Epicurious Issue 2

Epicurious
Bradford College Ejournal
Volume 1, Issue 2. February2015
Twenty Students, One Classroom: Formulating Learning Objectives and
Strategies for Students with Diverse Language Learning Needs
Katya Kitchingham
A Praxis and Philosophy for Inclusive Studentship in Higher Education: An
Integrative Student Learning Experience
Graham Stevens
Blended Learning Through the Use of MOODLE on a Foundation Degree in
Sports Coaching
Sam Meassam
Corporate Social Responsibility (CSR) at Bradford College
Isma Batool
A Relevant City and the Symbolic Resources of Art and Poetry
Robert Galeta
How Technology Can Empower the Lecturer to Work Smarter when Providing
Electronic Feedback to Learners
Matthew Bentley
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Editor in Chief
Khosro S Jahdi
Editorial Board
Robert Galeta
Desma Brown
Pam Brook
Matthew Bentley
Nazia Yaqub
Clare Dodsley
Samuel Messam
Trevor Rodgers-Gray
Heather Boxall
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Editorial
The second issue of Epicurious is yet another testament to the continuous dedication
of colleagues to academic research and scholarly activity and what is more poignant,
sharing it with interested parties. Six articles from different departments, based on
various themes and topics, make this edition a most illuminating and fascinating
read. Those colleagues, who are undoubtedly offering similar quality of scholarship
to students through their teaching, must be congratulated to find time and energy to
prepare what can only be termed as professional papers.
Katya Kitchingham’s most delightful and informative article titled twenty students one
classroom: formulating learning objectives and strategies, combines theory, practice
and experience. Dr Graham Stevens offers a window to the world of philosophy in
his A Praxis and Philosophy for inclusive studentships in HE. While Sam Messam,
who is fast becoming a regular contributor of quality articles to the journal, has
Blended Learning through the use of Moodle to provide advice and guidance on the
theme. Isma Batool’s dissertation focused on Bradford College’s CSR initiatives and
it has been turned into a most informative paper for colleagues to enjoy.
Dr Robert Galeta, a long standing and prominent member of the Art and Design
School has converted a conference presentation into what can simply be termed an
interesting juxtaposition of art and words in his A relevant city and the symbolic
resources of art and poetry. The final contribution is from a rising star in HE
Computing, Matthew Bentley entitled: How technology can empower the lecturer.
Not only is it a delight to read but also to learn from.
I am indebted to the peer reviewers namely Dr Simeon Scott, Paul Garside, and
Richard Nelson for their valuable time and consideration and also for providing
constructive criticism to the authors.
Khosro S Jahdi
Editor in Chief
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Twenty students, one classroom: formulating learning
objectives and strategies for students with diverse
language learning needs
Katya Kitchingman
Lecturer in English and Post Compulsory Education & Training
Abstract
A detailed account of two students’ journeys into assessment highlights the
significant role of assessment in identifying clear, meaningful objectives as a means
to devise suitable classroom strategies. This article tackles the greatest challenge for
teachers, to find ways to attend to diverse, and seemingly competing, student needs,
with a particular focus on aiding ESOL students on the interlanguage continuum
within a literacy setting. A thorough analysis of Ieva and Ashfaq’s literacy skills,
referenced in detail to the Literacy Core Curriculum, provides insight into how this
difficult balancing act can be achieved, while illuminating the limitations and
usefulness of those various assessment methods commonly used in the
contemporary field, devised for use by native English speakers with schematic
knowledge of indigenous social practices. The article concludes that diverse and
individual literacy goals can be achieved in unison; shared strategies can provide a
holistic, universal approach and, with small adjustments, these can be relevant to
multiple, individual targets.
Introduction
Literacy comprises a “discrete set of skills” (Hughes and Schwab 2010, p8): reading,
writing, speaking and listening, and yet, the interdependency of these skills, and the
social contexts in which they are used, demand an all-encompassing assessment
process. Assessment gauges current levels, measuring the distance between where
students are now and where they need and want to be. This mutually dependent skill
set cannot be measured by any single method; there is no ready-made assessment
available which fits this purpose, and so, it is the responsibility of the teacher to
develop and combine strategies.
In my context at Bradford College, teaching Functional Skills English, initial
assessment uses interactive BKSB (Basic and Key Skill Builder) software, often
carried out before entry to the core course, identifying current working levels, using
simple, multiple choice questions, adhering to a strict marking scheme. This lends
well to reliability but, like the online diagnostic assessment, has reduced validity
because it only tests some of the necessary skills and works on the lower
taxonomies. Multiple-choice questions cannot adequately gauge writing capabilities
and, as the assessment is taken in silence, it fails to activate speaking and listening
skills. It is therefore insufficient and should be supplemented with some real writing
and spoken English assessment so that tutors can achieve a holistic view.
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Indeed there is “always a trade-off between validity and reliability” (Gardner 2010,
p.36), yet the combined worth of wide-ranging methods is increased, adding to
validity. Such combined methods can be useful in the creation of SMART
(specific, measurable, attainable, relevant, time-bound) targets which are then
transferred into Individual Learning Plans (ILPs).
Assessment of speaking and listening skills
Through speaking to students I was able to assess speaking, listening and
communication skills to identify current levels, but also, crucially, to find out more
about the learners and their own literacy requirements, in effect “bringing the outside
in”, (Cooke and Roberts 2007, online). Understanding student motivations informs
teaching, in order to attend to real, pertinent needs, gauging the interests of learners
which serve as useful indicators for determining strategies (Wallace 2001, p.51). I
referred to the City and Guilds criteria (2010, online) in order to establish an
appropriate level for speaking and listening skills. Ashfaq is a 20-year-old, Level 3
Construction student wishing to gain a Level 2 certificate quickly in order to enter
higher education. English is his first language as he and his parents were born in the
UK, his grandparents originating from Pakistan. He entered the class of younger,
Level 2 construction students with confidence and his knowledge of his core subject
is highly evident. City and Guilds Functional Skills qualifications are offered
at Entry Levels 1–3 (recognised as the basic knowledge and skills needed to
function in everyday situations under direct supervision or guidance) to Levels 1 and
2 (the levels affiliated with the world of work and commonly desired by employers).
The literacy curriculum, unlike the ESOL Core Curriculum (with its four categories), is
divided into three broad categories: 1) reading 2) writing and 3) speaking, listening
and communication, and these are indicated by R/W/Slc in the references, followed
by the level, e.g. L2, and the particular skill. The curriculum is used in many contexts
for the planning of Literacy programmes, though many institutions also use the
Functional Skills English curriculum. Ashfaq spoke eloquently about his construction
management course, using some technical language from the specialist lexical field
but with an obvious and skilful adaptation, a respect for me as audience having no
knowledge of the industry. (SLd/ L2.2) On describing the shed he had designed and
built in his own back garden he used clear explanations (SLc/L2.3) and checked my
understanding, showing me photographs from his mobile phone to illustrate his
points (SLd/L2.4). He moved the discussion forward (SLd/L2.1), asking questions to
gain the information he required regarding Functional Skills English (SLc/L2.2).
I identified that Ashfaq was working well at level 2 although his ability to speak
clearly and confidently (Slc/L2.1) diminished in larger groups when he projected
quietly and at great speed. Indeed it is common for learners to be “less experienced
and less confident” (Hughes and Schwab 2010, p. 265) with the more formal genres
of spoken language, and so a focus on the features of these skills is necessary.
Ashfaq himself highlighted this as a skill he’d like to develop in preparation for
university interviews which may include group discussions or presentations.
“Students learn best what they want and need to know” (Gage and Berliner 1991)
and so this student-teacher collaboration is key to the success of defining learning
objectives. Indeed, selecting relevant objectives should “enable the learner to
function in the contexts they have prioritised”, (Shellekens 2004). Therefore, I was
able to identify a learning objective for speaking and listening: Speak clearly and
confidently in order to give presentations and have group debates.
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It was easy to identify that Ieva, like Ashfaq, needed to increase confidence, in order
to interact in ways that “meet the demands of society”,(Hughes and Schwab 2010,
p.8). Crucially, through spoken assessment I ascertained that those very ‘demands
of society’ were different for each student and so too were the skills they needed to
develop; while Ashfaq needed to develop Cognitive Academic Language Proficiency
(CALP) skills, assessment revealed that Ieva needed to developBasic Interpersonal
Communication Skills (BICS) (Cummins 1979, online). Ieva is a seventeen-year-old
Latvian student and has been in the UK for a little less than a year. It was obvious
from her hesitancy in the initial assessment that she needed to develop basic
interpersonal communication skills, those skills needed to interact socially. It is
suggested that BICS usually takes around two years to develop (Cummins 1979)
and so it seemed likely that Ieva would benefit from some practice in the classroom
to accelerate the process. Ieva’s understanding skills were good, her responses to
my questions always relevant, yet she sometimes lacked the vocabulary to explain
herself coherently (“I’m sorry…I’m not sure how to…”). Her speech lacked the
volume, speed and phrasing necessary to have a free conversation. Strategies
would therefore focus on paralinguistic features, including elements of body
language and the use of the voice in terms of “pitch, volume, speed of delivery and
rhythm” (Hughes and Schwab, 2010 p.267). Ieva demonstrated a confidence when
speaking about her vocational course, construction, using a range of words from the
lexical field “architecture, diploma, level 2, progress, plans, practical skill.”
Through assessment, I placed Ieva at Entry Level 3 for listening and responding
skills, but Entry Level 2 for those skills in speaking to communicate. I was therefore
able to identify a speaking objective for Ieva: Speak clearly and confidently in class
in order to share my opinions and views.
BKSB Diagnostic Assessment: limitations
The BKSB online initial assessment signalled that Ashfaq was working well at Level
1, directing the assessment to a level 1 diagnostic. The interactive BKSB software
detects gaps in learners’ knowledge and skills, pinpointing development areas.
However, Ashfaq’s answer to a question on paragraph sequencing reveals one of
the flaws within the assessment; the sequencing question, worth 5 marks, resulted in
a score of 0 despite there being only one error. A gap fill question in Ieva’s
assessment in the context of a prescription notice, revealed the difficulty in testing
literacy skills for ESOL students; the question relied on schematic knowledge of
pharmaceutical instructions (although it must be noted that later work with instructive
texts confirmed this gap in Ieva’s knowledge signalling the need to recognise
language and organisational features of instructional texts.) A reading objective
could therefore be identified for Ieva: Recognise the features of instructional texts by
Christmas. The skills Ashfaq displayed in the spoken assessment were mirrored in
the online diagnostic, revealing good vocabulary and an appreciation for audience.
An analysis of incorrect answers by teachers is useful in prioritising objectives; while
BKSB provide a general results page with recommendations for ‘topics to work on’
these are often questionable. For example, BKSB identified a clear need to cover
apostrophes and inaccurately diagnosed sequencing. Arguably, apostrophe use
could have been added to Ashfaq’s ILP, but this did not stand out as the most
important objective. The issue raised in the diagnostic regarding reading
comprehension is given little credence, yet it seemed fundamental to Ashfaq’s
progression to Level 2 and Ashfaq identified reading comprehension as something
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he struggled with at GCSE. We were thus able to identify a learning objective, crucial
to summative success but also to developmental goals. Ashfaq worded the reading
objective himself, which ensured it was meaningful: Use different reading techniques
to find the right information and use my own brain to interpret it. Indeed, asking
students to consider their own abilities and development areas fosters a reflective
outlook from the outset (Bandura 1994, online; Gardner 2010, p.39).When writing
SMART targets, teachers must resist any temptation to use ‘teacher speak’, “putting
words into the mouths of learners”, (Hamilton 2006, online). The BKSB assessment
can be used as a signposting tool with the caveat that teachers use their own
initiative and involve students in the process.
Free writing assessment
To counteract the insufficiency of the online diagnostic, there should follow an
assessment of ‘real’ writing, the formulation and representation of language. I
approach the writing assessment with positivity, giving consideration to the strengths
inherent in the students’ work as these can be developed and built upon. It is of
course necessary to make note of errors and consider which are central to writing
development and the BKSB results provide a useful reference point when prioritising.
Any evaluation of diagnostic assessment must include an analysis of free writing. My
self-designed writing diagnostic provides scaffolding through the reinforcement of
writing with structure. The inclusion of instructions can be seen to act as a teaching
tool rather than an assessment tool and also relies upon good reading
comprehension, a separate skill already tested in the BKSB diagnostic. It would have
been more useful to give a much freer assessment without any ‘teaching’ of
paragraphs and structure. Indeed the assessment neglects to test the first four of the
‘text focus’ writing outcomes at Level 2, (City and Guilds 2010, online). Nevertheless
the assessment was useful in diagnosing writing at sentence and word level. In
determining how to develop writing skills it is important to consider learner
motivations for writing. Ashfaq is dedicated to his studies, as documented in his
autobiographical piece and through my informal chats with him; he primarily writes
for academic purposes. His desire to acquire a Level 2 qualification is directly related
to his immediate desire to access higher education.
