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Teaching Observations at a distance: the process and the experience of trainees and tutors
 

Teaching Observations at a distance: the process and the experience of trainees and tutors

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Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty ...

Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.

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    Teaching Observations at a distance: the process and the experience of trainees and tutors Teaching Observations at a distance: the process and the experience of trainees and tutors Presentation Transcript

    • Teaching  Observations  at  a   distance:  the  process  and  the   experience  of  trainees  and   tutors Ayona Silva-Fletcher, Kirsty Fox, Stephen May, Kim Whittlestone The Royal Veterinary College asilvafletcher@rvc.ac.uk
    • Objectives  of  the  session •  Background to the Teaching observation by distance at the RVC •  Research study comparing face to face vs distance teaching observation •  Modification to both face to face and distance Teaching observation process
    • Principles and Practice Student Learning Teaching methods Integrated curriculum Assessing student learning Evaluating and improving practice Background " Post Graduate Certificate in Veterinary Education •  Launched September 2010 (face to face version) •  DL version PGCert September 2011 Current Issues Developing learning materials Evaluating educational literature Developing educational strategies Developing skills Self- regulated learners Compulsory Teaching Observation
    • Patchwork  texts A ‘patch’ is a short discursive and reflective essay Final assignment Patch 1 Patch 2 Patch 3 Patch 4 Dalrymple, R and Smith, P (2008) The Patchwork Text: enabling discursive writing and reflective practice on a foundation module in work-based learning. Innovations in Education and Teaching International 45, 47-54 Developing  Critical   Reflection
    • RVC  Teaching  Observa2on  Process       Stage  2     Analysis  based  on  forma2ve  feedback   from  tutor     Stage  1 Pre-­‐session  planning Stage  3   Conduct  of  the  teaching  session   Stage  4   Post-­‐session  feedback  and  analysis   Stage  5   Cri2cal  reflec2on   Pre- Observation Patch Post- Observation Patch
    • Teaching  observation  comparison Face-to- face Pre-obs patch Observation Discussion Post-obs patch Distance Pre-obs patch Video recording Skype discussion Post-obs patch What? Why? So what?
    • Challenges:  Distance  OT " Explaining the process " Permission to video " Video files too big to send " Scheduling the ‘skype’ discussion
    • 1.  How effective is the teaching observation process either by face to face or the distance learning method? 3.  What is the difference between face to face and the distance learning method in terms of learner and tutor perceptions? 3. Are all the stages of the process necessary to do an effective teaching observation? Research questions
    • From the PG Cert in Veterinary Education programme 20 - face to face 8 – distance 5 - tutors •  interviewed using a semi-structured questionnaire. •  interviews were conducted either face to face or by telephone or skype. •  The questionnaire had 18 questions Study participants and methods
    • •  •  Veterinary Advisor at Vetoquinol UK ltd – UK •  Independent Veterinary Professional – UK •  Assistant Professor / Veterinary Anesthesiologist at Virginia Tech – USA •  Veterinary Nursing Lecturer at The College of Animal Welfare –UK •  Director of Admissions & Student Services, VA-MD Vet Med for DVM Program –USA •  Veterinary Nursing Subject Leader Hartpury College –UK •  Clinical Assistant Professor, Large Animal Surgery – USA •  Practising Vet in California - USA
    • The questionnaire was designed to ascertain the opinions, perceptions and attitudes regarding the teaching observation process and the effectiveness during: •  Pre-observation phase •  feedback before the session •  teaching session •  Feedback after the session •  Post-observation analysis and reflection
    • Results Survey question   Major themes from analysis of responses   Percentage of responders associated with themes (Face to face participants)   Percentage of responders associated with themes (Distance participants)   Question   Can you tell me how you felt before the teaching session took place?   •  Extremely nervous •  A little nervous, but manageable •  Relaxed/ confident/looked forward to it •  Nervous, but only because of practicalities of filming     15%   55%   30%   0   12.5%   62.5%   12.5%   12.5%  
