So on the 11th & 12th, I had the first of two sessions for the Negotiated Study Modules (NSMs), PGCAP 760 & 770. I decided to undertake the Learning Development (760) and Technology Enhanced Learning (770) modules to complete the full PGCAP programme this year. Joe was to have been leading the class, but had to travel to Brighton for a funeral so Carolyn stepped in to lead. There were only 5 of us in the LD group, but it was great to interact with such a small number of 'students'. One peer, Satish who is a new lecturer in Architecture, is great. I had a very positive interaction with Satish whilst wearing my LD hat. He was feeling in over his head with this module and that he maybe had made a bad decision by choosing undertake this NSM. After breaking down his thoughts, fears and concerns, it became apparent to both of us that he has chosen wisely as this module should really help him in his new role of programme leader. Understanding the LD pedagogy will help him to implement the changes that he would like undertake that will improve the connectivity between the taught materials across a few modules within the first year and link more effectively to 2nd year material.
During the LD session, we had to creatively illustrate one of the papers that we had to read prior to the session. Three of us worked together on the 'Embedding Study Skills' paper... we came up with something great to illustrate the differences between embedding study skills into the modules themselves as opposed to having them as a 'bolt-on' addition to degrees. Here is what we came up with: https://www.facebook.com/photo.php?fbid=10151526569784871&set=a.10151293046004871.490068.511454870&type=3&theater
I thought I had a clear idea as to what I wanted to research for the LD assignment, but as the day progressed, by mind started to fill with so many ideas. That has been the crux of the whole PGCAP course... the more I learn, the more I want to explore. What I think that I have finally settled on is looking at the performance differences in students when study skills are embedded in programmes rather than the bolt-on approach. I feel that Plymouth is a mixture of the two. Some academics embrace developing their modules with the students' needs in mind, whereas others only consider what is easiest for them. I am hopeful to find enough primary literature to make a good assessment of it and perhaps use it to build a case to improve our skills module.
As for the NSM 770 (TEL), I had hoped for more hands-on learning, but there was an awful lot of discussing instead. We did venture into creating an online quiz, which was pretty cool. There was also a lot of talk about using an iPad in and outside the classroom. It seems that most all people in MBERC have been given an iPad to use in their work, but not me. Sad. Not sure how I can move this forward so that I have access to all resources that other staff have. Can I make a business case? I need to spend a lot of time thinking about how to approach some of these issues tactfully so that whatever the outcome it is in my favour.
However, there are so many ways I want to use TEL in what I do. I just have to remember that 1) Rome wasn't built in a day and 2) that small changes over time are more likely to be accepted than big changes over a short period of time. These are the two concepts that I struggle with the most as I have such grand ideas rattling around in my head.
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