Exquisite Education Podcast
By Exquisite Education Podcast
Exquisite Education PodcastDec 18, 2023
The Reunion - Integrating Employability at ARU with Beatriz Acevedo
In this four-part series, the Academic Leads for Employability responsible for developing and implementing the Anglia Ruskin Graduate Capitals framework reflect on the experience and how the framework continues to be important. In this final conversation, Beatriz Acevedo talks with Andrew Middleton about how the ARGCs framework proves to be versatile for developing sustainability in the curriculum.
The Reunion - Integrating Employability at ARU with Marina Boz
In this four-part series, the Academic Leads for Employability responsible for developing and implementing the Anglia Ruskin Graduate Capitals framework reflect on the experience and how the framework continues to be important .In the third conversation, Marina Boz joins Andrew Middleton and Beatriz Acevedo.
The Reunion - Integrating Employability at ARU with Adrian Scruton
In this four-part series, the Academic Leads for Employability responsible for developing and implementing the Anglia Ruskin Graduate Capitals framework reflect on the experience and how the framework continues to be important. In the second conversation, Adrian Scruton joins Andrew Middleton and Beatriz Acevedo.
The Reunion - Integrating Employability at ARU with Jo Outteridge
In this four-part series, the Academic Leads for Employability responsible for developing and implementing the Anglia Ruskin Graduate Capitals framework reflect on the experience and how the framework continues to be important. In this first conversation, Jo Outteridge joins Andrew Middleton and Beatriz Acevedo.
Creative Assessment
Beatriz and Andrew consider what is understood by the term 'creative assessment' in relation to a new sector initiative that invites any educator to discuss and share ideas and practice relating to creative assessment by writing a blog post. Further information about the call is at https://creativehecommunity.wordpress.com/2023/11/30/open-call-share-your-creative-assessment-ideas-practice-and-connect-with-others/
Mattering and Hospitality
Beatriz and Andrew discuss whether 'mattering' is a more useful term than 'belonging' when thinking about student engagement at university. From this, ideas about hospitality emerge.
EES522 Academic Identity & Subversion
We discuss the identities we have as academics and how we manage them when they come into conflict with each other. Subversive, autonomous, innovative and creative identities are in tension with the conforming identities we have to ensure our courses are clear, coherent and consistent, for example. Examining our 'leader identities', our legacy, and our desire to be collegial can help us to defend our academic practice and meet our student needs.
EES5E21 Why creativity in education matters
We start to explore the breadth of what is meant by creativity and why it is important to academics and their students. References* (note: I made explicit reference to 'possibility thinking', a term coined by Craft)Craft, A. (1999) Creative development in the early years: some implications of policy for practice. The Curriculum Journal, 10(1): 135-150.
Craft, A. (2001) Little c Creativity. In A. Craft, B. Jeffrey and M. Leibling Creativity in Education, London: Continuum.
EES520 Professional Capitals and Academic Leadership
What does leadership mean and how can leadership qualities be developed using the Anglia Ruskin Graduate Capitals?ReferenceTomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education + Training, 59(4), pp.338-352. https://doi.org/10.1108/ET-05-2016-0090[EESD520-Professional-Capitals-and-Academic-Leadership.mp3] (https://myaru.sharepoint.com/sites/S-100109-ExquisiteEducationPodcast/Shared Documents/Exquisite Education Podcast/EESD520-Professional-Capitals-and-Academic-Leadership.mp3)
EE215 E19 Beauty in Pedagogy
What is the role of beauty in education. In Western philosophy beauty was part of the moral education of people, associated to living a good life and nurturing virtues. In our times, beauty is a minefield: a capitalistic and colonial system dictating what is beauty and the objectification of female bodies, are not beautiful, hence talking about beauty in education can be difficult. In this episode Beatriz talks about her work about beauty and education, sharing some ideas with Andrew Middleton about creativity, engagement and compassion.
References including:
Beatriz Acevedo, Romas Malevicius, Hassiba Fadli & Carmen Lamberti(2022)Aesthetics and education for sustainability,Culture and Organization,28:3-4,263-278,DOI: 10.1080/14759551.2022.2028147
Csikszentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. HarperCollins.
EES517 Storymaking - an unconscious competence
In this episode Andrew creates a head for our exquisite corpse by reflecting on a presentation from Professpr Katy Shaw (University of Northumbria) who talked about the opportunity that storytelling give teachers and learners. She expplained how stories are systems for change, ways of making meaning, seeing and doing. Creating narrative is a process of meaning making, and the story can be understood as self-authored or collectively authored frameworks for understanding. The capacity to use stories is empowering for us as learners and critical thinking professionals - it gives us a mechanism for personalised learning through reflection. Stories matter - they bring us together or tear us apart.