The assessment exposes a distinct plan for progression between curriculum
elements, to close the gap between Ashfaq’s current, Level 1 writing and the
academic standard of proficiency he requires; he misses opportunities to use
complex sentences and his simple sentences are not always successful. The use of
spliced sentences (e.g. “I enjoy spending time with family and friends, I also enjoy
going gym with friends”) reveals a lack of awareness surrounding sentence
construction. I decided that a greater awareness of the structure of simple, coordinated and complex sentences would improve his writing greatly, providing
development towards Level 2. I was therefore able to identify a learning objective
congruent with Ashfaq’s need to write academically (Appendix 2): Demonstrate the
ability to use a range of simple, co-ordinated and complex sentences in a piece of
writing (typed, 2 pages) in order to successfully describe a construction process. The
written assessment clearly identified that the focus for Ieva was to be at sentence
level (“We went to Estonia with family and we walk around the old city”). At whole
text level the autobiographical piece was highly successful in terms of being
appropriate for the genre; her use of anecdote and the vivid description of her
awakening to architecture in Estonia and her conversation with her father is
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commendable (I asked to my dad: “Who design these buildings?” Dad answered:
“Hah, architects of course!” Then I looked at my dad and said: “I’ll be an architect!”),
and, at word level, spelling and vocabulary were clearly of little concern. At sentence
level the piece had many English language learner features, the omission of articles
(“I’ll be really good architect”), lack of subject-verb agreement (“When I start this
course I didn’t knew that”) and the omission of ‘to’ in sentences with the same verb
patterns (verb + infinitive of 2nd verb) expressing hopes and wishes (“Some days I
wish [to] go back to Latvia”). While there was only one instance of an omission of
pronoun ‘it’ (“how good and nice [it] is to be to be in Great Britain”) this did reoccur in
later work highlighting the limitations of using one single piece of writing as a
diagnostic. Indeed it is important to “distinguish between errors and mistakes” (Ellis
1997, p.17) and suspicions of misunderstanding can only be substantiated by an
assessment that is “sufficient”.
In other instances pronouns were used successfully and there was one example of
‘to’ being successfully used in a verb+ infinitive sentence, “I like to go to the gym” yet
‘to’ had been crossed out, evidence of Ieva’s journey on the “interlanguage
continuum” (Ellis 1997 p.33). For writing, I placed Ieva at an Entry Level 2, working
towards Entry Level 3 which created a ‘spiky profile’. A broad SMART target was
used in order to tackle both articles and subject/verb agreement (Appendix 1):
Be able to write two paragraphs comparing my life in Latvia with life in the UK, using
good basic grammar.
Individual Learning Plans: a tool for self-efficacy
The targets were then used to develop Individual Learning Plans (ILPs). While there
are varied criticisms of the “audit culture”, particularly with reference to ESOL
students whose progress cannot be measured precisely, (Sunderland 2008,online)
the very process of creating ILPs “crucially shapes the teaching and learning
relationship” (Hamilton, 2006, p.3, online) a contract and commitment by teacher and
student to work towards shared goals. Indeed as Sunderland argues “it’s the
learners that keep us going” and I have found ways to incorporate those important
‘soft targets’ which, with their respect for how languages are learned, drive me more
than those that attempt to be SMART. Indeed, even with their imperfections and
difficulties, ILPs are integral to nurturing student-centred practice (Hillier, 1998) and
can be conducive to self-efficacy, particularly important in a functional skills setting.
The formulation of teaching strategies
Having identified objectives to be included in ILPs for each learner, it is then possible
to formulate teaching strategies to address them. Formative assessment ensures
that learners are given a range of opportunities to tackle each objective and good
strategies will tackle all of the literacy skills simultaneously. Just as objectives are
clearly linked to students’ ambitions and immediate demands, so too should the
strategies employed.
Shared teaching strategies
The great challenge for teachers is to find ways to attend to diverse, and seemingly
competing, student needs. ILPs are seen to be as individual as the students they
serve and yet, there are ways to resolve this conflict. Ieva and Ashfaqs’ objectives
for spoken communication are clearly distinct, but I have identified a range of shared
strategies focussing on different skills to support differentiation. Shared strategies
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provide a holistic, universal approach and with small adjustments these can be
relevant to multiple, individual targets. First and second language students therefore
learn together, through social constructivism, benefitting from diverse experiences
and worldviews. The communication strategies identified provide students with an
abundance of opportunities to use speech in a variety of contexts, for real and
hypothetical purposes. Role play is recognised as an invaluable aid to spoken
language, (Dougill 1991, p.31) providing opportunities for students to use language
differently, in a way they are unused to, exposing new ways of self- representation
and utilising listening, writing and reading skills. The selected reading strategies are
socially situated as evidence suggests that socially constructed texts are best
decoded with others (Fairclough 1992), supportive of the interactionist view of
language acquisition, (Lightbown and Spada 1993, p.16). NRDC publications
recommend that teachers should work with “groups of similar ability” (NRDC 2004,
online) to interact dynamically with a text. This is fortuitous for Ashfaq as one of three
Level 2 students, but as the only Entry Level 3 student, Ieva may not benefit from
this peer support. Using Frith’s model of reading acquisition (Frith 1985, cited in
Waxler and Hall 2011) we can deduce that Ieva, despite her short time in the UK, is
already at the orthographic stage, where there is little requirement to sound out
words. The continued development of speaking and listening skills will aid her
integration with Level 1 groups, ensuring that her reading skills progress. Reading is
a “psycholinguistic guessing game”(Goodman 1967, cited in Hedge p.188) and
through group discussion learners are able to activate prior knowledge and critically
assess the purpose of texts and the intentions of writers, crucial in the achievement
of Ieva’s reading objective.
The use of Directed Activities Relating to Text (DARTs) (Lunzer et al. 1984) fosters
independent reading skills through the use of relevant, subject-specific texts. This
elevates the learner to ‘expert’, an empowering stance when tackling trickier texts.
Reading activities such as underlining, labelling and tabulation are proven to aid
comprehension and Ashfaq, with his natural flair for drawing (inherent in the
architectural elements of his construction course) may find that he can decode a
complicated description of construction procedure through the creation of flow
diagrams. It is interesting to note that in Ieva’s first language, Latvian, articles are not
used rather the role they play is inferred by inflection. A genre approach to writing
provides the best basis to tackle this; Ieva can see the use of ‘a/an/the’ in wide
ranging texts (inductive), learn the rule through scaffolding (deductive) and begin to
use articles in cloze exercises. James Asher (1968, online) has proposed that ESOL
students learn subject-verb agreement best through the use of language to describe
a physical activity in progress. There are two other ESOL students in the class
making this activity possible. Students combine action and speech to acquire rules of
grammar. This could be extended to embrace a creative curriculum inspired by Ken
Robinson (2010, online) using scripts and makeshift set pieces to represent stage
directions. Formative assessment provides a way to acknowledge “the things that we
value rather than valuing only the things we can measure” (Fawbert 2003, p.272);
learning can be enjoyable and removed from summative pressures. The strategies
employed to aid Ashfaq’s writing incorporate the use of already familiar metalanguage, analysis of model academic texts and, most importantly, examples of his
own academic writing which can then be adapted and improved.
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Conclusion
While assessment processes can be convoluted and not always designed for the
growing number of ESOL learners in Functional English classrooms, a merging of
inclusive strategies ensures that all student needs are met; skills are developed in a
productive classroom, where practice is underpinned by theory.
References
Asher, J. (1968) The Total Physical Response method for second
language learning. Online at: http://www.dtic.mil/cgi-bin/
GetTRDoc?AD=AD0674868
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran
(Ed.), Encyclopedia of Human Behaviour (Vol. 4, pp. 71-81).
New York: Academic Press [On-line] USA: Available: http://
www.des.emory.edu/mfp/BanEncy.html [27 January 2012]
City and Guilds (2010) Qualification Handbook for Centres.
Online. Available:
http://cdn.cityandguilds.com/ProductDocuments/
Skills_for_Work_and_Life/English_Mathematics_and_
ICT_Skills/3748/Centre_documents/3748_Qualification_
handbook_v1.pdf [3 February 2013]
Cooke, M. and Roberts, C. (2007) Developing adult teaching
and learning: Practitioner guides – ESOL. London/Leicester:
NRDC/NIACE
Cummins, J. (1979) Cognitive/academic language
proficiency, linguistic interdependence, the optimum
age question and some other matters. Working Papers on
Bilingualism, No. 19, 121–129. Online, available at: www.wce.
wwu.edu/Resources/CIRCLE/Articles/Jim%20Cummins.
pdf [01 February 2013]
Dougill, P. (1991) Developing English. Milton Keynes:
Open University Press
Ellis, R. (1997) Second Language Acquisition. Oxford:
Oxford University Press
Fairclough, N. (1992) Intertextuality in Critical Discourse
Analysis. Linguistics and Education pp 295–311
Fawbert, F. (2003) Teaching in Post-Compulsory Education.
London: Continuum International Publishing Group
Frith, U. (1985) Beneath the Surface of Developmental
Dyslexia cited in: Waxler, R. P. and Hall, M. P. (2011)
Transforming Literacy: Changing Lives Through Reading
and Writing. Innovation and Leadership in English Language
Teaching. Volume 3. Bradford: Emerald Group. p.114
Gage, N. L. and Berliner, D. C. (1991) Educational Psychology
(5th ed.) Boston: Houghton Mifflin
Gardner, J., Herlen, W., Hayward, L. and Stobart, G. (2010)
Developing Teacher Assessment. Maidenhead: Open University
Press
Goodman, K. (1967) Reading: A psycholinguistic guessing
game. Journal of the Reading Specialist 6/4:126–35. Cited
in: Hedge, T. (2000) Teaching and Learning in the Language
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Classroom. Oxford University Press
Hamilton, M. (2006) Putting words in their mouths. Lancaster
Literary Research Centre: Lancaster
Hillier, Y. (1998) Informal practitioner theory: eliciting the
implicit. Studies in the Education of Adults 30 (1) pp35–52
Hughes, N., and Schwab I. (2010) Teaching Adult Literacy:
principles and practice Maidenhead: Open University Press
Lightbown, P. M. and Spada, N. (1993) How languages are
learned. Oxford University Press
Lunzer, E., Gardner, W., Davies, F. and Greene, T. (1984)
Learning from the written word Edinburgh: Oliver and Boyd
NRDC 2004 Adult literacy learners’ difficulties in reading
(Chapter 9 p.102) online at http://www.nrdc.org.uk/content.
asp?CategoryID=424&ArticleID=379 [06 January 2013]
Robinson, K. (2010) Changing education paradigms [Online]
Available: www.youtube.com/watch?v=zDZFcDGpL4U [21
December 2012]
Shellekens, P. (2004) Individual learning plans: fit for purpose?
Reflect Magazine: NRDC Issue 1 p.5
Sunderland, H. (2008) ESOL today: politics, pedagogy
and performance measurement. Reflect online Issue 10
NRDC: Available at: http://www.nrdc.org.uk/content.
asp?CategoryID=1411
Wallace, S. (2001) Teaching and Supporting Learning in Further
Education. Exeter: Learning Matters.
Katya Kitchingman qualified as a lecturer in literacy in 2013 and works in the Skills
for Life Department and English Workshop at Bradford College. She is also a
teacher educator working in the Post Compulsory Education and Training team.
Email: [email protected]
Appendix 1: Ieva’s Learning Objectives Learning Objective Justification
SMART?
Reading
Recognise the features of instructional texts by Christmas. BKSB assessment
identified as issue. Ieva’s own instructions revealed lack of knowledge of
instructional texts. Skill would benefit progress on construction course.
Specific: one type of text identified ‘instructive’, finite features to recognise.
Measurable: can be tested verbally/ through comprehension.
Attainable: will most likely be able to identify most features.
Relevant: objective is part of E3 assessment criteria.
Time-bound: ‘by Christmas’.
Writing
Be able to write two paragraphs comparing my life in Latvia with life in the UK, using
good basic grammar. Writing diagnostic. Encompasses both articles and subject –
verb agreement. Ieva needs this skill to progress on course/fulfil goal to study
architecture/ own business.
Specific: two paragraphs on a specific subject.
Measurable: can be marked.
Attainable: ‘good’ allows some room for error.
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Relevant: criteria linked
(outcome Ws/E3.2)
Time-bound: no.
Speaking and Listening
Speak clearly and confidently in class in order to share my opinions and views.
Develop BICS – improve relationship with peers. Will benefit writing skills.
Deserves voice to be ‘heard’(in an all- male class).
Developmental goal.
Specific: concise.
Measurable: quite- changes will be subtle- useful to record and compare.
Attainable: yes. Ieva wants to do this.
Relevant: imperative for course/ personal development.
Time-bound: gradual (by end of course).
