Good point Rob, and I totally agree.
The importance of context is completely lost in an audio recording of this nature and the potential for misconstrual exacerbated along with possible self-censorship. All of this can have a negative impact on learning.
Jonathan
Professor Jonathan Parker PhD, FAcSS, FHEA, FRSA
Professor of Society & Social Welfare
Faculty of Health & Social Sciences
Bournemouth University
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+44(0)1202 962 810
@parkerj1960
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Visiting Professor Tasik Chini Research Centre, Universiti Kebangsaan Malaysia
Visiting Professor Universiti Sarawak Malaysia (UNIMAS)
Visiting Professor Universiti Sains Malaysia
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http://staffprofiles.bournemouth.ac.uk/display/parkerj
________________________________________
From: Social-Policy is run by SPA for all social policy specialists <[log in to unmask]> on behalf of Robert Sharples <[log in to unmask]>
Sent: 01 July 2016 07:57
To: [log in to unmask]
Subject: Re: SOCIAL-POLICY Digest - 29 Jun 2016 to 30 Jun 2016 (#2016-138)
Jan and colleagues,
Thinking of seminars as spaces for open discussion, I’d be interested in your thoughts on classroom recordings. I’ve noticed more and more pressure to audio record seminars and lectures as a matter of course - often with a system that records automatically and must be turned off manually. The recordings are then hosted online for students to access.
I can see the advantages, but worry about that it encourages self-censorship, both for myself and the students. What are other people’s experiences/thoughts?
Best wishes,
Rob
>
>----------------------------------------------------------------------
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>Date: Thu, 30 Jun 2016 07:35:41 +0000
>From: Jan Macvarish <[log in to unmask]>
>Subject: Re: Referenda and statistical analysis
>
>Here is another very interesting piece by Joanna Williams. I definitely agree that campus has become far too cosy and consensual.
>
>
>I find that I have explicitly to give students license to express their opinions in seminars, using language that works for them, because through school and the early experience of university they have become familiar with, even if they have not internalised, the 'correct' speech codes. They are very wary of articulating themselves for fear of causing offence. I think we, and they, would get an awful lot more out of teaching if they did not feel linguistically and intellectually hobbled.
>
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>I also find that the overseas students from Africa and Asia are far more likely to articulate views that are outside the current university norm (e.g. about gender, religion, sexuality, welfare, disability) - this is very refreshing, but there is often a sharp intake of breath from the home students. I have never had students take offence - if handled well as a seminar leader, it is possible to have a really thrilling discussion on far more open terms once students are told to use whatever words they have to articulate their views.
>
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>http://www.spiked-online.com/newsite/article/after-brexit-academics-need-to-get-out-more/18513#.V3TI2pMrI0o
>
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>Best regards,
>
>
>Jan
>
>
>Dr Jan Macvarish
>Associate Lecturer
>School of Social Policy, Sociology and Social Research
>University of Kent
>Canterbury
>Kent, CT2 7NF
>07909 993 007
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