1. Teacher and student experiences of collaborative writing at Masters Level Emily Beaumont and Ken Gale

2. Collaborative writing as method of inquiry and pedagogic practice Collaborative writing practices can involve participants in using writing as a means of inquiring into self and selves in the relational space of a higher education institution. They can also be used to promote, constitute and facilitate teaching, learning and assessment practices in these institutions.

3. How we used collaborative writing This section will briefly describe an account of the way in which collaborative writing has been used in teaching, learning and assessment practices within the context of Masters level teaching and learning on the International Masters Programme within Plymouth Institute of Education

4. The context of the collaborative inquiry The International Masters Programme within the Plymouth Institute of Education http://www.plymouth.ac.uk/imp http://www.plymouth.ac.uk/imp Two modules from the programme are the main focus of this presentation: Writing as Professional Development Educational Management in a Time of Change.

5. The participants ‘K’ was a teacher in a Further Education college and had combined years of her own study in Higher Education, alongside her teaching responsibilities. ‘C’ was in her third year of teaching IT at secondary school after a career in IT and management consultancy. ‘E’ was an early career lecturer in Higher Education teaching Marine Sport Sciences.

6. The beginning … In discussions about the assignment for the Education Management module, ‘E’, ‘C’ and ‘K’ suggested collaborating; writing on the same subject but drawing upon their professional experience of three different sectors of education (Secondary, Further and Higher Education). Supported and guided by the module tutor, Ken, the group set out to collaboratively write their assignment.

7. The process begins … We would… collaboratively write a literature review individually reflect on our own practice within the context of the literature Ken challenged us to take this further and recommended responding to each other’s reflections creating a more conversational piece of writing.

8. The process continues… Frequent meetings Online tool Google Docs to continue the collaborative writing process outside of meeting.

9. The results … Each member of the group presented their experiences of education management in the different education sectors Each then responded to each other’s experiential reflections and drew upon relevant theory to support the arguments being made. The result was an assignment written collaboratively but colour coded so that the module tutor, through engagement in both the formative and summative elements of the assessment process, could see and engage with the various individual contributions to the assignment.

10. Some reflections … ‘I was pleasantly surprised when ‘E’, ‘C’ and ‘K’ decided to write their assignment using a collaborative approach. Having encouraged students to work collaboratively on assignments in the past I knew that the experience, whilst being potentially very challenging for the participants and their tutor, could work to engender extremely positive educational outcomes’ (Ken)

11. Some reflections … ‘I held back on my initial reflections and resorted to distancing myself from my writing, using the literature to make a point I found difficult to express to someone who had now become a friend.’ (E) ‘The three different perspectives (both professionally with myself being a lot older than the other two) initially created barriers with each of us expecting different outcomes’ (K)

12. More reflections ‘I found the whole process very motivating and enjoyed the way we could bounce ideas and be challenged to justify our reasons. The pace was great too… I would jump at the chance to do other units collaboratively as I feel you get three times the learning from it’ (C) ‘very motivating... I feel the need for another collaborative study coming along...’ (K)

13. Collaborative writing… Situates the writing in a performative mode. Positions the writer in a relational space that involves the assessment criteria of the programme, the interpretation and application of this by the tutor its overall appraisal and moderation by second markers, external examiners and other potential significant others. Locates the writing, through both reflexive engagement and diffractive responses, in complex entanglements of exchange on the part of those participating in the co-construction of the work.

14. Can serve to advance Richardson’s contention that ‘writing is a method of inquiry’. From a pedagogic point of view, for students working on a Master’s programme enhances sensitivities, conceptual challenges and opportunities. Has an important role to play in Masters level teaching and learning by addressing some of the features of assessment, achievement and general professional development. Addresses some of the complexities of professional identity and practice. Offers radical and creative opportunities for extending Masters level study in highly innovative and substantially beneficial ways for teachers and students alike. Collaborative writing…

15. The publication … Gale, K. and Beaumont, E. (2015) Teacher and student experiences of collaborative writing at Masters Level in Kneale, P.E. (Ed.) Masters Level, teaching, learning and assessment, Palgrave: London.

16. The Workshop- Collaborative Writing as a Method of Inquiry Thursday 10 th March, 12:30-4:30pm To book please follow link https://www.plymouth.ac.uk/your-university/teaching-and-learning/our-events

17. Bibliography Gale, K. and Beaumont, E. (2015) Teacher and student experiences of collaborative writing at Masters Level in Kneale, P.E. (Ed.) Masters Level, teaching, learning and assessment, Palgrave: London. Gale, K and Wyatt, J. (2014) (Eds.) Collaborative Writing as a Method of Inquiry, Special Edition of Cultural Studies  Critical Methodologies. Volume 14, Number 4, August 2014. Wyatt, J. and Gale, K., (2013) (Eds.) Collaborative Writing, Special Edition of International Review of Qualitative Research. Vol. 5, No. 4, Winter. Wyatt, J., Gale, K., Pelias, R., Spry, T. and Russell. L (2012) How Writing Touches: An Intimate Scholarly Collaboration, Newcastle: Cambridge Scholars Press. Gale, K., Martin, V., Sakellariadis, A., Speedy, J., and Spry, T., (2012) Collaborative Writing in Real Time, Cultural Studies/ Critical Methodologies, Vol. 12 (5) pp. 401- 407. Gale, K. and Pineau, E. (2012) Flows, tides and transatlantic drifts: an emergent methodology of collaborative performative writing, International Review of Qualitative Research, Volume 4, Issue 4, pp. 317-335. Wyatt J, Gale K, Gannon S, and Davies B. (2011) Deleuze and collaborative writing: An immanent plane of composition. Oxford: Peter Lang. Gale K and Wyatt J, (2010) Between the two: a nomadic inquiry into collaborative writing and subjectivity Newcastle: Cambridge Scholars Press.