Appendix 2: Ashfaq’s Learning Objectives Learning Objective Justification
SMART?
Reading
Use different reading techniques to find the right information and use my own
brain to interpret it. Ashfaq’s own words. Supported by BKSB diagnostic. Necessary
for success at Level 2.
Specific: yes, focus on three different strategies.
Measurable: tested through
comprehension using multiple texts.
Attainable: yes, strategies evidenced
to work.
Relevant: necessary for Level 2/ university.
Time-bound: by end of course for university offer.
Writing
Demonstrate the ability to use a range of simple, coordinated and complex
sentences in a piece of writing (typed 2 pages) in order to successfully describe
a construction process. Academic writing requires complex sentences.
Objective for Level 2 exam/primary
reason for written work being at level 1. Ashfaq dictated length.
Specific: yes, three types of sentences/2 typed pages/process.
Measurable: can be marked/self- assessed against agreed criteria.
Attainable: unknown given time-frame.
Relevant to L2 assessment and own wish to write academically.
Time-bound: limited time.
Speaking and Listening
Speak clearly and confidently in order to give presentations and have group debates.
Mastery and developmental goals.
Congruent with City and Guilds criteria.
Crucial to Ashfaq’s personal/ professional development.
University interview may include group discussion/presentation.
Specific: concise.
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A Praxis and Philosophy for Inclusive Studentship in
Higher Education: An Integrative Student Learning
Experience
Dr Graham Stevens, BEd, BSC, MA, PhD
Associate Dean (HE)
‘to be human is to think existentially’.
Broudy (1961b:232)
For Broudy ‘the self can be thought of as made up of its envisioned possibilities’
(1961a:52). This is consistent with the existential position of temporality i.e. that
dwelling in the world means extending ourselves simultaneously into the three
temporal dimensions - I was my past, but I am my future as it opens up the present
to me, dialectically. Broudy claims that the aims of education (including higher
education) are self-determination – the free choice of one’s own possibilities from
those factically given in the social context; self-realisation – the concretion of oneself
in the praxis of realising historically present possibilities; and self-integration – the
harmonising of the freely chosen activities that constitute one’s being-in-the-world
with other people. This is in harmony with the existential phenomenological position
of the existent and the world being co-constituted, and the process of becoming.
Sartre (1956:25) for example declares that ‘existence precedes essence’ – we
become what we freely make of ourselves - and it is the responsibility of the existent
to call themselves into being. For the inclusive student in higher education this
means to facilitate the realisation of envisioned possibilities, by providing the
experiences to make good the three aims outlined by Broudy. Unfortunately there
can be problems in the realisation of this process. There is for Broudy existential
difficulties involved with self-realisation, because the possibilities in the world
disclosed in one’s education have to be understood as one’s own possibilities to be
meaningfully disclosed within one’s diachronic project of being. One has to be
comfortable with them, at home in the region of the world in which they appear, in
order to choose and realise them, thereby choosing and becoming oneself.
According to Meyrowitz (1985) becoming at home with the world will become
increasingly important for education to counter the potential alienating effects of
technology and other aspects associated with the postmodern. For Broudy then
higher education can offset the dilemmas of identity formation within the
contemporary world, whereas for Giddens (1999), engagement with higher education
and other expert systems is fraught with existential dilemmas to do with choice.
Whether the existent engages with higher education at the existential level
suggested by Broudy is bound up with questions of the existent’s authenticity.
The model of the learner based on the existentialist view of personhood.
13 | P a g e
In the widest sense, ‘e-ducation’ is the work of bringing a person out into
his possibilities. To educate means no less than to let someone exist, to
stand out or transcend into existential space as the unique person that he
[or she] is.
Macquarrie (1973:207)
In order to do this the inclusive student is to be seen as a being capable of realising
their own envisioned possibilities and for the provider to facilitate that process. The
responsibility for the learner is to have ownership of their educational experience and
for it to be meaningfully disclosed within their diachronic project of being (Broudy
1961a). For the generator of the learning experience there should be recognition of
this capacity - for the learner to be empowered to transcend what he or she is to
become something that he or she is not (Huebner 1973). The curriculum then is
designed with this temporal transcendence in view, while the teacher is visualised as
the enabler of the process of self-transcendence. However to refer to Rollo May’s
(1958) observation ‘what an individual seeks to become determines what he
remembers of his has been’. The past then is existentially significant. Inclusivity
cannot be truly realised without recognition of the existent as they are and their
personal history which has brought them to that point. Grumet’s metaphor is useful.
Just as art requires the imposition of subjectivity upon the objective stuff
of the world, and is embodied in that stuff – in its materials, forms and
limitations, so education requires a blending of objectivity with the unique
subjectivity of the person, its infusion into the structures and shapes of
the psyche.
Grumet (1992:29)
There needs then to be a blending of the objectivity of the curriculum (and the
discipline it transmits) with the unique subjectivity of the person – an integrative
rather than disjunctive learning experience.
The position of identifying the development of the individual as the starting point of
the educational enterprise, whilst stressing the responsibility of that individual, is in
harmony with the Delors report on lifelong learning (UNESCO 1996). It calls for
lifelong learning (of which the widening participation initiative is an integral part) to go
beyond an instrumental view of education, which emphasises the acquisition of
knowledge to the detriment of other types of learning, and aim to enable everyone to
discover, unearth and enrich their creative potential and become a more complete
person. However, the report clearly identifies the major problem with such an ideal –
the tension between allowing individuals to transcend themselves whilst adhering to
the economic realities in which an educational system exists and the need for
subject knowledge and skills. The two however need not be irreconcilable; the
acquisition of knowledge and skills as part of an objective curriculum has great
potential for the transcendence and development of the person (see for example
Stevens 2003).
14 | P a g e
What may be irreconcilable is the increase in the reported commodification of
education (e.g. Field 1994, Edwards 1996). This can be linked with postmodern
commentaries on self-identity. If higher education is simply a commodity that can be
bought to add to the flagging sense of self-identity as with any other purchasable
item this would do violence to the teaching and learning process described above.
The learner’s responsibility within such a contract ends when the financial
transaction is complete – when they have paid their fees. The ‘joy of study’ may give
way to base credentialism (Jansen and Wildemeersch 1996). This issue extends into
many current debates of the purpose and conduct of education however and is
beyond the parameters of this discussion.
An approach to teaching and learning
With regard to seeing things in their appearing which is the phenomenological
position and thereby endeavouring to see things afresh (‘critically’ even although this
term lacks experiential substance) the following is useful when applied to the
teaching and learning enterprise.
….. in this reflective and meditative journey [of life, living it and being a
teacher and a learner] I am alive with images and ideas, struck with the
wonder of passionately discovering that the only way I can truly come to
know things and people is to go out to them, to return again and again to
them, to immerse myself completely in what is there before me, look,
see, hear, touch, from many angles and perspectives and vantage
points, each time freshly so that there will be continual openings and
learnings that will connect with each other and with prior perceptions,
understandings, and future possibilities. In other words, I must immerse
myself totally and completely in my world, take in what is offered without
bias or prejudgment…. This connectedness between what is out there, in
its appearance and reality, and what is within me in reflective thought and
awareness, is in truth a wondrous thing of being human. But knowledge
does not end with moments of connectedness, understanding and
meaning…No experience is ever finished or exhausted. New and fresh
meanings are forever in the world and in us. When the connection is
made and the striving comes alive again, the process begins once more.
There is no limit to our understanding or sense of fulfillment, no limit to
our knowledge of any idea thing or person…The whole process of being
within something, being within ourselves, being within others, and
correlating these outer and inner experiences and meanings is infinite,
endless eternal. This is the beauty of knowledge and discovery. It keeps
us forever awake, alive, and connected with what is and with what
matters in life.
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Moustakas (1994:65)
This position for praxis in higher education is the one taken by the Bradford College
Symposia and we encourage all to embrace it.
References
Broudy, H.S. (1961a) Building a Philosophy of Education. Englewood Cliffs, New
Jersey: Prentice Hall.
Broudy, H.S. (1961b) Kierkegaard on indirect communication. Journal of Philosophy.
58. 226-233.
Edwards, R. (1996) ‘Troubled times? Personal identity, distance education and open
learning.’ Open learning. 11. (1). 3-11.
Field, J. 1994 ‘Open learning and consumer culture’ Open Learning 9, (2). 3-11.
Giddens, A. (1999) Modernity and Self-Identity. Cambridge: Polity Press
Grumet, M. (1992) ‘Existential and Phenomenological Foundations of
Autobiographical Methods’. In W. Pinar and W. Reynolds (eds) Understanding
Curriculum as Phenomenological and Deconstructed Text (28-43) New York and
London: Teachers College Press.
Huebner, D. (1973) ‘Curriculum as Concern for Man’s Temporality’ cited in
Macquarrie, J. (1973) Existentialism. New York: Pelican. p. 207-8.
Jansen, T. and Wildemeersch, D (1996) ‘Adult education and critical identity
development: from a deficiency orientation towards a competency orientation’.
International Journal of Lifelong Education. 15. (5). 325-340.
Macquarrie, J. (1973) Existentialism. New York: Pelican
May, R. (1958) ‘Contributions of existential psychotherapy’, in May, R., Angel, E. and
Ellenberger, H.F. (eds) Existence. New York: Basic Books.
Meyrowitz, J. (1985) No Sense of Place: The Impact of Electronic Media on Social
Behaviour. New York: Oxford University Press.
Moustakas, C. (1994), Phenomenological Research Methods. London: Sage
Sartre. J-P. (1956). Being and Nothingness. New York: Philosophical Library
Stevens, G. (2003) ‘Late Studentship: Academic Aspiration, Personal Growth, and
the Death of the Past.’ International Journal of Phenomenological Psychology 34. (2)
235-257
UNESCO (1996) Confintea V Agenda for the Future of Adult Learning. Hamburg:
UNESCO Institute
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Blended Learning Through the use of MOODLE on a
Foundation Degree in Sports Coaching.
Samuel Messam, BA (Hons), MBA, Cert Ed.
Course Co-ordinator, Head Basketball Coach
Abstract: Various authors consider the swell of interest and attention associated with the
use of information communication technology (ICT) in Further and Higher Education.
Electronic learning (E-Learning) is readily and widely accepted as part of the learning
landscape and is embraced equally by the educator and the learner. The current paper
introduces a constructivist approach to learning through the use of open source software as
part of a blended learning approach to Higher Education within a Further Education
Institution (FEi).
This paper presents the merits of the use of open source software Learning Management
System in support of the delivery of a Foundation Degree programme in Sports Coaching. In
presenting the merits the paper will also review the FEi’s e-learning policy, which places ELearning at the center of its strategic direction and of the learners learning. Sports’ Coaching
is then introduced and the development of sports coaches and coach education is discussed
as a means of informing the use of e-learning. Finally the paper considers the utilization of a
Virtual Learning Environment, (Moodle), on a Foundation Degree programme in Sports
Coaching.
Key Words: Learning, MOODLE, Blended Learning, E-Learning, Information ICT, Learning
Management System, Open Source Software, Sports Coaching and Constructivism.
Introduction: The purpose of this paper is not to add to the current plethora of learning
definitions nor does it attempt to discuss the voluminous learning theories that occupy
various academic pages. It is however felt noteworthy to offer a definition of learning from
which the exploration of open source software and its utilization in association with a sports
coaching programme can begin. Belkin and Gray (1977) offer what can only be considered
to be a weathered definition as they refer to learning as something that evokes a change in
the subject due to the employment of an intervention. Koper (2001) views learning as a
process followed by the subject and defined within units of learning (UOL). Interestingly, Pan
and Hawryszkiewycz (2004) discuss the construction of learning through the provision of
services in order to facilitate knowledge construction. Service provision is considered here to
17 | P a g e
be various UOL, including but not exhaustive; experience, observation and collation. Pan
and Hawryszkiewycz describe a UOL as satisfying one or more learning objectives and
corresponding to a course, module or potentially a single learning activity. In wishing to
frame these UOL the literature leads us to consider an appropriate learning theory.
Ultanir (2012) refers to constructivism as an epistemology, arguing that real depth of
understanding is constructed through the collation of experiences. Ogina and Karie (2014)
position the teacher within a constructivist setting as a guide or facilitator to the subjects
learning. Virtic, Zuper and Krecic (2013) assert that the role of the teacher is that of a
mentor, directing the subjects’ activities. Previous authors, (Lin & Hsieh, 2001; Steffe & Gale,
1995; Duffy, Lowyck & Jonassen, 1993; and Piaget, 1971), position constructivism as a
process of active construction, placing the subject at the center of the learning site. The
subjects are therefore responsible for the construction of their own knowledge base through
active problem solving.
Wood (2010) posits that various learning environments have
attempted to implement the notions associated with a constructivist approach to learning,
particularly within the technological learning environment. Oginga and Karie (2014) assert
that learning theories, from a pedagogical perspective and through the use of e-learning, can
be implemented. Oginga and Karie conclude that constructivism can be achieved through
tasked based activities as oppose to knowledge transmission.
