help and get it done!
An interesting day with symposium dinner to get in more networking time.
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