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Oh, though such talks can be interesting - especially if they're spun and marketed as 'attribution' rather than 'academic integrity' talks. Attribution, methinks, is much more interesting for the students and teaching staff as it fosters engagement that answers a host of questions: - what is attribution? - what's the importance of it? - how can we observe it in our own lives? - how can we observe it in the media? - how is it observed in higher education/the subjects? - how are sources attributed? Maybe I am overly optimistic, but I sense lots of positive connotations per attribution and the questions that can arise from it. I agree with you 'academic integrity' sounds similar to the p-word, which shall not be named, and I have seen how this idea/word often puts students off or is treated in more of a punitative "Don't you dare!" manner rather than an exploration or discovery of the issue and issues connected. All the best, -- Mr Dustin Hosseini BA MA MA FHEA Teaching Fellow CPD Co-ordinator CeDAS (Centre for the Development of Academic Skills) Royal Holloway University of London, International Building IN037, Egham, Surrey TW20 0EX E: [log in to unmask]<mailto:[log in to unmask]> T: +44 (0)1784 414324 Twitter: @DustinAcEd Academia.edu<http://Academia.edu>: https://royalholloway.academia.edu/DustinHosseini Blog: https://dustinhosseini.wordpress.com/ ________________________________ From: learning development in higher education network <[log in to unmask]> on behalf of Debbie Witney <[log in to unmask]> Sent: Wednesday, November 2, 2016 12:56:01 PM To: [log in to unmask] Subject: Re: defining the lecture -a quick straw poll Hi Helen I'm an Academic Conduct Officer and although I keep saying my student induction session is called 'Introduction to Academic Integrity', I still find it billed as the 'plagiarism talk!'.š Debbie Witney MBA, Cert Ed, SFHEA Principal Lecturer Student Experience Oxford Brookes Teaching Fellow Faculty of Business Oxford Brookes University Wheatley Campus Oxford OX33 1HZ Office Hours: Typically Tuesday 11-1 and 2-3pm, Room N219 Wheatley Campus. Please check my virtual office door on PIP or e-mail for an appointment If you have received this email in error, you must treat the information in it (and in any attachment) as strictly CONFIDENTIAL and should delete it immediately. Oxford Brookes University is not responsible for any personal opinion expressed in this email. On 2 November 2016 at 12:49, Helen Webster <[log in to unmask]<mailto:[log in to unmask]>> wrote: I like plenary much better - if only I could persuade well-meaning academic colleagues who book in sessions with me for their students not to communicate it to students as 'Helen is going to give you a talk/lecture/presentation and tell you lots of useful things so listen carefully', with me sighing on the sidelines and wondering how I'm going to turn it around.... As LDers rarely have 'our own students' and won't be able to build a relationship and expectations over time with a particular group, it makes it really hard. I often won't see them more than once, and rarely get a chance to manage expectations before the session. We're often going counter to a weight of experience and precedent of lecture as information delivery, especially if we're embedded as part of a series of lectures. I wonder what we could do to open a lecture to get this across effectively - telling them doesn't work! Some sort of quick opening activity that highlights what we're doing differently this time and why. On Wed, Nov 2, 2016 at 12:28 PM, Debbie Witney <[log in to unmask]<mailto:[log in to unmask]>> wrote: Re: not calling it a lecture. I've started using the term Plenary to persuade my undergrads that they will not be able to turn up and receive knowledge. I explain that I will start from the assumption that they have completed the required preparation readings and activities. The lecture/ plenary is a chance us to come together and explore the arguments, examine live issues (business). I would support the 3 'E's as a motto and add another 'e' - 'examine' - as there is an element of me assessing their understanding and engagement with the preparation material. Debbie Witney MBA, Cert Ed, SFHEA Principal Lecturer Student Experience Oxford Brookes Teaching Fellow Faculty of Business Oxford Brookes University Wheatley Campus Oxford OX33 1HZ Debbie Witney MBA, Cert Ed, SFHEA Principal Lecturer Student Experience Oxford Brookes Teaching Fellow Faculty of Business Oxford Brookes University Wheatley Campus Oxford OX33 1HZ Office Hours: Typically Tuesday 11-1 and 2-3pm, Room N219 Wheatley Campus. Please check my virtual office door on PIP or e-mail for an appointment If you have received this email in error, you must treat the information in it (and in any attachment) as strictly CONFIDENTIAL and should delete it immediately. Oxford Brookes University is not responsible for any personal opinion expressed in this email. On 2 November 2016 at 11:50, Helen Webster <[log in to unmask]<mailto:[log in to unmask]>> wrote: I've been thinking a lot recently about the role of the lecture