E-Learning: Oginga and Karie (2014) refer to the current concern associated with
constructing a definition of e-learning and conclude that the term is often confused with
‘Virtual Learning” and ‘Web-Based Learning’. Tsanev (2014) asserts that e-learning is a
programme of mixed, built and integrated information and communication technology (ICT)
delivered in a traditional educational context. In seeking to further define the phenomena
various authors, (Lin & Hsieh, 2001; Steffe & Gale, 1995; Duffy, Lowyck & Jonassen, 1993
and Piaget, 1971), have agreed that e-learning is “communication and learning activities
through computers and networks”. Haven and Botterill (2003) however go somewhat further
in their description, asserting that e-learning is the delivery and administration of learning
opportunities through web-based technologies. In an attempt to capture the essence of
these and various other offerings the work of Urdan and Weggen (2000) is considered here:
“The delivery of learning materials, packages or opportunities through various forms of
electronic media”. (Cited in Haven and Botterill, 2003: 77)
It is from this definition of e-learning that we can begin to explore the phenomena within the
FEi.
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Further Education Institution E-Learning Policy: The FEi identifies within its current elearning policy information communication technology (ICT) as a central pillar to its strategic
direction: ‘technology supports and enhances all learning, teaching and assessment activity’,
(O’Beirne, 2013: p.2). The policy further identifies the learner as central to the learning
process and being in a position to benefit from increased independency through the use of
appropriate technology. Interestingly, Barajas and Owen (2000) caution to the effectiveness
of ‘top-down’ implementation of a VLE and argue that this approach reduces pedagogical
creativity and promotes standardization. The VLE within the FEi is described as having
‘many features that improve pedagogical quality’, (Aydin and Tirkes, 2010: p183). The
‘college level objectives’ within the FEi identify the expansion of the scope of the VLE, a
point reflected in the ‘departmental level objectives’, in which Programme Areas are
encouraged to take ownership. Hall (2002) concludes that a ‘middle-out’ approach
‘determines the scope of the pedagogical functions’ and allows for flexibility and innovation.
Virtual Learning Environment: Haven and Botterill (2003) argue that ‘VLEs are the
application of online course materials and resources’, (p. 78), and conclude that through the
provision of a single software environment they can support the learning process. Brown
(2010) suggests that the take-up of VLEs in HEi’s has been dramatic, concluding that
penetration has reached 95%. Dang, Pan and Wang (2011) in their work in to the design of
VLEs state that many of the UK’s HEIs have adopted a VLE as a means of delivering
learning. Dang, Pan and Wang conclude that e-learning is not too dissimilar to traditional
learning in that it seeks to enable students to meet specific learning outcomes.
Modular Object-Orientated Dynamic Learning Environment (MOODLE) was developed from
an epistemological perspective and sought a ‘user-centered learning ‘approach, (Melton,
2008). Haven and Botterill (2003) discuss the symbiotic nature of the VLE with the term
‘managed learning environments’ (MLEs), however are quick to differentiate between the
two systems. Bent (2001: online) concludes that a VLE is the learning focus of an institutions
MLE.
In the development of e-learning, Wood (2010) argues that in order to achieve the desired
environment the use of a Learning Management System, (LMS), is required. LMS,
considered in the current work to be equivalent to a VLE, (Fariha and Zuriyati (2014)
advocate e-learning through the use of open source software such as a LMS and offer
MOODLE as an example), is required.
The VLE, through the deployment of asynchronous and synchronous technology can ‘bridge
constructivist theory with pedagogical recommendations’. Beldarrain (2006) contends that
technology is a significant contributor to the pedagogy that underpins distance education
19 | P a g e
and concludes that social software utilization supports constructivist environments that are
equal to the challenge of today’s learner. The infusion of a sound pedagogy to the
development of an e-learning system and its importance are highlighted by Oginga and
Karie (2014), linking the development of e-learning to various learning theories including
constructivism. The provision of combined technologies through the VLE promotes a
blended approach to learning and considers the needs of the learner and the learning
outcome. Asynchronous technology offers the learner flexibility through self-paced learning,
considered here to be learner controlled. Singh (2003) in discussing learning approaches
differentiates between synchronous and asynchronous formats, identifying the former as
instructor led classrooms and lectures. Hrastinski (2008) in his work tin to asynchronous and
synchronous e-learning describes asynchronous e-learning as ‘commonly facilitated by
media such as electronic mail and discussion boards’, (p.51).
Foundation Degree in Sports Coaching: ‘The latter part of the twentieth century has
witnessed an explosion of undergraduate provision in sport and leisure studies, part of which
included the gradual emergence of sports coaching’, (Lyle, 2002: p.11). Jones (2007)
discusses an ‘upsurge in scholarly interest’ across the sports coaching landscape and how
concepts from pedagogical theories can assist in the development of sports coaching. The
FEi’s HE curriculum provision was developed and validated to offer an undergraduate
programme in Sports Coaching. Rutt et al (2013) discuss the promotion of vocational HE
through the delivery of Foundation Degrees (FDs) within HEIs and FEIs. The skills agenda,
(Leitch, 2006) focused the provision of FDs on the up-skilling and improvement of the UK
workforce. The work of the Coaching Task Force (Coaching Task Force Final Report; 2002)
further supports the skills agenda in its recommendations for the development of coaching
including a ‘common and professionally recognized coaching qualification’, (Coaching Task
Force Final Report, 2002: p.8). Entwistle and Peterson (2004) emphasize the need for
effective educational systems within the development of coaching.
Collins, Abraham and Collins (2012) in discussing the impact of coach education, postulate
on the presence of self, experience, theory and critical thinking within learning and the drive
and determination to achieve. Jones, Armour and Potrac (2004) refer to a body of evidence
that suggest that the development of the expert coach is to be found in the interactions,
observations, situational experiences and sharing of knowledge.
In a somewhat ‘neat’
offering, Jones (2007), positions the educational relationship with coaching as being able to
provide opportunities for coaches to ‘go beyond the known and reflect upon coaching
practice in previously untried, inventive ways’.
20 | P a g e
Ollis and Sproule (2007) offer a somewhat cautionary position highlighting the difficulties of a
constructivist model of coaching. They identify the need for a high volume of connectivity
between athlete, coach, athlete support systems and organizations in an attempt to achieve
a constructivist approach to coaching. Murphy et al (2005) highlight the interactive nature of
constructivism and in particular the high volume of collaboration and communication
between coaches. Trundel, Culver and Werthner (2013) discuss the level of engagement
necessary between coaches in order to achieve deep learning. This engagement includes
connectivity between the learner (coach), the social content and the experience that leads to
coach development.
Foundation Degree in Sports Coaching MOODLE Site: Dang, Pan and Wang (2011)
suggest that it is not unusual for the institutions VLE to be employed merely as a repository
for learning materials. Korin and Lukaric (2008) identify a number of advantages to the use
of a LMS and refer to the simplicity of teaching material updating through the LMS. The
Foundation Degree in Sports Coaching (FdSc SC) provides students with various forms of
learning resources, (industry based reports, associated literature, links to various governing
bodies of sport websites and various other external links to materials), that are deemed to be
of value to the learner. Tsanev (2014) argues that students are obliged to visit the various
learning materials and in particular examine the lecture notes and additional resources prior
to the actual lecture. An interesting by-product of the FdSc SC LMS is the promotion of
extensive reading (ER) by the student. In their work in to ER outside of the classroom
environment, (through the use of Moodle), Robb and Kano (2013) discuss the accountability
of students self-study task and its monitoring through Moodle.
The combination of taught lectures and an online learning environment is discussed by
Osgerby (2013) who refers to this model of learning as ‘blended learning’. In support of this
approach Limniou, Papadopoulos and Kozaris (2009) discuss the use of VLE’s and conclude
that Moodle supports a blended approach to learning and allows for the embedding of
course material. Gray (2006) highlights various characteristics associated with blended
learning including ‘self-study, classroom and on-the-job instruction’. Limniou and Smith
(2010) assert that collaborative learning and formative assessment methods could
encourage students to engage in constructivist activities such as the exchanging of ideas
and peer debating. Doolittle (1999) notes that a constructivist model of teaching promotes
socio-cultural and individual learning processes. Individual processes, identified in historic
research, (Knowles, 1975) position the individual as the lead in their own learning and
identifying material resources for learning. The FdSc SC Programme Specification states
that:
21 | P a g e
‘Modules will foster a student-centered learning approach and the development of selfregulated learning in support of independent and reflective learners’.
In their work in to self-regulated learning Zimmerman and Schunk (2008) identify the learner
as implementing learning strategies that are effective in achieving learning outcomes. They
further consider this to be an intentional approach to the self-management of learning
outcomes.Yaman (2010) discusses the design benefits of Moodle, in particular the ability to
follow lessons and the freedom to explore the choices available. Wood (2010) presents
Moodle as a platform for the organization of learning materials in which learners can
participate in the material and reading. The FdSc SC programme utilizes various ‘Blogs’ and
‘Forums’ in an attempt to foster publication and contribution to the programme. It is felt that
the facilitation of collaborative learning promotes ‘idea exchanges’ and ‘meaning negotiation’
between learners. Beldarrain (2006) asserts that ‘student interaction is at the heart of learner
centered constructivist environments’, (p.139). Social constructivists argue that expertise is
developed through modelling and knowledge construction within a learning community,
(Bielaczyc and Collins, 1999). Interestingly, and considered throughout the design of the
FdSc SC programme, current coach education literature advocates reflection and
membership to a ‘community of practice’ (CoP) as a means of learning and development,
(Cushion, Armour and Jones, 2003). The use of reflective logs, information sharing, (Blogs),
and feedback opportunities, (Survey tool) promotes a CoP environment. CoP is the sharing
of practice and knowledge between a community of people, (Cassidy et al, 2004). Culver
and Trundel (2006, p.98) define a CoP as a ‘group of people who share a common concern
and a passion about a topic’. Interaction is a key element in achieving CoP and can deepen
learning among the members.
Conclusion: It is felt appropriate to conclude that the FdSc SC Moodle site is a significant
contributor to the FEi’s e-learning policy and a learning resource for the FdSc SC students.
There is a great deal of evidence, (Osgerby, 2013; Ogina & Karie, 2014; Aydin & Tirkes,
2010; Haven & Botterill, 2003; and Wood, 2010), to suggest that universities have embraced
and invested in the provision of VLE’s in support of learning. Cole and Foster (2007) discuss
the organization and administration of Moodle and refer to the ‘Blocks’ that house the
various activities such as navigation, forums, upcoming events, search tool and news.
Oginga and Karie (2014) report that learners found Moodle easy to use, that downloading
learning material was easy and that Moodle was an appropriate medium for teaching and
learning.
22 | P a g e
The various asynchronous and synchronous technologies provide learners with the
opportunity to manage their own learning through accessibility and flexibility. Further to this,
there is evidence to suggest that the coach education domain has embraced elements of the
constructivist pedagogy employed within the utilization of e-learning within its attempts to
develop sports coaches. Murphy et al (2005) in their exploration of a constructivist approach
to coaching conclude that course design is critical in promoting a CoP as a means of
supporting coach development.
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Exploring Reasons for the Differential Impact of Coach Education,
23 | P a g e
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Professional Development: Experience and Learning to Coach, Quest, 55, pp. 215-230.
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Corporate Social Responsibility at Bradford College
Isma Batool, BA (Hons),
Academic Regulation and Compliance Officer, HE Regsitry
Introduction
“The creativity, ideals and courage of the youth of the world should be mobilized to
forge a global partnership in order to achieve sustainable development and ensure a
better future for all” (Development, 1998).
The research offers a review of initiatives taken to implement social responsibility in
educational institutions. Due to a lack of material on the FE sector and the fact that
Bradford College is the largest provider of Higher Education in the UK, the majority
of the review will be HE focused. The College’s approach to Corporate Social
Responsibility and its evaluation will also be examined using primary and secondary
data. Items will be categorised into the four dimensions of theory, (profits, political
performance, social demands and ethical values), to assess where activity is
focused, and to pinpoint College’s current position vis-à-vis CSR.
The Introduction of CSR Policy in Education Establishments
In 1993 the Toyne Report was published on environmental responsibility. This was
written following a Committee established by the Department of Education to
“investigate the potential for ‘greening’ higher education” (Environment, 1996). The
subsequent Environmental Policy and Action Plan (EPAP), were established in 1994
to fulfil his recommendations and became the stimulus for a number of critical
decisions made by universities. However a subsequent review of the environmental
performance of the report found that institutions had shown “considerable
indifference towards CSR. Furthermore the Khan Review in 1996 revealed that this
had not changed despite significant measures being taken (Khan, 1996).
