Thursday, 17 July 2008
Reflection
Some of us have been asked whether we'd mind being videoed while talking about how we've used technological equipment in the classroom when we meet at the Focus Meeting July 28th. My immediate reaction on being asked was, "How's this going to be used? Who's going to see it?" I can learn so much from this gut response I had, it really helps me to understand how learners often feel. It reminded me of Sara's recent Blogs, they seem so relevant.
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7 comments:
Lizzie, I think this brings about a few questions of trust.
Do your learners trust you enough to know that you wouldn't dream of using the video images inappropriately? I'm sure they do.
I hope that's also the case with the Focus Group.
Lizzie, the video will be submitted as some of our evidence of the learner voice (in this case you and Sara are the learners as you have been trialling new ways of working). LSN would ultimately have copyright on any resources that we produce and they may chose to have it on their QIA website. Then again it may not be used by them. We would not have the final say. The fact that have the opportunity to submit learner voice evidence electronically is backing up the work we've been doing in the last months with e-technology so it feels a nice way to do it.
a few thoughts
first of all this is a subject that fascinates me - I think it comes form being a carer for most of my working life alongside my artistic work.
The short relationship we build with learners does not give time for a deep understanding of each other to develop. This will be especially true with the emphasis on funding 'new learners' - so our time with each group of learners will be short - if we are to make it financially viable for the provider. This morning I have been working with tutors at GL14 community project who are about to start an exciting aded project 'Starting your own social Club'. This idea came from a group of adults with learning disabilities who wanted to do something interesting in the summer gap between college courses. We have been discussing how we will recognize and record progress and achievement. Of course all these issues have come up in our discussions. Meeting learners for the first time and learners meeting each other for the first time will prompt a diverse range of emotions. I certainly would not expect my learners to trust me to make decisions about how they feel about where video and camera footage goes. This would be especially true when working with learners with learning disabilities and learners who experience mental health illness. At GL14 we have decided to be cautious and our plan is to complement the RARPA form with digital photos and use the Epsom printer for learners to gather a folder of achievement in a diary/scrapbook form. We could then photograph extracts from the diaries at the end of the course -when learners feel more confident and relaxed to decide which image/information could be 'sent off'.
It is becoming clear that some sort of 'ground rule' discussion will become necessary - to set agreed behaviour regarding IT - similar to when discussion groups meet and address behaviour and confidentiality.
The majority will probably have no problem with the isssues around the use of IT and public exposure -however this makes it all the more important to consider the minority.
Thanks for the clear response on what will happen to the video footage. I am happy to write reports for the LSN - but I would not wish any video footage that I feature on to go on a website.
Oh for more time to discuss this! CRAF forms, course reviews and so on call before packing for holiday, so I'll keep it brief.
Gill, it's not a question of trust really, more a need to know. I welcome healthy inquiries from my learners - I inform my learners as fully as possible about Flickr, the Blog, and am pleased when they genuinely want to know.
We have to remember the great diversity of our learners. What might feel inappropriate to one might sound completely fine to another. A couple of my learners read this Blog regularly, one was clear that she didn't want a photo of her work on Flickr, one now looks at and leaves comments on Flickr regularly, very pleased she's been introduced to it. I welcome these healthy discussions in the classroom(as they stitch!).
Jane, would you mind outlining what QIA and LSN stand for? Thanks, just to ensure some readers don't feel excluded.
I seem to remember that the WOA (Whole Organisational Approach) project is funded by QIA, is that right? Please correct me if not. I really am keen to know more about the development of this project since it seems we're being asked to contribute. We're expecting an interim report from Karen Bilous.
I feel I can make an informed decision about being videoed when I've read that report and had a chance to discuss it.
Sara I like the sound of the latest GL14 project and it's good to hear about the "how to record RARPA" discussion. Please keep us informed.
Quite agree about the need to know what is the intended purposes of photos and video and before any question of trust comes in there are the forms to be signed and correct permissions to be sought. Though I generally don't mind if someone uses something of mine elsewhere, I want to know where and how they're going to use it. It's then that I have to trust them to not go beyond that boundary and send it to "You've been framed". I have a similar responsibility towards anyone I photograph/video, which is why I seldom capture faces or identities (my own included)
The diversity of our learners is an important point, too, Lizzie.
Enjoy your holiday!!
In response to Lizzie's comment I have taken a brief quote from both the QIA and LSN so you can see what they do - in their own words. I have also added their website to our links on the right in case you want to find out more. Thanks Lizzie for reminding me to take care to explain when using acroymns and jargon.
The Quality Improvement Agency (QIA) has been set up to spark fresh enthusiasm for innovation and excellence in the Further Education and skills sector. We are leading the challenge to those involved in teaching, learning and training to lift their performance and implement the government's reforms for learning and skills.
The Learning and Skills Network (LSN) is an independent not-for-profit organisation committed to making a difference to learning and skills.
LSN aims to do this by delivering quality improvement and staff development programmes that support specific government initiatives, through research, training and consultancy.
Jane - your concise explanation of 'who is who' and 'who does what' is really helpful - thanks
sara
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