1. The Visual Learning Lab &
The Teaching and Learning Observatory

2. The VLL Co-directors
Dr Do Coyle – Education, LSRI
Prof. Roger Murphy – Education, LSRI

3. The VLL includes partners from:
Education
Computer Science
Geography
Chemical & Environmental Engineering
Medical School
Nursing
Clinical Laboratory Sciences
Psychology

4. Why the focus on visual learning?
Visual perception is a vital part of learning, however, this is not taken into account sufficiently in academic learning
Visual learning promotes student and tutor interaction with visual phenomena
The VLL aims to exploit and develop the strengths of visual learning across academic subject and research areas

5. The Teaching and Learning Observatory
established in School of Education since 1999
enables live observations of classrooms from TLO room/s
Used in a range of ways – ITE, CPD, research

6. The TLO in action

7. The Teaching and Learning Observatory

8. The Teaching and Learning Observatory - some examples
TLO lesson observation
TLO teaching
Pupils’ views
Students’ views
Trainers’ views

9. The Teaching and Learning Observatory
Uses for ITE
Guided TLO lesson observations by students
Remote teaching
Remote lesson observations by tutors

10. The Teaching and Learning Observatory
Uses for CPD
Staff development conferences (e.g. English, Science)
Individual Teacher Development and Support for MA studies

11. The Teaching and Learning Observatory
Uses for learners
Developing cooperatively creative stories, e.g. soap opera production
Learner conferences, e.g. topic-based discussions

12. Theorising the TLO: Supporting the building of the knowledge society
In the knowledge society, teachers will have to:
Promote deep cognitive learning
Learn to teach in ways they were not taught
Commit to professional learning
Work and learn in collegial teams
Treat parents/children as partners in learning
Develop and draw on collective intelligence
Build a capacity for change & risk
(Andy Hargreaves, 2003)

13. Theorising the TLO: Building knowledge for and with learners and teachers
Communal constructivism….
is an approach to learning in which students [teachers] not only construct their own knowledge (ie constructivism) as a result of interacting in their environment (social constructivism) but are also actively engaged in the process of constructing knowledge for their learning community (communal).
(Holmes, 2001)

14. Theorising TLO interactions: LOCIT
(Lesson observation & critical incident technique)
Agree focus (teacher-led)
Lesson Observation cycle via TLO
Critical Incident Technique applied (researcher-led)
Incident analysis (researcher led)
Teacher/researcher discussion of CIs (post selection - teacher confirmation and exploration)
Focus renewal – cycle recommences

15. Theorising TLO interactions: LOCIM
(Lesson observation, critical incident mediation)
Agree focus (teacher-led)
Lesson Observation cycle via TLO
Critical Incident Technique applied (researcher & teacher)
Incident analysis (researcher & teacher )
Teacher/researcher exploration of CIs
Understanding events-reconceptualising
Focus renewal and future planning for inclusivity - cycle recommences

16. Theorising TLO interactions: LOCUS
(Lesson observation and critical ‘understanding spaces’)
Agree focus (teacher/learner/researcher led)
Lesson Observation cycle via TLO
Critical Incident Technique applied (teacher/researcher)
Joint comparison and analysis- the learning zone
Feedback to learners- analysis with learners’ interpretation – creating an inclusive learning zone
Focus renewal (teachers & learners)
Future planning rooted in transformative pedagogy

17. Theorising TLO interactions
In summary, the TLO helps to …
… create communities of practice (Holmes, 2001)
… develop theories of practice (van Lier, 1996)
… explore postmethod pedagogies (Kumaradivelu, 2001)

18. Thank you! Contact details for the TLO Dr Do Coyle & Dr Rolf Wiesemes
Contact details for the Visual Learning Lab
Dr Do Coyle, Prof. Roger Murphy, Dr Rolf Wiesemes