I agree Giles that participants needs guidance about agreeing scope and boundaries for online observation.  This paper is quite old now, but it does flag up some issues (and some new possibilities/opportunities) that online observation raises:

 

Bennett, S. and Barp, D. (2008) Peer Observation – a case for doing it online. Teaching in Higher Education, 13(5), pp.559-570.

 

Shirley

 

 

 

From: "Online forum for SEDA, the Staff & Educational Development Association" <[log in to unmask]> on behalf of Giles Martin <[log in to unmask]>
Reply to: Giles Martin <[log in to unmask]>
Date: Friday, 20 March 2020 at 10:16
To: "[log in to unmask]" <[log in to unmask]>
Subject: Re: Evidencing Authentic Practice - HE Advance Fellowships D1 and D2

 

Thoughts on this:
We have observations initially before broadening this to more general peer review (particularly for course design development). From a developmental perspective, the primary purpose of our 'observations' are actually as precursors to our tutorials. This is where we can discuss their teaching (heading in the professional dialogue direction) and to do so it is quite handy to have seen some of their practice! Of course this also means we can provide practical advice/feedback suggestions integrated with our more general discussions. There are a series of these.

 

Given our subject mix, one of the common questions is from people who don't have 'lectures' wondering how to arrange the observations initially thinking they have nothing to be observed (so a bit like the worry now) - our answer is that we are hoping to see and discuss their practice in teaching and supporting learning. If that is lectures, fine. If it is labs, feedback, facilitation, online delivery, observing student teachers etc - well that's what their practice is and that's what we can 'observe' as that is what we will discuss.

 

I'd thus suggest the same approach here - what is their (possibly new, and thus even more useful for feedback on...) T&L practice right now? Maybe we view prepared recordings/resources or asynchronous online exercises or similar, maybe it is observing a synchronous video conference class. What did they have some autonomy and choice in designing or doing?

 

One thing to definitely think about however - scope/boundaries for the review. For a class there is a clear time window you can choose. For something asynchronous or similar it is useful to agree the bounds (I usually go with the guidance of what would take about a similar length of time to review).

 

Best wishes,

 

Giles

 

 


Dr Giles Martin MSci MEd PhD PGCert ODE SFHEA FSEDA

Programme Leader (Higher Education Practice)

School of Education

Bath Spa University

Newton Park, Newton Building NE G.04

01225 875709 / [log in to unmask] / @gilesdrmartin

 

 

On Fri, 20 Mar 2020 at 10:00, Peter Hartley <[log in to unmask]> wrote:

I think this gives you an opportunity to consider what might be the most effective strategy to support professional development.

I would argue that ‘observation’ is not the place to start.

 

An alternative strategy?

Suppose that your staff had to:

1. write an action plan to explain how they are going to move to virtual (and why they are doing it the way they are)

2. discuss this action plan with a ‘buddy’ (so you get a professional dialogue)

3. amend the plan if necessary

4. submit the plan for formal evaluation - to include a proposal for what form of observation might be most productive

 

I wager that this would lead to more meaningful professional development than an externally imposed observation.

And you could evaluate it for a future SEDA conference! (we will be back in December this year - details to follow)

 

Best wishes

Stay safe and healthy

Peter

 



On 20 Mar 2020, at 07:57, Cheryl Osborn <[log in to unmask]> wrote:

 

Hi 

Apologies  if I have missed the thread on this but has anyone any advice on how we might advise our staff on PGCAP programmes of ways they can evidence authentic practice given that they will be teaching virtually and the observer will not be present either.  

I have some ideas obviously about how they might deliver synchronous collaborate (or similar) sessions and invite the observer to the session, and or record the event.  If anyone has any bright ideas I would very much appreciate them sharing them here. 

 

With kind regards

Cheryl Osborn 

Senior Academic Developer

Canterbury Christ Church University

 

Sent from Mail for Windows 10

 

 

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