The Visual Learning Lab & The Teaching and Learning Observatory

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

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

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

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

The TLO in action

The Teaching and Learning Observatory

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

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

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

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

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)

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)

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

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

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

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)

Thank you! Contact details for the TLO Dr Do Coyle & Dr Rolf Wiesemes E-mail:rolf.wiesemes@nottingham.ac.uk http://www.nottingham.ac.uk/education/tlo Contact details for the Visual Learning Lab Dr Do Coyle, Prof. Roger Murphy, Dr Rolf Wiesemes http://www.visuallearninglab.ac.uk