within LD work specifically, as I'm asked to do them so often - I think they're occupying a slightly different role than in subject teaching. I also react badly to the notion that lectures should be essentially about delivering information, and particularly in our line of work where we're not subject content experts and I don't know that I really have any 'information' of that kind to deliver! I am a bit dubious that it's possible to 'tell' someone how to write an essay or any skill of that kind, without opportunities to think about individual needs, practise strategies, reflect on experience and how advice might apply in your own specific context, so if I have to use 'lecture mode', that's what I try to incorporate opportunities to do. Back when I was a subject lecturer, I used to use lectures to give a glimpse into how I develop and argument, and although I don't feel I have 'arguments' to make in that sense in LD work, I do use lectures as an opportunity to model how one might approach an assessment or how an assessor might be thinking. Still, we do sometimes get the feedback that 'the tutor didn't give us much information' - despite me explaining at the start that this session was about developing skills not delivering facts! I think as Kim says there is an understanding from students that lectures are to deliver the information they've paid for, and they expect me to 'give' them a simplistic formula, whereas I think I'm there to provoke reflection, unpick assumptions and expectations, suggest strategies, model application, and suggest things to think about.... I am working with a very large group in a particular type of setting, and therefore it's called a lecture, but as Kim and Peter say, it sets up unhelpful expectations, and they often look shocked when I ask them to engage with me and their peers, rather than just one way! I do feel that lectures play a bit of a different role in LD work which may mean they meet our needs less than those of subject lecturers, and thus we react more strongly against them, but in both cases, a transfer of information is the least useful thing we could be doing... On Wed, Nov 2, 2016 at 10:21 AM, Peter John Lumsden <[log in to unmask]<mailto:[log in to unmask]>> wrote: Despite me reservations about the ālectureā enabling ālearningā, I DO see it as an excellent format for the third of my three āEsā (explain / engage / enthuse); it provides an opportunity for someone who is passionate about a subject to convey that to and ENTHUSE their students Peter J. Lumsden BSc, DPhil, SFHEA (senior fellow) āExplain; Engage; Enthuseā Pastoral Tutor ā School of Medicine Teaching and learning lead ā College of Clinical and Biomedical Sciences University of Central Lancashire 01772 893270<tel:01772%20893270> Twitter: https://twitter.com/PLumsden Facebook: https://www.facebook.com/peter.j.lumsden?ref=tn_tnmn LinkedIn: http://www.linkedin.com/profile/view?id=100728902&trk=hb_tab_pro_top Academia.edu: https://uclan.academia.edu/PeterLumsden Skype: Peter.Lumsden98 From: learning development in higher education network [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of John Sutter Sent: 02 November 2016 09:15 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: defining the lecture -a quick straw poll Hi yes - Iād say the key distinction Alistair makes is spot on - itās the lecture as ātransmission of informationā that is problematic, typically because itās not always the best (or only) tool for the job. But itās also interesting to note that as a social, or academic, practice, the lecture has high social prestige (especially to the giver of the lecture), and this I feel may partly account (along with neoliberal notions of efficient educational provision and the simple effects of tradition) for itās continued ubiquity. (Own up time: I remember my own pleasure years ago at becoming a ālecturerā after being merely a humble āteacherā). Iām also a fan of the lecture as as āsustained argumentā (and in that form it can also vary considerably) - but in its ātransmission of informationā incarnation we might be better served if we started thinking in terms of āteaching large groupsā - and asking ourselves what a principled and inclusive approach to this might look like (including questioning whether such groups are viable), reserving the term ālectureā for those instances where we really are building a sustained and engaging case for a particular position. (And considered as such, the ālectureā can then be viewed as just another academic practice that is itself open to change / challenge from ālecturersā and students alike..) best John John Sutter Learning Enhancement and Support Manager ā University for the Creative Arts New Dover Road Canterbury Kent CT1 3AN ā Mobile: 07813836559<tel:07813836559> Office: 01227817365<tel:01227817365> Skype:jssutter ā For over 150 years the University for the Creative Arts in Canterbury, Epsom, Farnham, Maidstone and Rochester has been leading the way for art and design education. Building on its reputation for providing the creative industries with the brightest talent, UCA is the top specialist arts university in the Complete