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#TMBrisbane 2013 (September)
I recently publicised a TeachMeet that my students and I were hosting at QUT as part of a unit on English Curriculum Studies. This particular TeachMeet had the theme ‘What works in education?’ and was designed to facilitate the kind of professional sharing that I want to model for my students – open, generous and friendly with a focus on developing relationships and building communities of practice.
The picture above shows a few of our participants in further conversation during the tea break. This was an after-school session, run from 4.45-6.30pm, and it was great to see presentations from a wide range of contexts. Speakers on the day were:
- Alison Welch – The benefits of collaboration
- Mark Yeates – Use of LMSs from a Year Level Coordinator’s Perspective
- Greg Howes – Designing infographics to promote creativity
- Garry Collins – One little thing that works in teaching grammar
- Nathan Beveridge – Bananas about STEMx: Applications of Fruit and High Technology in C21st Learning
- Lisa Furuya – Gamifying your practice
- Kelli McGraw – The ongoing relevance of the Productive Pedagogies
- Anita Garnsworthy – Inside learning goals: Gathering student insight and feedback
- Josephine Wise – Leading and Teaching: 10 Top Tips for moving from Highly Accomplished to Lead Teacher
- Bruce Lee – Introducing the Scootle Community (www.scootle.edu.au)
The big messages and important links from the TeachMeet have been captured using Storify at this link:
The power of TeachMeet…
Reflecting on the event, I think the best part of a TeachMeet is the opportunity for face-to-face connection with other educators in a non-threatening environment. Although we also had a strong backchannel occurring in both Twitter and Scootle, it was the chance to ‘put a face to a name’ that I valued most.
It was also awesome to see experienced educators modelling courageous sharing for my preservice teachers – everyone authentically attempted the ‘pecha kucha’ or ‘micropresentation’ styles, which are challenging to master!
TeachMeets are PD events run in the ‘unconference tradition’ – they are free to attend and the presentations are short (2 or 7 minutes only). Our TeachMeet had a mixture of classroom teachers and school leaders, as well as a university teacher, a student/pre-service teacher, teachers undertaking research degrees and policy workers. I was so proud of my students for having the confidence to host the event and get involved in professional conversations…they also put on a pretty mean afternoon tea spread 😉
The next Brisbane TeachMeet will be held soon, on Thursday 24th October, at Marist Ashgrove. If you are an educator in SouthEast Queensland I encourage you to attend – you can sign up via the wiki.
It’s been over a year since I went to my first TeachMeet, up here in Brisbane. I presented a pecha kucha on ‘fair’ assessment and Project Based Learning and had a great time meeting a bunch of other educators from a wide range of contexts.
Now the time has come for me to donate space at my institution to the cause. Each semester I endeavour to arrange an activity that puts my preservice students in touch with teachers and practitioners in ‘the real world’, and this semester the TeachMeet will be that event! When I asked my students a few weeks ago if they were keen to act as hosts for this event they were really into it the idea and the planning (mostly of potential snacks) began straight away.
Our theme is ‘What Works in Education?’, which doesn’t really narrow the focus too much but is intended to get people interested in sharing good ideas.
If you follow this blog and live in Brisbane we’d love to see you at our TeachMeet!
Details for (FREE!) registration can be found here: http://tmbrisbane.wikispaces.com/
If you exist in the Twitterverse you can also follow along and add ideas during the event using the hashtag #tmbrisbane
*** Teachers, lecturers, preservice teachers and educators at large all welcome ***
I’ve been back from overseas now for a few weeks and have almost (almost) accomplished the Great Assignment Marking Catchup. We’re all faced with one from time to time, but for me having a trip overseas is still always worth it!
Part of my overseas stay was, amazingly, in Cairo. I had never been to Egypt before, or anywhere in the Arab region. Most of my time was spent at the MILID Week meetings at Cairo University, which was the event I was there to be part of.
What is MILID?
MILID stands for ‘Media and Information Literacy and Intercultural Dialogue‘. UNESCO, together with the United Nations Alliance of Civilisations (UNAOC) have created a UNITWIN Cooperation Program and Global Chair on ‘MILID’, to focus resources and efforts across partner universities from around the globe on Media and Information Literacy.
To give you an idea of what the group does, here are two of the seven objectives of the MILID network:
- Act as a Observatory for critically analyzing: the role of Media and Information Literacy (“MIL”) as a catalyst for civic participation, democracy and development; for the promotion of free, independent and pluralistic media; as well as MIL’s contribution to the prevention and resolution of conflicts and intercultural tensions and polarizations.
