PDP within a Learning Community Design Nicholas Bowskill University of Glasgow Email: nicholas.bowskill@gmail.com Supervisors: Steve Brindley Vic Lally, Steve Draper, Quintin Cutts,

The inter-relationships of issues PDP SG-PDP Induction Transition Here, we think transition best served by a better induction And the best induction is to focus on, not facts, but self-help, self-management. i.e. PDP. And so, not on forcing staff ideas of PDP on them, but on student-generated concerns, then addressed by mentors’ student-generated solutions and reflective conversations

PDP

SG-PDP

Induction

Transition

Here, we think transition best served by a better induction

And the best induction is to focus on, not facts, but self-help, self-management. i.e. PDP.

And so, not on forcing staff ideas of PDP on them, but on student-generated concerns, then addressed by mentors’ student-generated solutions and reflective conversations

PDP in a Learning Community Elicit & develop a sense of the issue (community perspective) within the individual and as a class/group (Krechevsky, M., & Stork, J. 2000) Increase a sense of self in the social context - belonging and identity (Mead, 1934, Lave & Wenger, 1991) Develop a voice (oracy) and a vocabulary of the domain (Bruffee, 1993) - discourse and not just writing Support the ability to learn, listen, talk and work with others (teamwork) Connect dialogue with thinking (Mercer, 2003) through the development of learning conversations To develop and test questions -questioning skills (King, 2002). And thinking with each other and about each other (Mercer, 2003) Create a conversational space (social context) in which to understand each other, to support equal participation in reflective dialogue, and to develop a sense of a learning community (McConnell, 2006) Co-constructing a collective view of a topic - “Seeing what you build together” (Pea, 1994) Sharing, valuing and talking about experience, concerns and ideas related to the life of the community (Lave & Wenger, 1991; McConnell, 2006)

Elicit & develop a sense of the issue (community perspective)

within the individual and as a class/group (Krechevsky, M., & Stork, J. 2000)

Increase a sense of self in the social context - belonging and identity (Mead, 1934, Lave & Wenger, 1991)

Develop a voice (oracy) and a vocabulary of the domain (Bruffee, 1993) - discourse and not just writing

Support the ability to learn, listen, talk and work with others (teamwork)

Connect dialogue with thinking (Mercer, 2003) through the development of learning conversations

To develop and test questions -questioning skills (King, 2002). And thinking with each other and about each other (Mercer, 2003)

Create a conversational space (social context) in which to understand each other, to support equal participation in reflective dialogue, and to develop a sense of a learning community (McConnell, 2006)

Co-constructing a collective view of a topic - “Seeing what you build together” (Pea, 1994)

Sharing, valuing and talking about experience, concerns and ideas related to the life of the community (Lave & Wenger, 1991; McConnell, 2006)

Design-Needs for PDP in a Learning Community Scaffolding From peers Technology Artefacts Facilitation Language/Conversation Structure Protocol Planned Sessions Time Physical/networked Space Learning Conversations Based on Experience and Knowledge Learning Relationships

Scaffolding

From peers

Technology

Artefacts

Facilitation

Language/Conversation

Structure

Protocol

Planned Sessions

Time

Physical/networked Space

A Learning Design for PDP in a Learning Community 3+ stages L2 Same-Year peer discussion + Mentor collaborative reflection L1 Same-Year peer discussion L1 & L2 Cross-Year peer discussion Technology Voting technology Focus Activity Developing questions and options for others Other year-groups (and tutors, support services etc.) Others present Process Reflective Conversations around experience and concerns Reflective conversations about different moments in time

3+ stages

L2 Same-Year peer discussion

+ Mentor collaborative reflection

L1 Same-Year peer discussion

L1 & L2 Cross-Year peer discussion

Technology

Voting technology

Focus Activity

Developing questions and options for others

Other year-groups (and tutors, support services etc.)

Others present

Process

Reflective Conversations around experience and concerns

Reflective conversations about different moments in time

Recipe 1: Same-Year Collaborative Reflection Individuals record their own concern about Yr1 Sharing concerns in small groups Small Groups discuss, explain and choose their key concern All small-group concerns listed on the display Everyone in the room votes on their own concern Small groups discuss solutions to be shared in plenary session Vote on concerns that still remain from Yr1 Repeat whole process for Yr2 concerns Adaptation of a Group-Learning Strategy Sometimes called ‘ Snowballing ’

Individuals record their own concern about Yr1

Sharing concerns in small groups

Small Groups discuss, explain and choose their key concern

All small-group concerns listed on the display

Everyone in the room votes on their own concern

Small groups discuss solutions to be shared in plenary session

Vote on concerns that still remain from Yr1

Repeat whole process for Yr2 concerns

Adaptation of a Group-Learning Strategy Sometimes called ‘ Snowballing ’