With regard to educationally specific initiatives, there have been a number of
international events and declarations involving universities. At Talloires, France in
October 1990, a conference organised by Tufts University was attended by
university presidents from around the world. After issuing their declaration to commit
to the environment, universities pledged to create change within the sector by
signing the Talloires Declaration (1990), which aimed to: “initiate and support
mobilization of internal and external resources so that their institutions respond to
this urgent challenge” (Talloires, 2014). This ten-point action plan commits
institutions to sustainability and environmental literacy in teaching and practice,
(Future, 2014).
In his paper ‘Rethinking the Talloires Declaration’ Adlong reviewed the declaration
and found it to be “significant and successful”, but that it did not take into account
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social conditioning, which influences both patterns of thinking and action by staff. He
recommended that future strategy “should keep in focus the need for transformation
of social and cultural conditioning and entrenched, unquestioned perspectives and
ways of being that strongly influence student and staff action” (Adlong, 2013).
University Leaders for a Sustainable Future (USLF), state their mission is to:
“support sustainability as a critical focus of teaching, research, operations and
outreach at colleges and universities worldwide through publications, research, and
assessment”. They believe that Colleges and Universities are uniquely positioned to
influence society and have a responsibility to teach, train and research sustainability.
The ULSF is Secretariat for the Talloires declaration. Over 350 presidents and
chancellors in more than 40 countries have so far signed the declaration. This
echoes research which found that organisations are social constructions, influenced
by the decisions of individuals who work there (Hall & Tolbert, 2008).
The Halifax Declaration (1991) emerged when representatives from ten countries
(comprising of 33 Universities and senior representatives from business, the banking
community, governments, and non-governmental organisations), met in Halifax,
Canada. This declaration recognised the need for educators to address the specific
challenge of environmentally sustainable development alongside the influence of
poverty on the process for change stating: “Universities are entrusted with a major
responsibility to help societies shape their present and future development policies
and actions into the sustainable and equitable forms necessary for an
environmentally secure and civilized world” (Declaration, 1991).
However Weiss (2001), later found that higher education institutions are too
complex to support such action, having a tendency towards “satisfycing,
fragmentation of problem and solution elements, limited organizational repertoires,
shifting coalitions, shortages of time and attention, quasi resolutions to conflict and
uncertainty avoidance ” (Sharp 2002).
The 1994 the European University Charter for Sustainable Development,
(Copernicus Charter) imparted learning disseminated at the United Nations
Conference on Environment and Development (UNCED), which was held in Rio de
Janeiro in 1992. This declaration is research focussed; the onus is on Universities
and equivalent institutions to train citizens to have expertise in environmental literacy
and promote environmental ethics in society “in accordance with the principles set
out in the Magna Chart of European Universities and subsequent university
declarations”, (Development, 1994). This is well suited to the universities function of
knowledge dissemination and contribution to the wellbeing of society (Carroll, 1979)
The Kyoto Protocol was adopted in that city in Japan in December 1997 and entered
into force in February 2005. It is an international agreement linked to the UN
Framework Convention on Climate Change, and was the first legally binding
international treaty on the environment that commits parties by setting internationally
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binding emission reduction targets. The targets are higher for developed countries
since they are viewed as having a higher historical contribution to emissions
(Change, 2005). However four of the original countries involved would not sign the
agreement including the US, the largest emitter –at the time- with 36.1% of total
greenhouse gas emissions, based on a Senate vote refusing to ratify the protocol
(Brown, 2005).
The 1998 UN World Declaration on Higher Education (UNESCO) recognised that
society has become largely knowledge based stating “there is an unprecedented
demand for and a great diversification in higher education, as well as an increased
awareness of its vital importance for socio-cultural and economic development”. The
declaration was written due to educations “ability to change and to induce change
and progress in society” (UNESCO, 1998).
Prior to the conference, UNESCO issued its Policy Paper for Change and
Development in Higher Education (1995). The paper served as an ‘international
compass’ for educational policy makers to pursue “sustainable human development
in which economic growth serves social development and ensures environmental
sustainability ” stressing the importance for academic freedom and institutional
autonomy to enable free-thinking (United Nations Educational, 1995). This perhaps
reflects research from the EU, stating high quality academic research should
underpin public policies to support social responsibility and feed into the CSR
practices of organisation, (Humanities, 2010).
With respect to higher education, the HE21 Initiative (1999) was designed to help HE
institutions establish and implement an Environmental Management System based
on the evaluation of current practice and training. The guide aids institutions with
their environmental policies to ensure safeguarding of the environment (HE21.org,
2001). Research has shown that educational institutions can cause “significant
environmental impacts (Jabbour, 2010)” because of their size, high volume of traffic
and consumption of materials (Alshuwaikhat & Abubakar, 2008) so should be held
accountable for their environmental impact. They concluded that developing
strategies around the different aspects of CSR helped alleviate stakeholder conflict
and improve community relations (Nejati, et al., 2011).
The Luneberg Declaration on Higher Education for Sustainable Development (2001)
further stresses the need for educators to teach about globalisation, poverty
alleviation, social justice, democracy, human rights, peace and environmental
protection. Formed by COPERNICUS (who promote the sciences through global
conferences); the Higher Education for Sustainability Partnership (GHESP); the
International Association of Universities (IAU); the Association of University Leaders
for a Sustainable Future (ULSF) and the United Nations Educational, Scientific and
Cultural Organization (UNESCO). However the onus is on the development of
training for educators and the commitment to “ensure the continual review and
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updating of learning materials to reflect the latest scientific understanding of
sustainability”.
The role of Business Schools in developing socially aware leaders
Leadership at all levels is required to change thinking when introducing new strategy
to ensure stakeholder expectations match socially acceptable norms of behaviour
(Bennis & Nanus, 1985). CSR values must be embodied within the organisation
through leaders who promote and support them through their own behaviour and
attitude (Kakabadse, et al., 2005). Paying mere lip service to the establishment of
the values not yet implemented is not worthy of publicising to stakeholders. They
must be embedded into culture and reflect total commitment of the organisation
(Minkes, et al., 1999).
After the collapse of Enron in 2001 and the resulting financial crisis, academics in
Higher Education business schools began to question the values that business
students (in particular those on MBA programmes), were taught. After widespread
criticism was levelled towards their role in producing the bankers and financiers who
caused the financial crash, many universities reviewed their taught ethics modules.
In his book, From Higher Aims to Hired Hands, Khurana (2007) argues that business
schools were initially set-up to promote a professional class of management and that
this had been lost stating:
“It is no accident that the rise of university-based business education coincided with
the astonishing economic and social transformations effected by the rise of largescale industrialism and corporate capitalism in the last three decades of the
nineteenth century” (Khurana, 2007).
Khurana(2007) further states that the primary aim of taught business degrees was
to maximise profits for the corporation, with the bonus culture a creation of the
business school. Students were taught this was necessary to push ever increasing
targets for stakeholder profits. Currently, business courses in the UK teach at least
one aspect of corporate social responsibility, ethics and stakeholder theory.
Research conducted in 2009 by the Association of MBA’s Research and
Consultancy Centre and Durham Business School found 59% of business schools’
surveyed covered ethics to a ‘large or very large’ extent and 54% thought that CSR
should ‘underpin the actions of organisations’ (CIPD, 2009) Indeed, many
universities followed Nottingham University who were the first to offer a postgraduate
degree in CSR in 2004 (University, 2014).
Evaluation of Government Funded Strategy
In 2005, the UK Government launched its new strategy for sustainable development,
‘Securing the Future’. With the help of NGO’s it setup the Sustainability
Implementation Group to assist colleges and universities to implement sustainability
literacy in all curricula. This was designed to work alongside the Learning and Skills
31 | P a g e
Council and the Higher Education Funding Council for England who were developing
strategies to support the promotion of sustainable development within the FE and HE
sector (Governement, 2005).
HEFCE then published strategy in 2006 to “Seek to use its influence to promote
sustainable development in higher education in England” (Education, 2014).
Updating their policy in 2011 they further emphasised the role that higher education
institutions should play in sustainable development by promoting CSR “through
institutional policies and actions as well as through teaching and research, and more
generally by providing leadership to the community”. Additionally stating “Our vision
is that, within the next 10 years, the Higher Education sector will be recognised as a
major contributor to society’s efforts to achieve sustainability – through the skills and
knowledge that its graduates learn and put into practice, and through its own
strategies and operations” (HEFCE, 2014).
HEFCE additionally provide funding to help HEI’s reduce emissions through their
Revolving Green Fund (2008) and the Students’ Green Fund (2012), funding
Students’ Unions for student-led sustainability projects. (Sharp, 2002), found that
staff were more engaged with green initiatives in universities when “centrally
administrated, interest free loan money to fund conservation projects with
reasonable payback periods” was available along with partnerships with students.
The QAA and the HEA followed HEFCE’s suit, publishing a joint consultation
document on sustainable development for providers of UK higher HEI’s in November
2013 (Academy & , 2013), stating: “Sustainable development is development that
meets the needs of the present without compromising the ability of future
generations to meet their own needs” (QAA, 2013).
By implementing the stakeholder approach, organisations are responsible for the
consideration of both their environment and stakeholders’ interests (Ebner &
Baumgartner, 2006). Stakeholders may comprise of employees, customers,
suppliers, financiers governmental bodies, political groups, trade associations, and
trade unions. However the consultation document was intended to guide
practitioners on teaching, learning and assessment using an outcome based
framework and drawing from the United Nations Brundtland Report, which cites
educators as crucial because:
“They have all played indispensable roles in the creation of public awareness and
political change in the past. They will play a crucial part in putting the world onto
sustainable development paths, in laying the groundwork for Our Common Future”
(Development, 1987). However guidance is not part of the UK Quality Code for
Education, it is designed to complement it. The question that arises here is: are
Universities and Colleges implementing this as part of their current practice despite
the lack of legislation and if so, why? According to (Daugherty, 2001) this is due to
32 | P a g e
the absence of absolute standards in CSR, and their variability according to each
generation and culture.
Vis-à-vis students’ perception of CSR, a study by Bournemouth University examined
how scepticism affected student attitudes to companies’ claims to be socially
responsible. They measured levels through semi-structured interviews, using Hurtt’s
(2010) scale. Concluding that that “although students expressed strong opinions
about brands they deemed as unethical and demonstrated that they were prepared
to punish those companies, they did not go out of their way to support those
companies that produced their goods responsibly” (Theofilou & Jerofejeva, 2011).
When applied to institutions this suggests that ‘bad’ CSR can repel business,
however, does not guarantee increased buy-in. In another longitudinal study, Lamsa
et al. (2007) studied 217 Finnish business graduates who had studied CSR. They
found a preference for the stakeholder model above the shareholder at the start and
conclusion of their studies, with stakeholder preference increasing in line with formal
CSR teaching (Lamsa, et al., 2008).
For Bradford College to maintain its competitiveness, and receive funding based on
social responsibility initiatives, requires it to implement this agenda into both their
curricula and operations/policies. This would certainly demand engaging with
stakeholders in a responsible manner to demonstrate commitment to the future of
the community, the society and the environment.
Bradford College’s Approach to Corporate Social Responsibility
There was clear reference to the College’s commitment to the teaching of
sustainability practice on the vision, mission and strategy page as part of their seven
core values. Under the heading ‘environment’ the CEO promotes the college as;
“The College that educates students who can contribute to the sustainability agenda
in today’s workplace and society in general”. Additionally here was an individual link
to all environmental policies. Within the main text further reference is made to
engaging employers where they pledge to; “Integrate into the curriculum,
environmental issues with our Corporate Social Responsibility and Sustainability
approach being Flagship programmes in the FE sector”.
Today there is a greater demand for non-mandatory reporting of social responsibility
initiatives (Birch, 2003). (Jacoby, 1973), outlined the need of communication as
social auditing “to alleviate the negative perceptions of business as insensitive to
social issues” (chaudhri & Wang, 2007). If conducted effectively communication can
help organisations position themselves as “responsible citizens, leaders and
contributing members of society” (Manheim & Pratt, 1986), however (Dawkins, 2004)
states it remains the “missing link” in CSR practices.
As (Argle, et al., 1999) stated “Corporate social performance is notoriously difficult to
quantify”. However the College has a number of communication tools to publicise
33 | P a g e
activity relating to or involving their efforts on social responsibility disseminating
information through five primary sources:





The Public-facing College Website
The College staff Intranet
The College Student Intranet
Moodle (primarily for students)
Email mainly through the College Newsletter (aimed at staff)
As well as the above, there are numerous examples of CSR initiatives by the
College, for instance, hosting the 13th International Conference on Social
Responsibility (blog, 2013) in the summer of 2014, which attracted academics from
around the globe.
Examples of teaching CSR within the College
CSR covered in a wide variety of modules and under different titles within the FE,
and HE Construction Department covering for instance, sustainability which Newman
et al (2004) define as: “balancing and integrating environmental, social and
economic elements for long term benefits”. Within the HE teaching from September
2015, the Business School curricula was the pioneer in teaching on CSR with the
first ethical module, ‘Marketing Ethics’ introduced in the early 1990’s by a lecturer
from within the department (Jahdi, 2013).
