Project update

VoxBoxRsamd is slowly getting underway. The teaching sessions have been really good, with enthused students and some really positive comments and discussion in class. However trying to continue this online has been problematic. I know students are viewing the site, but are not leaving comments or participating in a more meaningful way. During the last session I asked the students and one said ‘I was going to leave a comment, but it was half twelve and I didn’t want anyone to think I was a wierdo, being on-line at that time.’ Perhaps the public nature of the site is off-putting for the students, with colleagues like Ros Steen and Hugh Hodgart being viewers of any comments, it may be too much of a risk to expose yourself online. So I had a rethink and have invited students from the MA Classical and Contemporary Text to contribute and allow some reflection on the session I spent with them last week. This is a more mature group of post-graduate learners, many of them from America, and already has provoked some response. Perhaps they feel more confident in the use of the technology, or more confident in their ability to express themselves. I am hoping there is a trickle down effect and that once people see that no-one is jumping on their comments, or that they are not the first to leave a comment, then their will be more participation. It is surprising though that students are happy to leave comments and quite inventive pieces of work on facebook etc, which are equally public, but are a bit shy on leaving comments on vocal work. Perhaps the nature of the work, involving a personal response, is better suited to reflection at the moment, using the medium of voice, the voice that has just been worked. There is never any reluctance on the part of students to engage in discussion during class when the opportunity is presented, indeed there is often a fertile brew of opinions bubbling up. So does the interface with the computer, the solitary nature of online work preclude that mutual encouragement and interaction? It seems to be at the moment. Perhaps it is not too surprising when I think of the Moodle group for PGCert, where activity seems to have dwindled to the point of invisibility, and seemed to exponentially decrease as we became more familiar (tired? bored?) with the technology. I had a request to be followed on Twitter and I just ignored it, just as I ignore requests from facebook to discover ‘What kind of furniture are you?’ and ‘Sally just threw a carton of ice cream over you, do you want to throw one back?’. The answers to both these questions are obvious and need no reproduction online. I am an elegant but slightly austere chair, and if Sally chucked a carton of ice cream over me, Sally would be wondering what happened to her nose.

Project update

My final project has not gone as smoothly as I imagined it would. There seemed to be some problems for people becoming members, and activity has been minimal. I refer of course to VoxBoxRsamd , have a look by all means, as I have tweaked the settings to allow anyone to view and become a member, which is potentially hazardous, but I can deal with that if it arises. The main problem seems to be of my own making, in that I am not really sure what I want the students to do, and whether I can or should spend any time in class on encouraging them to do something. But I have a comment now for the first time, so maybe the trickle will begin. After next session I will give out a brookfield (praise him) style c.e.q. and request that they answer online. Maybe then we will have some of the activity I anticipated. I will also have to do a paper baseline as only 2 students have responded to that via email. Perhaps the project will show that students are happy to use Web 2.O for social purposes but less keen for educational purposes. Or maybe the interface of google groups is off-putting. Either way I have some work to do!

Back again

Well its been a long time but we are back in to the grind, sorry groove, of PGCert. Over the summer I’ve been in London and Barcelona, checking out the education systems in these two great cities, but now back in Glasgow, it’s time to get back to the business of Final Project.
Final Project for me is about enhancing learning through the use of web technology. I’ve been through various stages with it, and my ongoing dispute with the RSAMD infrastructure hasn’t helped in terms of motivation, but I realise it is something I have to get on with, and it could potentially be a very interesting project, hopefully for the students as well as myself.
I did a bit of research into web applications, and I actually went to a one day course run by strathclyde uni, however I was kind of hoping that colleague Jim McGowan would be able to introduce me to the wonders of Moodle, as it is something I am familiar with from the PGCert. Sadly for me, but great for Jim, he has gone off to Hong Kong for a new post. He will be a loss as I think he was the Moodle upkeeper, but hey ho.
I then investigated Google groups and it seems they can do everything I was attempting to do, except maybe create a wiki, which does require a bit more technical know-how. Although wary of hitching my wagon to the great corporate monster that Google has become, I have to recognise the advantages; a brand that everyone knows and a site that is going to be supported and not disappear (I hope). So here it is, if you are reading this, you may even be a member. VoxBoxRsamd.

Flickr day – blink and you just hit the back button

Whoah! My day, Tuesday, and my first bit of coding since Basic in 1982! Thank the lord I have fast broadband so I can flick (geddit) back and forth between instructions and practice! Here goes!

I dont seem to be able to follow these instructions, not in the way it’s supposed to be. This is the link, which someone told me how to do, I’ll go and try and find that advice.

http://www.flickr.com/photos/27564280@N07/

Okay lets see

Bills photo day

Nope I’m missing something and it’s getting late. And my day is backwards.

new ways of assessing

interesting article in the guardian about the challenges facing academia and plagiarism

http://education.guardian.co.uk/schools/comment/story/0,,2283658,00.html?gusrc=rss&feed=8

does anyone know how to make that a link instead of that?