Recipe 2: Cross Year Session Take 4 common concerns from sessions 1 & 2 to form the structure of the session Present concern No.1 on the screen Everyone votes on perceived best solution Mentors respond to the results by sharing experience of the issue Discussion/reaction follows After all 4 topics vote again on all 4 Show the before and after for each topic to share the level of resulting change

Take 4 common concerns from sessions 1 & 2 to form the structure of the session

Present concern No.1 on the screen

Everyone votes on perceived best solution

Mentors respond to the results by sharing experience of the issue

Discussion/reaction follows

After all 4 topics vote again on all 4

Show the before and after for each topic to share the level of resulting change

Case 1: New University, England L1 & L2 Views of L1 Concerns Yr1 Students Yr2 Students Looking Back to Yr1 9 Assignments making sure they’re right 8 Meeting the standard required 0 Coping with new situations 0 Failing 0 Finance 0 Coping with work-life balance 6 Keeping up to date with work No. of Votes Issue 14 Friends 2 Unclear Workload 0 Living with Illness 3 Managing Money 8 Balancing Study and Life 0 Being Undressed 0 Domestic Skills No. of People with that Concern Year 1 Concerns

Case 2: Old University, Scotland L1 & L2 Views of L1 Concerns L1 Votes Scale:1-5 1=Strongly Agree L2 Votes 2.28 choice of subject 2.60 difference from school 2.45 managing paid work 2.49 not being good enough 2.31 organizational skills 2.24 meeting new people 1.59 passing exams 1.61 workload 1.72 falling behind 1.79 Money/debt Average Rating Category

Thinking Alike (intersubjectivity) This was due to the fact of seeing other students having similar (and partly different) concerns – and putting the level of my own ones on perspective in relation to them. [L1 Student] High point was definitely realizing that some of the students shared the same concerns as I did. Also, noticing that all the students seemed to have concerns (even though they might have been different from mine ones) was productive. – Resulting a kind of ”I am not on this alone” feeling. [L1 Student] All of the students seemed to have pretty similar concerns. Seeing this was of course very reassuring; We are all at the same boat, my concerns are not really that different. And just the general fact that everyone seemed to have some concerns was reassuring too. [L1 Student] “ Within a few minutes of entering the lecture theatre, the 1st years can quickly see that their own concerns are shared by many others. I imagine this makes them feel a bit more unified as a group.” [L2 Mentor comment]

This was due to the fact of seeing other students having similar (and partly different) concerns – and putting the level of my own ones on perspective in relation to them. [L1 Student]

High point was definitely realizing that some of the students shared the same concerns as I did. Also, noticing that all the students seemed to have concerns (even though they might have been different from mine ones) was productive. – Resulting a kind of ”I am not on this alone” feeling. [L1 Student]

All of the students seemed to have pretty similar concerns. Seeing this was of course very reassuring; We are all at the same boat, my concerns are not really that different. And just the general fact that everyone seemed to have some concerns was reassuring too. [L1 Student]

“ Within a few minutes of entering the lecture theatre, the 1st years can quickly see that their own concerns are shared by many others. I imagine this makes them feel a bit more unified as a group.” [L2 Mentor comment]

Socialization “… now as an international student who didn't knew anyone I now know people of the same courses that I can ask for help if I ever need one.” [L1 Student] “ Hearing some of their answers and thoughts did a kind of ”put them down from the pedestal”, helping to realise that they are just ordinary young persons (both in good and bad aspects). Heard some useful tips from them too (and some not so useful or convincing ones as well).” [L1 Student] “ Getting to know the people sitting around me was really good. The only really low point was that because we were sitting in a row it was difficult to speak to the person sitting further away. [L1 Student]

“… now as an international student who didn't knew anyone I now know people of the same courses that I can ask for help if I ever need one.” [L1 Student]

“ Hearing some of their answers and thoughts did a kind of ”put them down from the pedestal”, helping to realise that they are just ordinary young persons (both in good and bad aspects). Heard some useful tips from them too (and some not so useful or convincing ones as well).” [L1 Student]

“ Getting to know the people sitting around me was really good. The only really low point was that because we were sitting in a row it was difficult to speak to the person sitting further away. [L1 Student]

Broadening Thinking (Cognitive) Also some new ideas about themes for concerns did arise during the interaction with other participants. I became aware of some concerns that I hadn’t thought of before….so it was in a way, just broadening my thinking without positive or negative aspect in it. [L1 Student] watching on the board the concerns of my peers made me realize that there are many more issues that I hadn't thought of. [L1 Student] Made me think about what I need to do about my own support [Yr2 Student: Case 1]