- Enhance intercultural and cooperative research on MIL and the exchanges between universities and mass media, encouraging MIL’s initiatives towards respecting human rights and dignity and cultural diversity. (http://www.unaoc.org/communities/academia/unesco-unaoc-milid/)
How did I get involved?
Across the globe there are eight universities involved as Chairs in the MILID program. My institution, Queensland University of Technology, is the Chair from Australia. Other countries represented are: Spain (Autonomous University of Barcelona), Egypt (Cairo University), China (Tsinghau University), USA (Temple University), Brazil (University of Sao Paulo), Jamaica (University of the West Indies), Morocco (Mohamed Ben Abdellah University).
This semester QUT has run a pilot course in Media and Information Literacy and Intercultural Dialogue, using the UNESCO Curriculum for MIL. Along with Michael Dezuanni and Hilary Hughes, I’ve been teaching the course to students online, for free, from over 70 countries.
MILID WEEK is a space to promote contact and cooperation between international organizations, associations, NGOs, universities, media, research groups, researchers, teachers, and students from around the world working in media literacy and information and intercultural dialogue. (http://milidweek2013.blogspot.com.es/p/presentation.html)
This year Cairo University was the host of MILID week, which ran from 22-25 April. Last year the week was hosted in Barcelona, Spain; next year the week will be hosted in Beijing, China.
What I liked best about my first MILID week was the opportunity it provided to speak in depth with colleagues in this specialised field. Over the days of debates and presentations we shared information about how media is being used (and subverted) in our countries and regions, as well as the politics of information literacy in schools and communities. This event gave us space to find common interests and develop shared strategies for promoting the concept of MIL.
What did I learn?
It was eye opening to consider such questions during the MILID week as: How can we plan collaboration via social media in a group that includes members from China? How can we share media texts across national boundaries to promote intercultural dialogue? How can media and information literacy support social justice initiatives?
Mostly I was interested to learn about how other universities worked and how much attention is given to media literacy and/or information literacy in different places. I came away with the impression that Australia is relatively well-placed in terms of access to traditional and new media, connection to the internet, and use of social media. But I wonder whether Australian students are exposed to practices of citizen journalism as much as they might be? It struck me that in a place like Egypt, citizens currently have a lot of motivation to produce their own stories and information…by contrast the culture of media consumption in Australia seemed complacent to me.
And, as always when spending time with folks from a range of countries, I was reminded of how monolingual my world is. I speak next to no words in other languages; most of the people around me from Anglophone countries were in the same boat.
If I can’t go in person to the MILID Week in China next year I’ll be disappointed now, as I feel like I only just got to know this group and my place in it! However with the week falling in April/May, right in the middle of semester 1 in most Australian universities, I can’t say I will be able to take this kind of a break away from classes again for awhile. Either way, I’ll be continuing to promote the new MILID journal and contribute online to the Clearinghouse.
Soon the MIL Curriculum will be available via an interactive module-based website, to complement the existing PDF of the Curriculum. I’ll be sure to post again with details once the site is launched!
Thanks to QUT Faculty of Education and UNESCO for supporting this travel and development opportunity.
The week we’ve all been waiting for, week one of the university semester, is finally here!
This semester, I will be focussing on the following areas of my English Curriculum Studies unit for development:
- Building in more support for student reflective writing. The design of my lesson planning assignment last year included a tutorial presentation of the key teaching strategies, but it didn’t really work that well. So I plan to change this element of the assessment to a written reflection, and add two targeted activities to tutorials in mid-semester to more constructively scaffold the task.
- Finding places to make connections between English curriculum studies content knowledge and other professional frameworks. In particular I want to ensure that students understand how the Australian Professional Standards for Teachers can be used to self-diagnose areas of strength and directions for further learning, and are knowledgable about the Productive Pedgagogies framework that is advocated by Education Queensland.
- Registration. After three years of running this unit it will be time to write up the final unit design, as well as a ‘scope and sequence’, so that the unit is ready to be passed on. At school we called this ‘registration’ – when the Head Teacher would check out your unit plans at the end of the semester and ensure you met your learning objectives. Here at uni there are other other mechanisms in place, but the Head Teacher check isn’t one of them. And official changes are made so sllllloooowwwlyyyy. So, for my own piece of mind, I’m going to put my own unit through a final tick-and-flick, then prepare my reflections and field notes for scholarly publication and sharing.
I’ve included below another classroom poster I’ve made, a visual resource to support my students’ engagement with the Productive Pedagogies – feel free to use and share (though note that the values/opinions expressed on it about alignment with ‘prac’ are only my own POV!).
And once more into the breach!