But ties into discussion we had about the redundancy of exams in this day and age when no-one is really away from access to information in the so called ‘real world’.  Unless of course you want the internet in the rsamd away from your desk…

web links for rss

http://people.uis.edu/rschr1/onlinelearning/blogger.html

This site is an online learning news and research update from the University of Illinois.  Having spent a few days in Chaicago, I feel a tenous link

PGCHE3 Employability

Results from Questionnaire for Graduate Attributes

You are nearly at the end of three years of study.I am investigating the attributes you perceive you possess. Graduate employability is a ‘hot topic’ in the educational sector. As a vocational training centre, RSAMD should be able to demonstrate that their graduates possess and have demonstrated all the qualities valued by employers. It is also acknowledged that skills and experiences from part-time employment and voluntary activities (including gap-year) can enhance your graduate profile.

The survey provides a series of statements relating to graduate attributes. Some are positive and some are negative, so please read carefully! You can note if the experience took place at RSAMD, or work, or both. There is also a space to provide an example if one comes to mind, but don’t feel obliged to fill them all in, but examples provide the detail to a survey, and are very useful in identifying how this belief has been formed.

All responses will be treated confidentially; any analysis will not include individual identifiers. All surveys that are returned will be put in a draw and the first drawn will receive a copy of The Stanislavsky Toolkit by Bella Merlin. If you already have that book you can have a tenner!

8 responses

	Indicator					Experienced at
Statement	Strongly agree	Agree	Neutral	Disagree	Strongly Disagree	RSAMD	Work / Other
I feel well-prepared for a career in the acting industry	4	4				6	2
Example: Maybe not completely when it comes to film/tv On many occasions I have worked on my own and in a group and produced good work I feel I have the necessary training to compete in the difficult world of the acting industry. I think I have been taught the skills needed to succeed
I feel confident about my ability to work without supervision	2	6				6	2
Example: Character prep and text work I feel I have the technique and discipline in which to build from, but the absence of encouragement will be hard to deal with We have had numerous opportunities to devise work ourselves and come up with scenes, ideas etc
I have never had to produce quality work under pressure				2	6	5	3
Example: Nothing is plain sailing Any academy show Of course I have! That’s the nature of the course and profession Time (or lack of it) is sometimes an issue when working on things at the academy but I think I have overcome this and produced good work
Team-working is not something I have experienced					8	7	6
Example: Being part of a cast is all about team work All of our work has been a ‘team’ effort
I have learned to take the initiative when appropriate	2	5			1	6	5
Example: Everyone in the year gets together to produce help with extra characterisation work etc It’s down to the individual to produce good work
My communication skills have been enhanced	6		2			6	4
Example: I don’t think they’ve changed at all As my understanding, and skills have developed, so too has my ability to communicate my thoughts and ideas
I can manage my schedule to cope with conflicting demands	3	5				6	2
Example: Sometimes you have little to do, other times you are snowed under. Such is the nature of the course. You have to learn to cope. I’m good at allocating time to things on an organisational level, but whether or not I follow it through is a different matter! It’s something I’ve picked up over time, balancing the different things I have to do and knowing when my deadlines are
Don’t ask me to do anything on a computer, I don’t know how to.	1	2	3		2	2	5
Example: I’ve learned to do basic things while I’ve been here, like attaching things to an email I’m not a computer whiz, but I can check my e-mails! : ) I was fairly proficient with a computer before arriving
I am sensitive to the feelings of other people	4	3				4	4
Example: The social environment of the academy forces you to learn this. Sometimes I can be a little forceful if I see something, or notice something, and my comments are shunned. But I don’t like guilty feelings.
I don’t feel confident about keeping my own accounts	1	3	3		1	1	1
Example: I see no problems, its pretty straight forward I am rubbish with money. I’ve just got my tax return form and don’t have a clue wjhat to do! I’m relying on my parents advice as they’re self employed. That’s just me! We could have used a lot more classes on this I feel fairly confident. I’m not especially confident when it comes to filling out my tax return but have managed ok so far
I am prepared to compromise to achieve a satisfactory outcome in a task	1	5	2			4	2
Example: Depends on degree of compromise and to whom I can only do my best, in the circumstances that I find myself in. Only if the compromise is justified
If I have to research anything, I will just ask other people			2	3	3	3	3
Example: I use the internet a lot for research. A lot of the time I don’t know where to start, so asking people with more knowledge about what books to read etc helps! Willing to ask people but they are not first point of call Of course I will take research from other people. But I would not feel comfortable undertaking any role without doing the relevant research
I have a moral code and strive to follow it all times	3	2	1	2		3	3
Example: ?
I cannot resolve conflict with other people satisfactorily		1	1	3	3	4	3
Example: I enjoy other points of view, and ideas, but if someone can not clearly explain, and justify their point, it will not be resolved
I have convinced other people to see my point of view without alienating them	4	3	1			4	4
Example: By use of proper research, I have been able to explain in detail my opinions
I feel uncomfortable without a clear structure in a situation	1	1	2	3	1	3	2
Example: RSAMD and other work can be topsy turvy I’ve got better at this, but how it has been hard to deal with just not knowing how it will go… Everyone should be working towards the same outcome from the start, with everyone in agreement about the structure, and the story
I have resolved conflict within myself satisfactorily	2		3			1	1
Example: ? I don’t understand this question! I still get horribly jealous of other people, I try to resolve it, but it keeps rearing it’s ugly head Although I can be very ‘opinionated’, if proved wrong, I will step back and apologise, allowing the air to settle
Current industry developments are not relevant to me				1	7	3	2
Example: It’s all relevant; this is the industry I have chosen to be part of.
I have a strategy for coping with unemployment	2	3	1	2		2	3
Example: Produce my own work I have tried to take steps such as joining promotions companies and trying to get involved in corporate acting work in order to reduce the impact of not working but have yet to see whether this will be successful I have no strategy. I will just keep working.
I have no experience of working with professionals				1	7	4	3
Example: I’ve worked professionally already and have worked with a lot of industry professionals during my three years here. Our time at the RSAMD has seen us work with many professionals
I would describe myself as creative in my approach to problems	4	3	1			4	3
Example: I like having a few options for how a scene should be…although I do have a tendency to be too literal in my approach
I don’t think there is anything more to learn after graduation					8	3	3
Example: The day you stop learning how to act, is the day you retire. I think I have a lot to learn and hope that I will learn on the job as well as taking sjort courses as and when I have the time and money I’m excited about learning more, be that acting related or not Hugh has always talked of the ‘long game’
Planning and organising is a mystery to me			3	1	4	2	1
Example: I enjoy it, because it makes me feel more secure in my role
I am happy to take the lead in a project and direct others	4	1	1	2		3	2
Example: I’m better being directed. I don’t have the confidence, vision or desire I quite often give up my time to work on/with people Sometimes you have to?
Attention to detail has not been important			1	1	6	4	2
Example: The more detailed and knowledgeable you are about your part, and the play, the easier it is for your audience to understand and enjoy it.
I can reflect on my learning and highlight key learning points	3	5				4	2
Example: Each person I have worked with has taught me more about myself, and my strengths / weaknesses I know what I need to continue working on technically
I think the skills I have now are the same as the skills I had three years ago.				2	6	3	1
Example: I have acquired far more skills than when I arrived. Movement, voice, acting, listening, taking direction etc My ability and understanding have been considerably improved in the past three years