Questionnaire Results
A qualitative research methodology was carried out using a questionnaire with ten
open and closed questions, preference ratings and clear, non-biased statements to
enable an effective analysis of how staff perceive socially responsible activities
within the College. Data gathered provides a comparison of socially responsible
initiatives performed by the college with the perceptions of staff and students of
those activities. It should further highlight trends or similarities, as well as strengths
and weaknesses. The sample surveyed comprised of nineteen College staff, three of
whom were also undergraduate part time students on HE courses at the College.
Twelve female (63%) and seven male (37%) staff completed the questionnaire.
From these the youngest was in the 18-23 age range and the oldest was 55-64
years old. From the nineteen surveyed, two were managers and two identified
themselves as ‘other’. The remaining fifteen were clerical or administrative staff.
Q1: Are you aware of socially responsible activity within Bradford
College?
Eleven staff were aware of socially responsible activity around the college and
seven were not. Five of the seven male staff were unaware of activity (71%).
Of these, two rated CSR as important, two as somewhat important and one
rated CSR as not at all important.
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Q2: How important is Corporate Social Responsibility to you?
Most staff surveyed agreed that CSR was important (37%), no staff rated it as
Q4: Ratings on the incorporation of Socially Responsible Initiatives
Participants were required to rate the College on how it incorporated social
responsibility within four areas on a scale of 0 = not at all to 5 = strongly. 84% rated
the college on their environmental awareness.
Q5: Opinion on the colleges Motivation for CSR
Participants were asked to give their opinion on why the College is involved with
CSR by ticking all statements that applied. Almost all staff (82%), thought
involvement was done to improve the image of the college, which correlates to the
popular conception that CSR is a marketing activity. Interestingly only eight of the 19
(42%), thought ‘ethical reasons’ were a motivating factor.
Q6: What benefits ‘do you think’ the College gains by adopting CSR into its
practices?
To assess whether the previous question invoked bias due to the wording I asked
the same question on motivational reasons to adopt social responsibility, this time
emphasising the benefits the college gains. Reputation (or image), was again
deemed a clear benefit for adopting such strategies and scored the same as
previously (84%).
Q7: Staff were asked what measures the college has implemented towards the
environment. Both energy saving and water reduction scored lowly. However the
majority of staff surveyed were based in the Old Building, which is the college’s
original grade II listed building, completed in 1882 (buildings, 1983). The building is
notoriously bad for energy wastage e.g. staff are unable to control the main heating
system, which could have skewed the results. If asked of staff from Trinity Green this
may have yielded a higher result. Water reduction was the lowest scoring answer (1
person); however there was no mention of any initiative to do so in the literature
reviewed when researching publicity materials.
Q8: Staff were assessed on their knowledge of work that the College does to help
the local community by marking all they had heard about. The majority (79%)
thought the college helped the community through environmental activity with
philanthropic activity relating to teaching, volunteering and fundraising closely
following (74%). Four people had no knowledge of what activity the college did; three
of these were male, which again suggests women are better informed on CSR
issues.
35 | P a g e
Q9: Cost was rated as the biggest barrier to the development of socially responsible
initiatives within the college (68%). Other reasons listed had a similar response but
‘lack of assistance’ was perceived as the least likely barrier and was rated almost
half as often as cost (37%).
Q10: Staff were asked if they had any suggestions regarding new initiatives the
college could implement. Three staff responded, two had one suggestion and one
had three. One person wanted to know the carbon footprint of the Hockney Building.
Worryingly one suggestion was to implement recycling which the college does in full
view of staff and students, however this may suggest the respondent would like
current activity to be extended as recycling bins for plastic and aluminium are mainly
located in the main canteens so not readily accessible.
Conclusion
It is beyond doubt that CSR has gained popularity in recent years with both Small
and Medium Sized Enterprise’s (SMEs) and within Educational institutions (Jenkins,
2006). Many Higher Education providers focus on teaching social responsibility
mainly in terms of initiatives neglecting work alongside students and the outside
community to improve their immediate environment (Atakan and Eker 2007).
Bradford College clearly involves its staff, students and the wider community in its
socially responsible activities. Whilst the College is not a traditional business, both
FE and HE providers face drastic cuts to funding and increasingly rely on fee paying
students to remain profitable. The curricula as highlighted earlier further reflect the
College’s commitment to teaching CSR. In addition continuous environmental
initiatives add more credence to Bradford College’s claims to be socially responsible.
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A Relevant City and the Symbolic Resources
of Art and Poetry
Dr Robert Galeta, BA (Hons), PhD
School of Art & Design
I am not a human geographer, I teach history and theory of art with a background is in
Classics and in particular Greek poetry, with an understanding of its central role in its
communities; and this underpins much of what is to follow.
The 'relevant' in the first part of the title is a conscious homage to a remark made by the
architect Richard Rogers when making a presentation of the Lloyds building project at the
Royal Institute of British Architects in London in 1980. This was three years after the
Pompidou Centre opened in Paris and four years after the critic Charles Jencks offered the
term 'postmodern'. When the Pompidou was new and clean it looked extraordinary, and still
does from the steps of Sacre Coeur, like something from planet Zog. So, not surprisingly, in
the course of Rogers' presentation and perhaps in response to a question he said:
“There has been a lot of talk about postmodernism. I thought to be modern meant to be
relevant and I don't see how you can get post-relevant.”
It can be argued here that the meaning of 'relevant' has to be re-thought again.
For the second part of the title the intention is to put an image in your mind. In the 8th century
B.C. certain Greek cities sent out colonists to found new cities in southern Italy and
Marseille. This might have been due to over-population or to protect trade routes, it is not
fully known. So a number of ships sent out with families; each ship containing a poet who
would lay out the topography of the city. He would speak or sing its layout thus validating
and authorising it, because the poet for these communities had a special relationship with
the Gods. The first line of Homer's Iliad, 'Menin aeide thea...'- "Sing to me Goddess of the
wrath...of Achilles'- is a typical imbrication of divine authority already inside the poet's poem.
The cities of Chalcis and Corinth and others wanted the new cities to be autonomous, so
they had to be authorised in this way by a poet's voice.
I wonder if the technicity of human science discourses is a hindrance to them; a technicity
which gives an apparent transparency of discourse. Around the year 2000, I was involved for
several years with an arts group in Bradford involved in debates about regeneration- which
went nowhere. At a contested point of debates there would be thrown back at us 'You don't
understand' and the apparently decisively authoritative phrase 'Be realistic'. At which point
one would have to invoke Lacan and his three-part model of the condition of subjectivity, the
imaginary, the symbolic and the Real. The point is that the radical gap between symbolic
language and the Real cannot be pre-validated by a call to realism as if we know what this
is; to planners and politicians it seems nothing more than a financial consideration, not even
as substantial as a properly economic one.
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However, in my opinion among the human science discourses, anthropology has a level of
self-reflexion which tempers its technicity. An important text here is Les fonctions
psychologiques et les oeuvres by Ignace Meyerson published in 1948. 'Oeuvres' here might
be translated as 'cultural works' as they include language itself and religious practices as
well as art. Meyerson was part of a group of researchers working in psychology, however,
feeding in anthropology and semiology, including Mauss and Saussure. His work is very
much about the active, transformative nature of cultural tools. Thus in the case of religion
there is an 'originary event' connected to a remarkable personality which is both 'singular' but
also invested in to become 'significant, exemplary and indefinitely renewable. The regulation
of our conduct, of our feelings, of our thoughts is centred on this possibility: the repetition- at
once commemorative, symbolic and real- of the initial divine act.' (1)
In order to add currency to this, mention could be made of a very interesting issue of the
Journal Sciences et Avenir, July/August 2001 devoted to the cognitive unconscious- how the
neurosciences are approaching some of the territory previously theorised by psychoanalytic
discourse. An essay by Bernard Lechevalier discusses a 'cognitive unconscious' which
performs a kind of pre-editing or probable expectation of the significance of an encounter
with something in the world. (2) This is interesting since it continues an investigation- going
back to the Greeks, phusis/nature and nomos/culture- of how much such an expectation, not
at the time available to consciousness, is a wider phenomenon of being human or how much
it is a culturally learned and internalised phenomenon.
The image below is of the city of Todi in central Italy not far from Perugia. Apparently Todi is
a model Greco-Roman and, of course, renaissance European city because it has one and a
half squares. This creates a to-and-fro, or to put it another way, movement is not totalised.
Not certain whether the church is in one square and the town hall in the other or if they are
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both in the big square, or which has the market, however, the to-and-fro still remains.
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An aerial view of the same city
The next image is an aerial view of another kind of model city, Gatehouse of Fleet in
Dumfriesshire in Scotland. This is an early example of such an industrial built environment to
serve a factory, from the last half of the 18th Century. The intention was to show the model
which is in the Heritage Centre- which was a flax mill- and to wonder about making the real
thing from a model as if the people in the real one would have to be almost clock-work. The
grid of workers' houses seems to me to result in one sharp edge in particular almost piercing
the sinuous membrane of the river. The grid instrumentalises space, which is obviously not
the same as attending to place. Actually, being in this town is not oppressive because of its
small scale and the retaining of vernacular design for the houses. But when such models are
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scaled up and in due course extended and pulled down based on heterogeneous ownership
and generally instrumental development the familiar and disturbing phenomena of very large
built environments appear: here is an image of a rag-picker by Rafaelli, about 1912. It is part
of a mini-genre in painting also featuring individuals on benches on boulevards, maybe out
of work, maybe old, apparently isolated from the great story of urban progress.
I've brought in images and also quotes from three or four practitioners who, for me, are not
just interesting as great architects or artists but for the way they use language to think.By
way of a preface and to further explore the condition of art, here are three quotes. The first is
from the art theorist Adrian Stokes who studied the psychoanalyst Melanie Klein's theorising
of part-objects and the integration of the subject. Her writings prompted a number of further
reflections on the value of art to offer a deeply satisfying resolution to us through its formal
qualities and not just its content. (3)
'We very often associate creativeness first of all with an ability to disregard an order
elsewhere obtained, to ignore an itch for finality in favour of a harder-won integration whose
image may still suggest an overpowering process, no less than its integration with other
elements. Hence the invitation in art, the invitation to identify empathetically, a vehemence
beyond an identification with realised structure, that lies, we shall see more fully, in a work's
suggestion of a process in train, of transcending stress, [...]' (4)
Now two quotes from a much earlier 20th Century art theorist Roger Fry which in retrospect
seem to parallel Freud's not fully-formed thoughts about the condition of art:
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“I have admitted that there is beauty in Nature, that is to say that certain objects constantly
do, and perhaps any object may, compel us to regard it with that intense disinterested
contemplation that belongs to the imaginative life, and which is impossible to the actual life
of necessity and action; but that in objects created to arouse the aesthetic feeling we have
an added consciousness of purpose on the part of the creator, that he made it on purpose
not to be used but to be regarded and enjoyed [...]” (5)
'Supposing, then, that we are able to isolate in a work of art this purely aesthetic quality to
which Mr. Clive Bell gives the name of "significant form". Of what nature is it? [...]
I think we are all agreed that we mean by significant form something other than agreeable
arrangements of form, harmonious patterns, and the like. [...]
[...]One can only say that those who experience [the aesthetic emotion] feel it to have a
peculiar quality of "reality" which makes it a matter of infinite importance in their lives. Any
attempt I might make to explain this would probably land me in the depths of mysticism. On
the edge of that gulf I stop.' (6)
This is a drawing for the 'grey furniture' by Ettore Sottsass. '[The grey furniture] comprised a
huge bed with rounded corners and neon lights, a mirror with a wavy neon frame, a corner
cupboard framed by round-cornered fluorescent tubes, a table, a bookcase, a magazine rack
and so on.' [Then a quote by Sottsass]
"Grey is a very sad colour, maybe the colour my hairs are going into; I mean a colour that
will create some problems for anyone who would like to use it for advertising detergents,
toothpaste, vermouth, aperitifs in general, Coca-Cola, elletro-domestici, deodorants and all
that."' (7)
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Here is his grey butter dish. As well as an understanding of modern European design,
Sottsass' inspirations came from an extraordinary, not perhaps schizophrenic but
complementary interest in American consumerist kitsch culture and eastern spirituality and
its permeation of everyday practices and objects. He travelled widely in both places. He went
to the west coast of America to see what the Hippies were about, new approaches to living a
fuller life, the role of music with bands like The Grateful Dead. His essays from this time
were collected in A Sottsass Scrapbook published in 1976.