    • Survey question   Major themes from analysis of responses   Percentage of responders associated with themes (Face to face participants)   Percentage of responders associated with themes (Distance participants)   Question   When you submitted your pre-observation patch, 6A and Teaching Plan, did you get feedback from your tutor before the teaching session, and if so, what did you think of it?     •  Yes (generally helpful/ confirmed it was OK, but too late to use, but don’t remember feedback) •  No (Don't remember getting feedback, didn’t get feedback)         20%     80%     37.5%     62.5%  
    • Survey question   Major themes from analysis of responses   Percentage of responders associated with themes (Face to face participants)   Percentage of responders associated with themes (Distance participants)   Question   What was it like to be observed/ filmed?     •  Nervous, but only at start •  OK, wasn't bothered/ made no difference •  OK, except for filming practicalities •  More aware than usual in +ve way •  Aware throughout of being observed; -ve experience     55%   45% 0 15%   15%   25%   25% 50% 0   0  
    • Survey question   Major themes from analysis of responses   Percentage of responders associated with themes (Face to face participants)   Percentage of responders associated with themes (Distance participants)   Question   Could you talk me through what happened immediately after the teaching session?     •  Immediate feedback (included useful/ constructive) •  Watched the video •  Did not watch the video, posted to the RVC   100%     0   0   0     75%   25%  
    • Survey question   Major themes from analysis of responses   Percentage of responders associated with themes (Face to face participants)   Percentage of responders associated with themes (Distance participants)   Question   F2F students only - If the teaching session had been videoed, would you have watched it?     •  No / no response •  Yes     30%   70%        
    • Survey question   Major themes from analysis of responses   Percentage of responders associated with themes (Face to face participants)   Percentage of responders associated with themes (Distance participants)   Question   Have there been any changes to your teaching practice since doing the teaching observation?     •  Yes, teaching behaviour/ approach to teaching - see footnote 1 •  Yes, practical changes in teaching methods - see footnote 2 •  No     45%     35%     20%   75%     25%  
    • PG  Cert.  Documenta2on  -­‐  Views  from   Tutors  and  Students           Students  Tutors    T  O  documents     were  useful,  but:     •     There  was  a  lot   of  repe22on   between   documents   •     More  guidance       was  needed  how       to  complete        them   §  did  not   achieve  what   the  tutors   intended   them  for     §  were   generally   more   descrip2ve,   rather  than   reflec2ve       §  added  a  heavy   workload  to   already  busy   schedule     §   found  the   post-­‐ observa2on   patch   unnecessary  
    • Results summary Participants: •  Pre-observation discussion was useful (F2F) •  Would prefer more teaching observations (F2F and DL) •  Most useful part of the PG cert course (F2F and DL) •  Post-observation patch was unnecessary extra work (F2F) •  Changed teaching preparation and practice due to the Observation Tutors: •  We didn’t give enough guidance on the different pre- observation forms •  There was no reflection on the pre or post – observation patches •  The DL teaching observations work better, more useful analysis
    • Changes Face-to- face Pre-obs patch Observation Discussion Post-obs patch Distance Pre-obs patch Video recording Skype discussion Post-obs patch New combined Pre-obs patch Video recording Post-obs patch Discussion (F2F or Skype)
    • Conclusions " Teaching observations can be done effectively at a distance " Guidelines & instructions need to be really detailed and clear! " Getting the trainees to watch the teaching video and doing a critical reflection could be more effective than a face to face observation
    • Further  reading " Anderson, T. & Dron, J. 2010. Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12, 80-97. " Dalrymple, R. & Smith, P. 2008. The Patchwork Text: enabling discursive writing and reflective practice on a foundation module in work-based learning. Innovations in Education and Teaching International, 45, 47-54. " Gosling D, Mason O’Connor K (2009) Beyond the peer observation of teaching. SEDA Paper 124 " Scoggins, J. & Winter, R. 1999. The patchwork text: A coursework format for education as critical understanding. Teaching in Higher Education, 4, 485-499. " Winter, R. 2003. Contextualizing the Patchwork Text: addressing problems of coursework assessment in higher education. Innovations in Education and Teaching International, 40, 112-122.
    • Acknowledgements •  CDE for providing a grant •  PG Cert Vet Ed participants 2010 -12 Tutors: Prof Stephen May Dr Vicki Dale Mr Kim Whittlestone Mrs Kirsty Fox Interviews conducted by: Mrs Maureen Taylor