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Peer Observation – Doing it Online Shirley Bennett University of Northampton

Peer Observation – Doing it Online Shirley Bennett University of Northampton Head of Academic Practice. Why online?. Why online? Why are you here? – why are you interested in online peer observation ? What did you come up with in answer to the opening questions?.

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Peer Observation – Doing it Online Shirley Bennett University of Northampton

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  1. Peer Observation – Doing it Online Shirley Bennett University of Northampton Head of Academic Practice

  2. Why online? Why online? • Why are you here? – why are you interested in online peer observation? • What did you come up with in answer to the opening questions?

  3. Why move peer observation online?… “the majority of tutors new to online teaching do not have that background of online learning experience upon which to draw in the same way as trainee teachers starting out in classroom teaching can draw upon their personal classroom learning experiences which will date back from their early years at school.” Bennett & Marsh, 2002 http://www.theage.com.au/ffximage/2007/03/15/knFUZZ_wideweb__470x287,0.jpg “The online learning environment is significantly less familiar … than the classroom” Tonkin and Baker, 2003

  4. What? What is Peer Observation anyway?

  5. http://129.79.22.9/linear/tandem/kevin_kelly_tandem.jpg http://www.sstd-dataweb.clrc.ac.uk/Activities/Gallery/rfq.accelerator.jpg The primary purpose is that teachers, one acting as observer and one being observed, engage in mutual reflection on a teaching session in order that both can learn from it in order to inform future practice. (McMahon, 2007: 502)

  6. Bennett, 2013 Original model Gosling 2002 Alignment between purpose and process, Gosling 2002 Gosling 2002 Gosling 2002 Gosling 2002 Cosh 1998 Distinction from Bell 2002 Which model of peer observation is McMahon portraying? Which model of peer observation fits your ONLINE peer observation goals? Key factor from McMahon, Barrett & O’Neill,2007

  7. How? How do we do it online?

  8. A structured process ... 3 Stages Preparation Observation Discussion Scene-Setting Discussion Of Objectives “Contract” Observation Notes in line with “Contract” Feedback Reflection + Discussion Points for the Future

  9. Stage 1 Faculty of HealthLevel 4 module - Social Inclusion Team identified typical problems with students’ engagement: • The ‘yes man’ format. • The ‘post and run' or mini-essay, format! Could you look at the level of interaction between tutor and student group? – i.e. is the facilitator effectively absent or over-bearing? 3 semi-synchronous discussions Blackboard Discussion Forum Team-based engagement in observation project Team discussion of past experiences > individual agendas > observation Sometimes it’s difficult to know where to begin if the group has already started. Sometimes I wonder if they actually need me to say anything at all but I feel compelled to make a posting just to highlight that I am here.

  10. Stage 2 - The Observation itself

  11. “Observee” choice over: • Participation √ • Choice of observer √ • Focus of Observation √ • Form of feedback √ • Information flow √ • Future action √ (McMahon, 2007: 502) http://www.successgis.com/images/success2.JPG

  12. DOING Peer Observation Online – How will it be the same? How different? In groups • What will be different about doing Peer Observation online? • What will be the same? • What could be ‘observed’? 5 mins

  13. 7 2 10 6 4 of 5 4-7 Varied OL & BL

  14. Opportunities? • Online observation offers flexibility of • Context - cross boundaries of place, discipline and technology • Focus - different aspects of the OL teaching and learning process and roles • Timing of observation - Predictive / Retrospective / Concurrent • Depth of observation - Overview / Drill down

  15. Challenges? • Challenges • Time works differently • Context is more fuzzy • Seeing less YET seeing more • – Important to identify a clear focus • Understanding what the teacher is TRYING to DO online

  16. The POOL ‘agenda’ - Choice of Focus area

  17. How? Addressing the challenges …

  18. What will the observer need to know about the context they will observe?

  19. How? Understanding what the teacher is TRYING to DO online

  20. In your use of the VLE …What do you do?What do you hope?What do you believe? Each take a pack of cards Sort your cards into 3 columns True for Me Unsure Not True for Me Pick your TOP 5 cards! Explain your decisions.

  21. Conceptions of, + approaches to, teaching online, (Gonzalez 2009)

  22. Adapted from Scrivener, J. Learning Teaching Task 9, p.211

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