Also some new ideas about themes for concerns did arise during the interaction with other participants. I became aware of some concerns that I hadn’t thought of before….so it was in a way, just broadening my thinking without positive or negative aspect in it. [L1 Student]

watching on the board the concerns of my peers made me realize that there are many more issues that I hadn't thought of. [L1 Student]

Made me think about what I need to do about my own support [Yr2 Student: Case 1]

PDP in a Learning Community as an Alternative Approach “ I thought it was really good. It kept us all interested and no one was falling asleep! I think everyone was sort of expecting to be talked at for 3 hours ( i even got that impression for my advisor) and to be bored out our wits.” [L1 Student] “ It’s a lot better to actually see it than your parents and folk just saying "everyone’s in the same position” [L1 Student]

“ I thought it was really good. It kept us all interested and no one was falling asleep! I think everyone was sort of expecting to be talked at for 3 hours ( i even got that impression for my advisor) and to be bored out our wits.” [L1 Student]

“ It’s a lot better to actually see it than your parents and folk just saying "everyone’s in the same position” [L1 Student]

Issues Arising “ The low point was unorganized, unrelevant part of ”just filling time conversations”. I had reasonably high expectations for the session and was mildly frustrated when time was spent unproductively while some important fact information could have been shared.” [LI Student Case 2] “ My own feeling is that it might actually be better having 3rd years as opposed to second years acting as mentors, who will by then have developed a more longitudinal picture of university over both non-honours years.” [P-G Mentor Case 2] “ I & a few other students sitting close to me seemed to have a little technical problems with the handpads as they got stuck halfway through the voting process. It seems to me, that once you miss voting for one question, you drop out completely, not being able to place a vote for the following questions too...” [L1 Student Case 2]

“ The low point was unorganized, unrelevant part of ”just filling time conversations”. I had reasonably high expectations for the session and was mildly frustrated when time was spent unproductively while some important fact information could have been shared.” [LI Student Case 2]

“ My own feeling is that it might actually be better having 3rd years as opposed to second years acting as mentors, who will by then have developed a more longitudinal picture of university over both non-honours years.” [P-G Mentor Case 2]

“ I & a few other students sitting close to me seemed to have a little technical problems with the handpads as they got stuck halfway through the voting process. It seems to me, that once you miss voting for one question, you drop out completely, not being able to place a vote for the following questions too...” [L1 Student Case 2]

L2 Gains – Overall Impressions of PDP in a Learning Community “ This new approach represents a vast improvement in my opinion.” [L2 Case 2 Student] "The first sign of hope I've seen for the education system so far." [Level 2 Case 2 Mentor] “ A brilliant feel-good experience with benefits for everyone” [L2 Case 1 Mentor]

“ This new approach represents a vast improvement in my opinion.” [L2 Case 2 Student]

"The first sign of hope I've seen for the education system so far." [Level 2 Case 2 Mentor]

“ A brilliant feel-good experience with benefits for everyone” [L2 Case 1 Mentor]

References Bruffee, K. A. (1993) Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Second Edition . Johns Hopkins University Press. King, A. (2002). Structuring Peer Interaction To Promote High-Level Cognitive Processing. Theory Into Practice 41, 33-39. Krechevsky, M., & Stork, J. (2000). Challenging Educational Assumptions: Lessons form an Italian-American Collaboration. Cambridge Journal of Education 30, 57-74. Lave, J. W., E. (1991) Situated Learning. Legitimate peripheral participation Cambridge: University of Cambridge Press. Mead, G. H. (1934) Mind, Self, and Society . Chicago: University of Chicago Press. Mercer (2003). Helping Children to Talk and Think Together More Effectively. POLIFONIA 7, 1-26. McConnell, D. (2006) E-Learning Groups and Communities . Maidenhead: SRHE/OU Press. Pea, R. D. (1994). Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Communications. Journal of the Learning Sciences 3, 285 - 299.

Bruffee, K. A. (1993) Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Second Edition . Johns Hopkins University Press.

King, A. (2002). Structuring Peer Interaction To Promote High-Level Cognitive Processing. Theory Into Practice 41, 33-39.

Krechevsky, M., & Stork, J. (2000). Challenging Educational Assumptions: Lessons form an Italian-American Collaboration. Cambridge Journal of Education 30, 57-74.

Lave, J. W., E. (1991) Situated Learning. Legitimate peripheral participation Cambridge: University of Cambridge Press.

Mead, G. H. (1934) Mind, Self, and Society . Chicago: University of Chicago Press.

Mercer (2003). Helping Children to Talk and Think Together More Effectively. POLIFONIA 7, 1-26.

McConnell, D. (2006) E-Learning Groups and Communities . Maidenhead: SRHE/OU Press.

Pea, R. D. (1994). Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Communications. Journal of the Learning Sciences 3, 285 - 299.