University Guide league table, having risen 43 places in three years to rank 52nd out of 126 UK universities. On 2 Nov 2016, at 08:25, Alison.James <[log in to unmask]<mailto:[log in to unmask]>> wrote: Thank you Alistair Not a one liner but a great response to a complex question! And I too like the lecture and as you go on to discuss, done well , it can be a very good thing. To skip to your conclusion I agree we need to be careful about what we do with the lecture, but my reason for asking the question was that although the answer as to what is seems obvious to some, to many others it isnāt. All the best Alison From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Alistair McCulloch Sent: 02 November 2016 01:49 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: defining the lecture -a quick straw poll Iāve always rather liked the lecture. A finely honed lecture can be a beautiful thing. āŗ The problem arises from the move away from the lecture as an exposition of an argument over a sustained period of time and into a means of simply transmitting information (with, today, the almost ubiquitous powerpoint slides). The former models some key skills to students: a) The art of constructing a complex argument and presenting it in a structured way. b) How to persuade an audience of the veracity of your argument. c) How to summarise literature. d) How to present the key points of an argument. e) How to maintain an audienceās attention. f) How to lose an audienceās attention! g) How to respond to the visual clues coming from an audience. h) How to pay attention over a (relatively) prolonged period of time. The latter (the simple transmission of information) is not a pretty thing and, is not actually what a lecture is. Iāve poked my head around lecture doors to see people reading from a textbook while putting slides of the textbook pages on the overhead screen. That is not a lecture, but its what has got the lecture a bad reputation. Its difficult to write more than a handful of good lectures in a year because of the amount of work that goes into them (and because most of us donāt have that many really good ideas to focus on in a good argument). Barbara Grant has a very good paper on the issue which was published in the proceedings of the 1998 HERDSA conference. Iāll ask her if sheād be happy having it posted to the list if thatās ok. In i she writes: āthere is no utopian space of endless deep learning beyond lectures and, more seriously, we cannot be certain of the educational effects of abolishing them.ā (from the abstract) Letās be careful about what we do with the lecture and letās be very clear what it is weāre talking about. Cheers Alistair Professor Alistair McCulloch Head of Research Education Teaching Innovation Unit University of South Australia 160 Currie Street, City West Campus - CWE-17 North Terrace Adelaide, SA 5000 Australia Phone: +61 (0)8 830 21150 Fax: +61 (0)8 830 22363 Email: [log in to unmask]<mailto:[log in to unmask]> Web: http://www.unisanet.unisa.edu.au/staff/homepage.asp?Name=Alistair.McCulloch L&TU Web: www.unisa.edu.au/ltu<http://www.unisa.edu.au/ltu> From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Eryl Price-Davies Sent: Wednesday, 2 November 2016 5:54 AM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: defining the lecture -a quick straw poll I'm intrigued to understand why the LD community are so hostile to the 'lecture' (whatever that may be!) "A monologue with slides" is a less than complimentary description... Perhaps a lecture is (at least partly...hopefully) what 'lecturers' do? Eryl Dr Eryl Price-Davies On Tuesday, 1 November 2016, Alison.James <[log in to unmask]<mailto:[log in to unmask]>> wrote: Dear colleagues In the middle of a PG Cert session about alternative learning spaces and teaching approaches a number of new students asked my colleague and I what exactly we meant by a lecture. They, I think, were surprised by our suggestions that you could do all sorts of things under the title of lecture which stopped it being a monologue with slides. I in turn was surprised by their surprise. In your institution (and in your view too) how do you think colleagues are defining a lecture? Could you give me a one liner? I can collate responses off piste and provide summary as per, if you would like to message me directly. Thanks so much and all best Alison Dr Alison James Acting Director Academic Quality and Development and Head of Learning and Teaching University of Winchester National Teaching Fellow 2014 Principal Fellow Higher Education Academy http://www.engagingimagination.com<http://www.engagingimagination.com/> https://www.heacademy.ac.uk/innovating-creative-arts-lego http://iedp.com/articles/developing-leaders-magazine-issue-19/ [University of Winchester] University of Winchester, a private charitable company limited by guarantee in England and Wales number 5969256. Registered Office: Sparkford Road, Winchester, Hampshire SO22 4NR [University of Winchester] University of Winchester, a private charitable company limited by guarantee in England and Wales number 5969256. Registered Office: Sparkford Road, Winchester, Hampshire SO22 4NR