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This image is one of a series of lithographs called 'The Planet as Festival' from 1972:
'The Planet as Festival [...] drawings and [...] lithographs [...] depict such "superinstruments" as a monolithic dispenser for incense, drugs and laughing gas set in a
campground, rafts for listening to chamber music on a river, and a stadium to watch the
stars.' (8)
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Below is a photo of a house in India taken by Sottsass. This is reproduced with others in the
journal Terrazzo, Fall 1988 as part of his 'Travel Notes' essays in the first issues of this
journal. This is an edited opening from the Notes, though editing his writing is not a good
idea, this is just for the purpose of my presentation. I heard Sottsass talk at the then
Boilerhouse in the Victoria and Albert Museum in 1984 or so and he speaks like he writes:
'In all the places I've been to I have felt someone there was designing houses, just as in a
wood you can feel the presence of mushrooms. [...] I think that architects sometimes don't
design houses but ideas that can be had of how to design a house and then they design the
ideas about how to design the ideas to be used to design a house [...] all this to say that
there are times when architects- as specialists, as a special caste- collect ideas about
architecture, a gigantic quantity of ideas and information about architecture and then this
information is organized, published and communicated, interpreted, supported and then
catalogued until eventually all this information and all these catalogues become tout court
the actual existence of architecture itself [...] they become the manner itself, the manner of
being understood [...]'
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Then he goes on to praise the use of play and to talk about his uncle Max who mysteriously
disappeared, leaving only a photograph of himself leaning on a boat perhaps on a North Sea
coast. Then Sottsass gives a speculative story of what became of him:
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'...he had gone away along uncertain roads [...] where the air was probably inebriating, the
skies infinite and where life could be a permanent curiosity, surprise, rapture. He had not
stayed in Innsbruck to talk with the priests of the big churches to get commissions for
baroque altars to be carved in wood [...] He hadn't stayed with his carpenter brother to talk to
the rich owners of hotels, restaurants, trattorie so that they would give him commissions for
wooden doors, facings and furniture. He had simply gone off across the open sea, who
knows, maybe eastwards, to Bangkok, Canton, Yokohama, or maybe even further, this is not
known. Evidently my uncle Max did not think of solving "the problem"; he probably didn't
even believe in "a solution"; my uncle Max did not even agree to play the game of those who
are protected by others, who are protected by others, who are protected by others, ad
infinitum [...]'
This is an image of two houses by the Slovenian architect Marjetica Potrc. What she does is
go to places and communities in great difficulty and see what materials are actually around
to construct dwellings- and dry toilets, which are really something to see. So for me she is in
touch with the real without pre-assumptions. For example part of the building on the left is
made out of milk-crates. I should point out these are images when she re-presents her work
in a gallery situation. I will quote from an article about her work by Jennifer Higgie in Frieze
journal May 2006:
'When asked why she shifted her career from architecture to art, she said, "I don't like the
idea of sitting in an architect's office and drawing plans, poring over papers and thinking
about a city as a body that you can control, save and operate like surgeons do." [...] In many
ways [...] her artistic lineage can be traced directly back to the fascination Dada and
Situationist artists and writers had with the aesthetics of everyday life, with the idea of the
city as an organic moral entity, and to their shared belief in social change being integral to
creativity- and vice versa. [...] "one could say that the empowerment of individuals through
architecture is political, and this is true- design and aesthetics, after all, have never been
neutral. But this misses the main point. For it is simply a question of human dignity to be able
to build your home the way you envision it."'
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This is an image of a restaurant by Nigel Coates in a big Japanese city in the early 1980's.
You can see on the outside a mid-century sort of Boeing aesthetic and on the inside neoclassical statues decorating a mezzanine and on the ceiling an oval panel painted in the
baroque style. In work like this Nigel Coates seems to have said to himself, well if a modern
Japanese city is a leave-it-a-mess cultural/representational situation then let's respond to it,
and one might call this deliberate approach genre-collision. We might assume a large
Japanese city is in such a receptive condition because America won the second war and
things American flooded a still traditional culture. But in fact there were pre-war trade
agreements, with Columbia singing one in 1927 and soon after RCA; so cultural products
were already becoming available to the Japanese market.
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The last image is a projection onto a monument by the Polish-American artist Krzysztof
Wodiczko. I think this is one of his most powerful works from this period of his projections.
The monument, I'm not sure which American city it's in, is to the American Civil War dead.
The image projected is of a homeless person. So the message for me is that that war then is
not just in the past but a marker as well for another war going on, between the rich and the
poor.
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Conclusion
I wish to conclude with a quote by Wodiczko from 'Foreign art', in The Hybrid State, Exit Art,
New York 1992:
“The artist who wants to make a contribution to this present [a world displaced...], seen as a
house where the past and the future live together...would need to learn to function as a
nomad sophist in a migrant polis, providing new language tools...As a practitioner of
democracy in this place called public, which is politically guaranteed but effectively nonexistent because empty, the new sophist, like his counterpart in ancient Greece, must
recreate an agora or forum every time he or she wishes to speak or listen...The sophist must
be prepared to play a questioning role which goes beyond corrupted forms of
communication. In a democracy, the most important right is that of representation.”
References
1. op. cit. p.55.
2. 'Inconscient et neurone', op.cit. pp.24-9.
3. v. New directions in psychoanalysis ed. Melanie Klein, Paula Heimann, R.E. Money-Kyrle,
Basic Books New York 1955.
4. The invitation in art, London 1965 p.16.
5. 'An essay in aesthetics' in Form and vision London 1920 p.24.
6. 'Retrospect', ibid. p.199.
7. Ettore Sottsass Jnr, Penny Sparke, The Design Council 1982 p.57.
8. Visionary architectural drawings, Bevin Cline, Tina di Carlo, MOMA New York 2002.
N.B. This paper was based on Robert Galeta’s presentation at the 2013 Ambiances
Conference Royal Holloway London.
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How Technology can Empower the Lecturer to Work
Smarter when Providing Electronic Feedback to learners –
A summary of an MA Dissertation
Matthew Bentley, BSc (Hons), PGDip PCET, MA PCET
Curriculum Team Leader, HE Computing
Introduction
Traditionally, the lecturer provides feedback to the learner by writing comments on
their script, culminating in the completion of a feedback sheet. This could be hand
written or typed and printed, but in all cases, serves to summarise the overall quality
of the work produced by the student. However, with the advancement in technology,
tools and computer systems, learners now submit their work digitally, without ever
being produced in a tangible form. With this in mind, the traditional feedback sheet
is now disconnected from the work that is submitted by the learner, as it is produced
separately from what was submitted and at best, is uploaded as an electronically
typed document accompanying what the learner has submitted. In order to connect
the two into a cohesive electronic whole, can smart technologies be made to work for
the lecturer in order to affect the provision of more effective feedback to the learner
and empower the lecturer to work smarter, not harder?
The research that I carried out aimed to appraise the different types of smart
technologies currently available and how these can be used to facilitate the marking
of student work and the format in which effective feedback can be provided.
Furthermore, can smart technologies empower staff to use the flexible learning
environment proposed in the College’s new David Hockney building to their
advantage, promoting a work ethic that moves towards the paperless office?
To do this, I obtained the opinions, thoughts and experiences of academic staff who
work within the specialist area of Computing. Furthermore, I undertook consultation
with students from the area in order to ascertain their experiences of receiving
feedback and which previously used methods held the most credence in their
opinion. Underpinning this, I reviewed relevant literature in order to dissect effective
feedback mechanisms, relevant case studies and current smart technologies in order
to affect a conclusion. With this in mind, I identified that my study would need to
address the following: 



Identify suitable smart technologies that can facilitate the provision of
electronic feedback to learners.
Review opinion as to the preferred way of doing this from both staff and
student perspectives.
Indicate the ideal process of providing electronic feedback with a view to
working smarter not harder.
Review considerations of ethics, continuing professional development,
professionalism and changing workload models.
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
Highlight relevant Issues and challenges faced in implementing these ideals
across a mixed-economy college.
Review of Relevant Literature
Upon reviewing relevant literature, I realised that feedback, regardless of its guise or
origin, needs to be timely, relevant and clearly indicate to the learner where
improvements can be made. It does not matter what format, mechanism, technology
or platform delivers this feedback, as long as it adheres to the good practices
indicated above, then it will enable the learner to continuously develop (Gravells
2008, p.86; QAA 2012, p.13). With this in mind, it is not just a case of providing any
old annotation on a learner’s piece of work. Tutors’ need to revisit the principles of
what makes feedback effective and couple this with sound annotation techniques in
order to apply this to a piece of work using smart technologies (Reece and Walker
2007, pp.368-369).
Conversely, if the speed of feedback to the learner is key to its potential to yield the
greatest improvement, then less emphasis should be placed on its overall quality or
quantity. It would seem then, that feedback could be provided in stages using
formative techniques coupled with annotation, in order to quickly pinpoint both good
and bad practice to the learner. This can then be followed up with more detailed,
typed up feedback that supports the annotated initial formative feedback, where
appropriate (Minton 1997, p.197; Petty 2004, p.450).
With this in mind, using smart technologies could facilitate the speedy provision of
initial, formative feedback to the learner, through the use of short annotated
comments throughout their work. This would then afford the lecturer more time to
produce detailed summative feedback and negate the temptation from the students
to harass their tutors for quick feedback or their final mark (O’Malley 2012, Online).
This also supports the view that the education sector can see the potential in smart
technologies and supports the notion that academics can incorporate them into
current teaching and learning strategies for the benefit of their learners (Robinson
and Appukuttan 2013, p.23). Additionally, the use of VLE systems as a repository
for electronic assignments and feedback, regardless of its format, can be considered
secure and does not provide the ethical risk of unauthorised access and tampering.
Finally, considering the current prolific use of VLE environments for uploading and
storage of feedback across the educational sector, to worry about the ethics of
where and how feedback is stored and accessed now is rather a moot point (JISC
Digital Media 2013, Online; Ofsted 2009, p.4; Petty 2004, pp.453-454; VLE4VET
2011, p.13).
The iPad can become an effective tool for annotation, as long as you do not rely on
the bundled apps, but use third party alternatives instead. Furthermore its ‘walled
garden’ approach to software, apps and device usage means that accessing files
can only be achieved through the use of Apple’s proprietary cloud services (Apple
2013, Online; McCann and Beavis (2013, Online). This is something that also
affects all Android and Microsoft Surface tablets, but to a lesser extent, as both
platforms have the added advantage of a USB port to load and save electronic files
directly (Dell 2013, Online; PC World 2013, Online). Finally, the literature helped me
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to identify that the PC-based hybrid tablets, with their detachable keyboards and
rotating touchscreens, would be ideally suited to solving the issues purported in my
study, due to their performance and flexibility in software compatibility (Poeter 2012,
Online; Teach-ICT n.d., Online; McCann and Beavis 2013, Online; Endler 2013,
Online).
In order for an institution to successfully migrate to a new building and adopt new
working practices, frameworks must be put in place to ensure that a thorough
programme of training, debate and reflective practice is undertaken. Without this,
there is a real danger that an institution will resort to an accelerated and piecemeal
approach to training, without considering the needs of their academic staff or if the
training provided is ‘fit for purpose’. This could result in academics simply not being
able to cope with the speed at which they need to absorb content, or change their
working practices and will passively engage in CPD as a result. Staff need to be
given the time and support in order to experiment with new facilities, processes and
technologies in order to find new ways of utilising the changing teaching and working
environment that they find themselves in. Moreover, they need to be convinced of
the importance of technology in developing new teaching and learning practices,
along with a more responsive provision of feedback to the learner that meets their
expectations as well (Coffield 2007, p.16; Hafez et al. 2008, pp.6-8; Kennedy 2005, p.248;
UCU 2008, Online).
The literature review I carried out clearly indicated the traits of effective feedback but
what was not clear was the best approach for annotating electronic work or the most
appropriate smart technology to use. Furthermore, I identified that staff may also
lack the confidence to use smart technologies and they may need convincing as to
how effectively they can support the provision of effective feedback to the learner
against the backdrop of a new ‘learning plaza’ environment.
Findings of my Research Surveys
Despite the indicated competency of those surveyed in the use of smart
technologies, this did not manifest itself in the style of feedback provided to learners,
or the use of freehand annotation tools. The findings also proposed that an inability
to get access to the technology within the workplace was a contributing factor in the
poor adoption and use of smart technologies within the department surveyed.
Additionally, it was clear that the smart technology that is recommended must be
able to meet the suggested annotation ideals purported by those surveyed.
Furthermore, appropriate training and allocation of development time appeared to
provide the biggest barriers to the adoption of smart technologies for providing
electronic feedback. More positively though, the data did suggest that not only could
smart technologies enable staff to provide effective annotated electronic feedback,
but they can also help to facilitate smarter working practices that a new building may
demand. Finally, the purchasing decisions being made for the new building could
play a key role in the potential for the recommendations of this study to be adopted.
