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Developing expectations for peer learning

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Developing expectations for peer learning

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If student-centred active learning is about involving students as participants and contributors, how do you set or reset your students' expectations for their engagement as active and collaborative learners? In this session, we will brainstorm ways of developing peer engagement in active learning.
Question: How can we develop peer engagement in active learning?

If student-centred active learning is about involving students as participants and contributors, how do you set or reset your students' expectations for their engagement as active and collaborative learners? In this session, we will brainstorm ways of developing peer engagement in active learning.
Question: How can we develop peer engagement in active learning?

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Developing expectations for peer learning

  1. 1. Developing expectations for peer learning Andrew Middleton Anglia Ruskin University Active Learning Network 21 October 2021 #ARUALN @andrewmid
  2. 2. Today’s takeaway 11 things Question: How can we develop peer engagement in active learning? 1. Thing… 2. Thing… 3. Thing… 4. Thing… 5. Thing… 6. Thing… 7. Thing… 8. Thing… 9. Thing… 10.Thing… 11.Thing… Develop Peer Engagement by…
  3. 3. One minute silence Just One Tip How can we develop peer engagement in active learning? Question: How can we develop peer engagement in active learning?
  4. 4. Scene setting  Peer – a fellow student; someone with whom we associate..? Question: How can we develop peer engagement in active learning?
  5. 5. Scene setting  Engagement – paying attention; interested; making a commitment; a pre-requisite of learning actively..? Question: How can we develop peer engagement in active learning?
  6. 6. Scene setting  Active learning – dependent on engagement; student- centred; stimulates and challenges; problem, inquiry, or design focused; creates knowledge; applies and evaluates theory; social; constructive..? Question: How can we develop peer engagement in active learning?
  7. 7. Participation Collaboration Contribution Co-operation What do we expect? Question: How can we develop peer engagement in active learning? Scene setting
  8. 8. Non-formal active, authentic, socially situated and open-ended Scene setting Question: How can we develop peer engagement in active learning? Formal Informal Co-operation Collaboration affinity, friends and associates open ended conversational, empathetic, trust, and listening ‘working alongside’ ‘working together’ task orientated bounded and closed self determined self directed directed negotiated making connections accommodates attitudes, dispositions, interests, expertise working to the same end assigned responsibilities and roles clear ambiguous autonomy and empowerment tacit codified
  9. 9. Question: How can we develop peer engagement in active learning? First minute: Using the Chat type: your tip(s)… Then, second minute: Like 1. Thing… 2. Thing… 3. Thing… 4. Thing… 5. Thing… 6. Thing… 7. Thing… 8. Thing… 9. Thing… 10.Thing… 11.Thing… Develop Peer Engagement by… T Then, add to: https://bit.ly/3piBZrk

Editor's Notes

  • Developing expectations for peer learning

    https://docs.google.com/document/d/1A7v0NPA7lMDOtGzC9O3PRXJ8F2mywZoG9TapYI_hOkg/edit?usp=sharing

    If student-centred active learning is about involving students as participants and contributors, how do you set or reset your students' expectations for their engagement as active and collaborative learners? In this session, we will brainstorm ways of developing peer engagement in active learning.

    Question: How can we develop peer engagement in active learning?

    The session will also report back on a review of the Video Summaries experiment conducted in our September ALN meeting and share guidance of how to apply it in your own practice.
     
    Active Learning Network @ ARU,  21 October 2021, 13:00 – 14:00
    Join Microsoft Teams Meeting (Links to an external site.)
    The session will be open to colleagues from the UK ALN
     
    #ARUALN#ARUALN
  • We will generate a Tip List we can use or we can share with academic colleagues

    11 things?
    At least two ideas will amount to the same thing
    10 seems so final
    Because there’s always another good idea!
    Just to make sure!

    To begin… a little quiet for thinking…
  • We came here today because we are curious…
    We are curious we are motivated…
    We have at least one idea each – don’t we?


    Please write down on a notepad or somewhere just one response to our key question.

    Question: How can we develop peer engagement in active learning?

    Write your answer as a single coherent and crafted Tip if you can. Try to make it specific and original!


    ***We will return to you idea later in the session



    A moment of solitude and contemplation in a busy day – space we need for creative thinking
    Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. New York: Penguin Press.
  • Scene setting

    Let’s define a few ideas
  • Scene setting

    Let’s define a few ideas

    Making curious
    Exciting and making fun
    Being clear
    Making tasks realistic
    Relevant, useful to me and others
  • Scene setting

    Let’s define a few ideas
    Active learning:
    dependent on engagement – it should be clear to all that they have a role to play and the learning experience will be poorer without them
    student-centred
    ; stimulates and challenges; problem, inquiry, or design focused; creates knowledge; applies and evaluates theory; social; constructive;…

  • Rhetorical question:

    Peer Learning – what do mean? What do we expect? What do we communicate?

    Participation
    Collaboration
    Contribution
    Co-operation

    Outer circle
    Formal
    Informal
    Non-Formal
  • Scene setting
    Active learning doesn't stop at the door… neither do peer relationships
    Formality is not a binary in a student-centred learning environment – it is an organisational term, not experiential

    ****
    Non-formality follows the learner and their curiosity, interest, and commitment. It is active, authentic, socially situated and open-ended.
    ****
    Co-operation: friends and associates, affinity, open ended, empathetic, listening, ‘working alongside’, negotiated, self-directed, self-determined, conversational, making connections, attitudes, dispositions, interests, expertise, tacit
    ****
    Collaboration: task orientated, bounded, closed, skills, working to the same end, sharing responsibilities, team work, group work, assigned roles and responsibilities, regular, clear


    Reference:
    Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, pp. 113 - 136.
    Middleton, A. (2018). Reimagining spaces for learning in higher Education. Basingstoke: Palgrave.
    Noble, M. & Ross, C. (2021). From principles to participation: 'The Statement on the Cooperative Identity’ and Higher Education Co-operatives. Journal of Co-operative Organization and Management, 9
  • So,
    How can we develop peer engagement in active learning?

    Consider the idea you brought into the session. Modify it if necessary.

    Type it into the Chat
    Begin with an asterisk * so the answers stand out

    Then, Review and like

    Then add to the shared Google Doc:
    https://docs.google.com/document/d/1A7v0NPA7lMDOtGzC9O3PRXJ8F2mywZoG9TapYI_hOkg/edit?usp=sharing


    By the way I have 11! Just in case!

    Develop peer engagement by:
    Setting a clear expectation of what to do
    Establishing ground rules to ensure inclusivity
    Being there to encourage creativity and risk-taking while ensuring and a sense of safety
    Intriguing peers and making them equally curious – consider conundrums, problems, humour
    Ensuring the situation appeals to the students – it invites, it is relevant and inspires
    Accommodating peers in focused and productive effort - working together is evidently a good use of time, for all
    People know many hands make light work: the challenge embrace diverse knowledge, skills and/or dispositions
    Being together involves a fair exchange of knowledge and effort. It feels reciprocal and mutually beneficial
    Allowing for moments of excitement, fun, fluency and irony to promote self-efficacy
    Modelling what is expected
    Being realistic about what can be successfully achieved
    Creating a empathetic space in which friendships and collaborations can grow

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