EES5 E16 ChatGPT - threat, opportunity or necessity
Beatriz Acevedo and Andrew Middleton reflect on the threats, opportunities and necessities of AI and ChatGPT that educators need to consider. This three dimensional view identifies academic integrity, academic innovation, and the development of employability as important contexts for educators.
Top tip: Why not to attend the Global Festival on Active Learning, it is very inspiring, it does not take chunks of your time and it will give you some ideas on how to use this new technology for learning and teaching. https://activelearningnetwork.com/active-learning-events/
EES5 E15 Thinking Visually
EES5E15- Thinking visually.
Ocularcentrism is a perceptual and epistemological bias, ranking vision over other senses in Western cultures. It includes a preference for the written, rather than spoken, word. In this conversation we consider how using and making visual artefacts of all sorts is an under-developed area of pedagogy - but one full of potential given the technologies we have daily access to. "We say that ‘seeing is believing’, ‘see for yourself’, and ‘I'll believe it when I see it with my own eyes’. When we understand we say, ‘I see’. We ‘see eye to eye’ when we agree. We imagine situations ‘in the mind's eye’. ‘See what I mean?’ Commentators such as McLuhan argue that literacy and the printed word have played a key part in the elevation of the eye to such primacy as a way of knowing." ['Ocularcentrism', Quick Reference, Oxford Reference. Online at: https://www.oxfordreference.com/display/10.1093/oi/authority.20110803100245338;jsessionid=03017475272B74C0645F2866A2A5483B#:~:text=A%20perceptual%20and%20epistemological%20bias,be%20the%20opposite%20of%20phonocentrism).ocularcentrism"ocularcentrism" published on by null.www.oxfordreference.com[EES5E15- Thinkinking-visually.mp3] (https://myaru.sharepoint.com/sites/S-100109-ExquisiteEducationPodcast/Shared Documents/Exquisite Education Podcast/EES5E15- Thinkinking-visually.mp3)
EES5 E14 Why are we so angry?
We discuss the value of anger and how we can use our emotions to help us reflect on what really matters to us. We discuss how Beatriz has used this as a catalyst to engage students in personalised learning.
EES5 E13 Engaging Disruptive Students in Class
We discussed strategies for engaging disruptive students in class with our guest Biba Hassiba. In our discussion we considered the importance of empathy and trust and ways of fostering this through co-developed ground rules and introducing and facilitating small group activities.
Biba has been part of the Raw Tag project and is committed to creativity and active learning and module leader for Supply Chain Management. Biba asked us to discuss how we gain the attention of students who appear disinterested and difficult to approach
EES5E12 A caring nurse is a digital nurse
We consider how Sian Shaw's model of the Digital Nurse can help us understand digital fluency.
'A caring nurse is digital nurse' . There are those who would argue that you can be both caring and have an eye on digital. There seems to be a belief that the digital agenda will somehow interfere with the ability of nurses to care. Quite the opposite if nurses are not digital they will actually harm patients by not using technology to empower patients to use technology to manage their own health and well being, be able to use digital databases to audit/evaluate the quality of care, of facility the reach and impact of the NHS through using technology to enhance the powers of nurses to free up time to care.
Sian is Associate Professor in Digital Learning in Nursing at ARU. As we look for ways to clearly explain what digital fluency means, Andrew was inspired by what Sian wrote for the Philip Ives survey about the Digital Nurse. Sian joined us to discuss this framing and how we might apply it to other disciplines, e.g. the Digital Engineer, the Digital Criminologist, the Digital Historian, etc. The model asks us to imagine our our graduates as leaders in a digitally rich profession.
EES5 E11- What is Disruption in Class
A massive topic about the challenges facing teachers and the whole class now that we are back on campus. We discuss the importance of managing our own authority and how our attention must look after the interests of all students in the room - and not the attention seeker primarily.
Palmer's book on the Courage to Teach is used, but Tait et al's discussion of teaching as a performance is also useful here.
Palmer, P. J. (2017). The courage to teach: exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.
Tait, G., Lampert, J., Bahr, N., & Bennett, P. (2015). Laughing with the lecturer: the use of humour in shaping university teaching. Journal of University Teaching & Learning Practice, 12(3). https://ro.uow.edu.au/jutlp/vol12/iss3/7
EES5 E9 The glottalic sound of the exquisite corpse with Rebekka Puderbaugh
Today we have a very special guest: Rebekka Puderbaugh, teaching fellow at University of Edinburgh. She teaches and research on acoustic phonetics, phonetic description of understudied languages, glottalic speech, and phonation. In this podcast she shares how she uses the exquisite corpse games to create “monsters” that have certain body parts, but which will vary in form from one to the next. This provides an accessible “body” that can be “cut” into parts and allow for a discussion of how those parts are identified, given their potentially very different presentations. She shares a number of activities that serve as a metaphor for tasks that we need to learn in order to do acoustic analysis of speech – we first need to cut it up into parts, and to do that, we need to decide what information will reveal those parts and their edges to us.