Finally, even within an IT savvy department, there was uncertainty as to the
continued use of this technology for annotation and demands were made for further
training to be available to help get the best out it. If the College were to roll out smart
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technologies as part of the new build, then how are other staff going to cope, for
whom technology is not their strongest area, nor is it their hobby. Looking at these
findings, training and support will be crucial to the use of smart technologies collegewide. Furthermore, it would be key in avoiding a technology backlash, where staff
simply refuse to use something with which they are unfamiliar, feeling that they do
not have the support in place for them to get to grips with it (Elliot 1991, pp.96-98).
Conclusions drawn
Upon undertaking this research, my preconceptions were that staff participants
within the HE Computing area would have prior experiences in using smart
technologies and would bring this to bear in facilitating the provision of effective
electronic annotated feedback to their learners. Additionally, there would be a real
passion for using this technology in order to streamline the provision of feedback,
driven by a keen interest in all things IT related, seen as this is the department’s
specialism. Despite the author’s passion for this topic, allied to a thirst for
developing the use of smart technologies further within teaching and learning, it
would seem that not all colleagues share this view. Many of those surveyed were
not sure if they will use smart technologies to assist with future marking and were
reluctant to experiment further with the technology. The research presented the
main factors for this to be a lack of current training provision and a paucity of
equipment available to experiment with provided by the College.
In light of the new David Hockney building, opened to learners in September 2014,
the work of Stewart (2012, pp.30-33) states that there simply is not enough data on
how effective these new learning environments are, or the changes that academics
may have to make in order to adapt. With this in mind, the impact, effect or barrier
that this new environment may have on this study’s ability to bring about the
introduction of smart technologies, smarter working practices and annotated
feedback within College cannot be ascertained without further research. Only a
process of trial, analysis and reflection, with a view to evolving the practices of
applying smart technologies to feedback will ensure the successful adoption and
development of what this study purports (Bell and Gilbert 1996; Elliot 1991, pp.9698; Sachs 1997, p.231; UCU 2008, Online).
Based on student and staff opinion, along with the author’s own findings, smart
technologies can provide a more flexible, smarter and focussed approach to
providing annotated electronic feedback. Moreover, the literature review provides
some evidence to support this through the findings of Robinson and Appukuttan
(2013, p.23), who discovered that this technology facilitates the integration of both
work and personal systems. This is reinforced by the work of O’Malley (2012,
Online), who shows that it empowers the lecturer to provide formative feedback to
the learner in a more timely manner.
Students have also indicated that they get more out of annotated feedback, as it ties
the content of their work directly to the typed up summary feedback they receive at
the end of their essays, as Brown (2007, pp.73-77) suggests. With this in mind, any
recommended smart technology platform would need to support both the provision of
freehand annotation within a body of work, coupled with the ability to provide a
detailed, typed summary within the same application.
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With regards to the ideal hardware for annotation, participants have indicated that
the ARM CISC low power platform would be the best approach. While this will offer
the longest operating time due to its low power consumption, this did not fit with the
author’s experiences, and the literature review did not support this either. The issue
is that this processor is not able to run full versions of any current word processing
software, therefore using the ink annotation facilities in Microsoft Word for instance
would be ruled out. The use of word processing features are crucial if annotated
feedback is to be provided in the way that participants have suggested.
Another limiting factor is that devices powered by ARM CISC technology rely heavily
on cloud support as a means to access electronic files and files may need to be
converted into pdf format first before many ARM CISC based apps can open them
(Dahl 2012, Online). Being able to use one software application that can do both
freehand annotation and support fully functional word processing capabilities is
crucial to making the process of electronic annotation as hassle free as possible for
lecturers. Based on the findings, the author’s experiences and the work of Schofield
(2012, Online), using a smart technology featuring a PC-based CISC architecture,
coupled with the Windows 8 operating system will provide the most flexible solution.
The findings support smart technologies as being an ideal way in which to mark
electronic scripts, offering flexibility regarding accessing student work on the move,
which fits in with the flexible teaching and learning spaces created in the David
Hockney building (Schofield 2012, Online; O’Malley 2012, Online). Despite this, the
IT savvy department surveyed still expressed a need for further training to be made
available to help get the best out of smart technologies for providing feedback. This
highlights the importance of finding out what other academics think within the
College, for which IT is neither their professional discipline nor their primary interest.
It will also discover if there is an institutional consensus as to if the use of smart
technologies can really be of benefit when providing annotated electronic feedback,
and if academics are prepared to adopt the approaches in this study. Once this
further research is undertaken, only then will a clear picture be attainable as to the
training requirements to support the widespread adoption of what this study
recommends (Sachs 1997, p.270).
Implications
If the outcome of this study is to be adopted within the institution in which I work, it
cannot be expected for staff to continue to use their own smart technologies in order
to provide annotated feedback to their learners. The research carried out does
indicate that investment is needed in order to provide the required hardware and
software and make it available to all staff across every department. If the
recommendations of this study are to be implemented, this has a massive financial
implication and needs to be factored into the College’s future staff IT procurement
policies. However, the financial decision-makers should heed the warnings that
JISC (2010, Online) purport regarding ensuring that equipment purchased is ‘fit for
purpose’.
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Investment also needs to be made in staff training, so they are confident to use
smart technologies effectively and to encourage the widespread adoption of
annotated electronic feedback practices. Academics are more likely to adopt new
technology if it is not foisted upon them, but they are involved in a discourse of
reflection, up-skilling and identification of changes that may need to be made to
working practices so that this research may be implemented (Elliot 1991, pp.96-98).
If this is going to work in the David Hockney building, the research shows that the
College needs a clear policy on assessment feedback and the methods and
guidelines that should be adopted, to enable all staff to effectively and confidently
make any transitions that may be required. While the College may look to leading
institutions, such as Kunskapsskolan and Cornwallis Academies for success stories
regarding the new flexible approach to delivering teaching and learning, applying
these models remains a challenge (Kunskapsskolan 2010, Online; Cornwallis
Academy 2013, Online). There needs to be support, advice and training in place to
enable each specialist area to successfully make this transition and be smarter in the
utilisation of the new building, its different teaching and learning environments and
the purported technologies that will underpin this (Stewart 2012, pp.30-33; JISC
2010, Online). This is something that the College management and CPD providers
need to consider.
Any training that is provided should not just focus on using the technology, but must
also encompass effective annotation techniques and how to maximise the impact of
what you annotate has on the student’s ability to learn and improve. Furthermore,
curriculum areas would need to ensure that learners understand how best to
interpret the annotation given so that the potential for improvement can be
maximised (Brown 2007, pp.73-77; Wesley 2012, Online).
In order to fully ascertain the above implications, the participant survey would need
to be widened to encompass the whole College, so that a more focussed analysis of
what is required can be achieved. Within this, further work would need to be
undertaken to understand staff perceptions of annotation techniques, with a view to
tailoring a training package to support the effectiveness of freehand electronic
annotation and how this relates to the smart technologies being used. By doing this,
the further research will discover if there is an institutional consensus as to if the use
of smart technologies can empower the lecturer to work smarter when providing
annotated electronic feedback, and if they are prepared to adopt the approaches in
this study wholeheartedly.
Recommendations as to How the Aims in the Introduction Were Met
In terms of the preferred approach to providing annotated feedback, participants
have expressed a preference in providing freehand comments throughout the
student’s work, supported with a typed-up summary of the work at the end. This fits
in with my own findings, through previously trialled technologies and techniques in
providing annotated feedback to learners’. However, to ensure that this annotation
method can be implemented, the smart technology platform must firstly be able to
support both freehand and typing functionalities. Furthermore, this must also be
62 | P a g e
possible using a single application that is compatible with the format that the
student’s work has been uploaded in (Dahl 2012, Online).
With this in mind, the findings show that a PC-based CISC platform, with integrated
touchscreen and keyboard would be most suited to addressing the aims of my study,
as it offers the greatest flexibility in terms of applications that can be used. As
Windows 8 bridges the gap between the tablet touchscreen interface and the
functionality of a traditional PC, this would make it an ideal choice. Also, it allows for
a single application, namely Microsoft Word and its ink annotation tools to take the
students work, annotate it and provide typed feedback in one fluid process. This will
remove the need to use multiple applications in order to provide the feedback and
negate any file format conversion issues purported with RISC ARM platforms,
facilitating a smarter approach to marking work (Poeter 2012, Online; Teach-ICT
n.d., Online; McCann and Beavis 2013, Online; Endler 2013, Online; Schofield 2012,
Online). The findings have also highlighted the necessity for the PC-based smart
technology to have a tablet form factor for annotation, but have the option of a
detachable keyboard to enable summary feedback to be typed up. Based on this,
the literature review indicates the Dell XPS 12 here, as it received a laptop editor’s
choice award, being the best example of a hybrid tablet with detachable keyboard
currently available (Dell 2013, Online; PC World 2013, Online).
Through the use of the smart technology platform above, it will facilitate the
integration of both work and personal systems and deliver feedback in a more timely
and effective fashion (Robinson and Appukuttan 2013, P.23; O’Malley 2012, Online).
This provides some indication as to how the lecturer can work smarter in providing
annotated electronic feedback and improve their teaching and learning practices as
a whole.
In order to support the implementation of the above technology, a structured, tailored
training programme purported by Morss and Murray (2005, p.184) and Kennedy
(2005, p.248) would be beneficial for all involved. This will provide the catalyst to
enable each specialist area to make the best use of the new building, its different
teaching and learning environments and the underlying smart technologies that will
underpin this (Stewart 2012, pp.30-33; JISC 2010, Online). Only then will academics
feel confident in using smart technologies, dispel any feelings of self-doubt and drive
forward their status as a professional (Hillier 2005, p.20; Sachs 1997, p.270).
There are several issues and challenges to implementing what my study
recommends. These are the allocation of a budget to purchase the equipment
recommended, further research to find out the wider student and academic opinion
and the provision of suitable training programmes. In order to fully ascertain these,
the participant survey would need to be widened to encompass the whole College,
so that a more detailed analysis can be carried out.
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Summary
In closing, the study proved that the use of smart technologies can enhance the
quality of feedback to the learner and enable the lecturer to be more flexible in doing
this. The use of Moodle enables the provision of annotated electronic feedback and
the findings of those who participated indicate that this practice should continue.
Learners have expressed that they prefer feedback in this way, with the use of
freehand annotated comments, coupled with a typed feedback summary, which
broadly supports the authors own experiences. Furthermore, the literature reviewed
provided evidence to suggest that in adopting smart technologies for the purposes
indicated in this study, the academic can also work smarter as well.
However, despite the clarity provided in how smart technologies can be implemented
and the technologies that need to be used in order to best do this, the study has
uncovered many issues and challenges. First of all, the recommended smart
technology needs to be purchased and made available to all staff, so they may be
empowered to adopt smart approaches in providing annotated electronic feedback to
their learners’. With this comes the need for a suitable training plan, so that
academics can be properly supported throughout this process.
Another indicated challenge is in gauging the opinion of academics across the
college as a whole, to ensure that what is implemented will benefit everyone, not just
the IT savvy that formed the original participant cohort. In order to do this and to
confidently identify how smart technology can empower the lecturer to work smarter
when providing electronic feedback to the learner, a college-wide survey would need
to be undertaken to consider a broader spectrum of ideas and opinions.
What has Happened Since the Study was Completed?
Since the completion of this study, I was given the opportunity to present this paper
at the Paper call 6 Research Dissemination conference in March 2014. This was organised
by Ronan O’Beirne’s team and attended by a limited number of delegates from around the
college, who were also undertaking research, along with the head of IT services.
The colleges new work allocation model (AWAM) became fully implemented for the
September 2014 academic year and aims to allow staff greater freedom to tailor their
own training and scholarly activity to meet their perceived skills deficits. This goes
some way to providing opportunities for staff to trial different technologies and
become more confident with different technologies and applying them to their own
teaching and learning areas.
The IT procurement strategy for the David Hockney building has resulted in the
purchase of PC based hybrid tablet laptops for staff to use, from September 2014.
Based on this, my study has influenced the purchasing Decisions of the Colleges IT
services team and this now paves the way for staff to experiment in working smarter
using technology and have the opportunity to trial different ways of applying
teaching, learning and feedback.
However, although the AWAM makes concessions for staff to undertake training and
scholarly research, there is still a lack of structure to training on the new hybrid
devices being rolled out to staff. It is left to individuals to experiment and trial ideas,
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rather than a pre-prescribed programme being developed to help staff best utilise the
device they have been provided with to aid teaching and learning.
Furthermore, at the time of writing, the provision of PC-based hybrid tablet devices
has not been rolled out to all staff across the college, meaning that not all staff can
embrace the new ways of working that a ‘learning plaza’ style building purports.
However, my study has had some impact on the Colleges’ technology buying
decisions and in conjunction with changes to staff working practices, the opportunity
is there for staff to explore different ways of working, teaching and providing
feedback, even if there is no college devised framework as yet to explain how best to
do this. However, if you do not at least try to undertake some research, or voice
your opinion through a professional medium, then you will become ill equipped to
face the issues and challenges faced within your profession (Coffield 2007, p.21).
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