Working from here.

After the rush of the micro-teaching assignments, we seem to have slumped, or maybe I have slumped, as we begin the next module. At first glance it is a bit of a hotch-potch, Student Support, Guidance and Assessment. Assessment seems like it could merit a module on its’ own, and at the moment I don’t quite see the link between it and Student Support and Guidance, which are fairly obvious bed-fellows. There is also a chunk on ‘supporting e-learning’ in the course documentation. There is an irony in our first assignment being non-assessed, when we discussed how assessment aids motivation! I’m sure we’ll look back and laugh. But the session with Andrew last night did give me some food for thought in relation to assessment. I am working on a couple of modules where it is continuous observation, no summative assessment detailed, but I am going to set a formative assessment task to aid me in assessing student progress, and to help keep students motivated. And I am going to dare to suggest to colleagues that we experiment with an alternative assessment method. I have a suspicion when we mark by consensus that the person who opens sets the tone for that student, and wonder if ‘blind’ marking would produce differing results. I wonder if assessing by ‘team’ produces the kind of clumping we see in marks, mostly around 55 – 65. I still don’t understand why we have a 70-100 band that is never fully used. Aberdeen University have a really clear 20 point assessment scale, which could make marking a bit easier, and spreads the percentages by 5% a mark. I still feel slightly uneasy with the thats a 62, thats a 63 approach that seems to prevail. But maybe in time…

A bit of reflection on the micro-teaching assignment. The session with Jess and myself was partially successful in my view. The second discussion was a bit stilted, and possibly would have worked better on a less emotive topic, which worked well for the first discussion. But a topic like ‘A zoo is cruel’ would not have been very authentic for our institution, and authentic learning is a good goal to strive for.

Steve was kind enough to offer some positive feedback, as the session was tight for time, students were asked to complete CIQ in their own time. We got one apparently, not seen it yet. Reinforces my feeling that if you value evaluation then integrate it into the lesson plan. We knew it would be too tight to include it and hoped for the five-minute changeover that seemed to work for the other groups. Be interesting to see their feedback actually. But the feedback from Julia and Andrew was excellent and pleasing for the work we put in.
I was a bit concerned we used so many envelopes. As Jess was merrily sealing them, I was leaving them open so they could be re-used.

First archive.

evaluation-questionnaire-hnc-tqfe-bill-wright.docLearning, Teaching and Evaluation in FE

some archive work

no teaching club tonight, but to fill up the site I have decided to post an essay or two from the Teaching Qualification Further Education I did at Coatbridge College a couple of years ago. Why? Well why not? They are bits of academic work on similar themes so, hey ho?