In the Undergraduate module I taught the central assessed task was a group project, which was worth 50%of the module grade, the other 50% was made up of 2 pieces of reflective writing, one of which was about their experiences of working in a group.  It does mean that as a tutor, you get an insight into the group, and it is really valuable for students to be reflective.  This model also means that although the group task is important, the module grade isn’t wholly dependent on the group product.  I did a situational analysis of the reflective writing, written up here: http://eprints.whiterose.ac.uk/102286/ I do focus on the technology students use to support group work, as this is more of a disciplinary focus for me, but there were some really interesting insights that came out of the analyse as a whole.

In the module I teach on currently, students do a group task which is very closely related to the module aims and learning outcomes (designing an information literacy teaching intervention),  but the assessment is an individual piece of reflective writing.  They are encouraged to reflect on the group work itself, but also other aspects of the teaching intervention (e.g. their teaching philosophy).  Again, this means that the group work itself is fairly low stakes.

I also did some research using a draw and write methodology where students were asked to draw group work (http://eprints.whiterose.ac.uk/129728/).  Getting students to draw and then discuss their drawings I’ve found is a useful way to stimulate discussions about group work.

Best wishes

Pam

Dr Pam McKinney BA (Hons) MSc MCLIP FHEA PhD
Lecturer
University of Sheffield Information School
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On 5 Mar 2020, at 07:41, Theo Gilbert <[log in to unmask]> wrote:

Dear Rhian

Yes, at the University of Hertfordshire, students are filmed in an end of module group discussion:  Four students per group.  Each presents an article on his/her independent (not 'set')  reading related to a previous lecture on that particular, then invites the others to discuss it together/critique its main argument, or methods, or points, etc.  Each student is then individually marked on a.  research skills, b. critical thinking, c. compassionate group management skills (remembering here that compassion is not an emotion, but a psychobiological motivation to notice (not normalise) distress or disadvantaging of all in the group, and taking action to address that.    Two things have been found to most disadvantage groups:  (1) the overtalker/monopoliser (sometimes the most competitively anxious person in the group) who does not give much chance to others to speak .  (2) the non contributor who says very little, and is sometimes written off (usually wrongly) as a freeloader.    These are the two issues that surveys of hundreds of students have identified are the two key group work wrecker i.e. in relation to both process and product.  Just to be clear, yes we share why the techniques of compassion for group work are based in evidence/cross disciplinary theory, and then assess students on the hoof deployment of these skills to get the team on track with inclusivity, and the subject related task focus.   Does this mean students are given credit/or lose credit towards their degrees on, specifically, demonstrable/observable compassionate group management skills.  At the university of Hertfordshire - yes.  Some very interesting results re student reported well being and, in relation to critical thinking, the BAME gap.  One last note:  this assessment reduces, not increases, marking workload to at least half the time needed for marking essays, and has been welcomed (to our relief) by external examiners.  It is also addresses employers needs by helping to break up what can sometimes look like a slight over-reliance in the sector on producing essays. 
Best wishes,
Theo Gilbert

 

Dr Theo Gilbert, SFHEA
Associate Professor, Learning and Teaching,
CAE; Academic Skills Tutor
School of Humanities
University of Hertfordshire
de Havilland Campus Room R323
AL10 9AB

 


From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Rhian Kerton <[log in to unmask]>
Sent: Tuesday, March 3, 2020 11:21 PM
To: [log in to unmask] <[log in to unmask]>
Subject: Capturing Groupwork Interactions
 
Good morning Colleagues.

 

Does anyone have any experience of capturing interactions between students during groupwork activities?

 

I’m sure that many of us are familiar with standard ‘lecture capture’ systems such as eStream, Panopto etc. These are front of room focussed and not designed to capture conversations/discussions within the wider class.

 

Whether it’s a technological solution or a specific L&T approach, I’d be very interested to receive any suggestions.

 

Many thanks,
Rhian

 

Rhian Kerton MEng PGCLT CEng MRAeS SFHEA
Pennaeth Dysgu, Addysgu a Phrofiad Myfywyr │Head of Learning, Teaching and Student Experience
Cyfrifiadureg, Peirianneg a Gwyddoniaeth│Computing, Engineering and Science
Prifysgol De Cymru│University of South Wales
Pontypridd
CF37 1DL
Tel│Ffôn: 01443 483 476
E-bost / E-mail: [log in to unmask]

 

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