As academics, we risk exposing ourselves in seminars - by potentially handling something badly. It seems to me that even if we could resolve things on good terms with any offended students one to one, after the seminar, the recording would stand as a record. On balance, I think seminars should be seen as private spaces of mutual trust where people (staff and students) need to be free to make mistakes.
I would also add that this would need to take place in a wider culture where academics were also protective of one another. I have heard some dreadful stories this week of Brexit-voting academics being insulted and cold-shouldered in their places of work.
Jan
Dr Jan Macvarish
Associate Lecturer
School of Social Policy, Sociology and Social Research
University of Kent
Canterbury
Kent, CT2 7NF
07909 993 007
[log in to unmask]
________________________________________
From: Social-Policy is run by SPA for all social policy specialists <[log in to unmask]> on behalf of Shaw Sandra <[log in to unmask]>
Sent: 01 July 2016 17:43
To: [log in to unmask]
Subject: Re: SOCIAL-POLICY Digest - 29 Jun 2016 to 30 Jun 2016 (#2016-138)
HI,
My concerns would also be around the issue of what students are disclosing about themselves and their right to confidentiality. We do not ask students to divulge personal information, but sometimes they do - and our subject covers sensitive areas where students may have personal experience. I would have thought this raises a number of ethical issues - not least student consent to be recorded.
Sandra
Dr. Sandra Shaw
Senior Lecturer in Social Policy,
School of Nursing, Midwifery and Social Work,
C512, University of Salford, M5 4WT
Tel: 0161 295 2055
Email: [log in to unmask]
________________________________________
From: Social-Policy is run by SPA for all social policy specialists [[log in to unmask]] on behalf of Jonathan Parker [[log in to unmask]]
Sent: 01 July 2016 08:24
To: [log in to unmask]
Subject: Re: SOCIAL-POLICY Digest - 29 Jun 2016 to 30 Jun 2016 (#2016-138)
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
Royal London House
Christchurch Road
Bournemouth
BH1 3LT
+44(0)1202 962 810
@parkerj1960
Co-investigator for ESRC funded seminar series SALLY 'Safeguarding Adults and Legal Literacy' https://safeguardingadults.wordpress.com
JUC Fellow
Visiting Professor Tasik Chini Research Centre, Universiti Kebangsaan Malaysia
Visiting Professor Universiti Sarawak Malaysia (UNIMAS)
Visiting Professor Universiti Sains Malaysia
Amazon author page: http://www.amazon.co.uk/Jonathan-Parker/e/B001HQ4G4C/ref=ntt_dp_epwbk_0
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
>
>----------------------------------------------------------------------
>
>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.
>
>
>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.
>
>
>
>http://www.spiked-online.com/newsite/article/after-brexit-academics-need-to-get-out-more/18513#.V3TI2pMrI0o
>
>
>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
>[log in to unmask]<mailto:[log in to unmask]>
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