EES5 E10 Gaining Recognition for your excellent teaching - Buy the Ticket
Beatriz and Andrew discuss how to be success in gaining recognition for your excellent teaching. The episode focuses on National Teaching Fellowship and its three criteria, but the advice is intended to inspire academics at all stages of their professional journey.
EES5 E5- The Inbetweeners: Liminal spaces and higher education
In higher education, do we pay enough attention to the non-formal learning spaces that we pass through between formal classess? Do we talk to students enough about the value of hanging out and loitering on campus? How does the idea of 'decompression spaces' help us to envisage self-directed and social learning spaces? And does the idea of the hashtag help us to think about good learning habits?
References
Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113 - 136.
Ito, M., Gutierŕez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S.C. (2013). Connected learning: an agenda for research and design. Online at: http://dmlhub.net/sites/
default/files/Connected_Learning_report.pdf
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 6, 1-26. DOI: 10.1177/0018726714536938
Turkle, S. (2011). Alone together: why we expect more from technology and less from each other. New York: Basic Books.
EES5-7 What is Civic Education
Warning: One of our hosts will be singing.
How do we as educators create space for students to develop politically so they are able to challenge and contribute to society at large and to defend their disciplines and their professions through life? How do we address 'post truth' and ignorance as educators? Isn't this an important role for higher education? Can and should active learning be more activist!?
Are you interested in joining us to discuss engagement in civic education? Please do contact us.
EES5-6 Digital Fluency and Engagement
Engaging students in online teaching is challenging. To what extent do the normal teaching principles of being clear, being provocative, and facilitating interaction help? How can digital fluency help? The conversation refers to spatial fluency, digital agility, digital welfare and the other dimensions of ARU's Digital Fluency Framework. These are discussed in more detail in ARU's Digital Fluency Toolkit: https://myaru.sharepoint.com/sites/i-lt/SitePages/DDF-Toolkit-Portal.aspx
EES5-5 Creating space for engagement
We discuss the importance of creating space within teaching to develop our students' expectations for their engagement.
EES5-4 Persona and imposter syndrome
EES5-4 Persona and imposter syndrome
We discuss professional identity, teaching as performance, trust and how we develop expectations of each other when in class with our students, How much of our real selves do we show and isn't being clear and professional, rather than friendly and humorous, our first responsibility to our students?
References
Middleton, A. (2022). A man walked into a bar: humour, space, self-deprecation, #activelearning. [Blog post] Tactile Learning, 16 September 2022 Tait, G., Lampert, J., Bahr, N., & Bennett, P. (2015). Laughing with the lecturer: the use of humour in shaping university teaching. Journal of University Teaching & Learning Practice, 12(3). https://ro.uow.edu.au/jutlp/vol12/iss3/7
[EES5-4 Exquistire Corpse-Persona and Imposter Syndromr.mp3]
(https://myaru.sharepoint.com/sites/S-100109-ExquisiteEducationPodcast/Shared Documents/Exquisite Education Podcast/EES5-4 Exquistire Corpse-Persona and Imposter Syndromr.mp3)
EE5-2 Creating A Sense of Intrigue
What’s missing?
How to create a sense of intrigue for our students by thinking about learning activities and assignments characterised by:
- A sense of absence
- The assembly of evidence
- What we discard – rather than what we keep
- Ambiguity
- Deduction
- Learning by analysing and interpreting what we find around us
Further information
Assemblage as an art form: Tate art terms: https://www.tate.org.uk/art/art-terms/a/assemblage
Assemblage theory: Delanda, M., (2016). Assemblage theory. Edinburgh: Edinburgh University Press
Middleton, A. (1998). Playing with Paradox: George Fullard 1923-73. [Exhobition catalogue]. Available on Amazon: https://www.amazon.co.uk/Playing-Paradox-George-Fullard-1923-73/dp/0863397646
EE5-3 Interdisciplinary Learning and Live Briefs (Employability)
Both interdisciplinary learning and work-integrated learning approaches like Live Briefs are typically unfamiliar to our students. How do we introduce students to making the most of these, especially when we create a rich but complex learning situation by bringing them together? Beatriz proposes a way for framing this with students.
References
O’Shea, A. (2014). Models of work-integrated learning. In: S. Ferns (ed.), HERDSA guide: Work-integrated learning in the curriculum, HERDSA, 7-14.
Rowe, A., Winchester-Seeto, T., & Mackaway, J. (2012). That’s not really WIL! – building a typology of WIL. https://www.researchgate.net/publication/237012354_That's_not_really_WIL_-_building_a_typology_of_WIL