Wednesday 16 July 2008
Technology - some thoughts
A variety of technologies are proving great ways to gather evidence of learning taking place. The RARPA forms have been used to recognise and record progress and achievement. However we all know that these work well for some learners and not so well for others. Paper based record keeping has been an important requirement and sent in at the end of each course. There are clear guidelines for paper requirements. Will this all be necessary as well as IT generated evidence? I would be interested in developing a dialogue on how we replace some of the paper based record keeping with the information we are gathering with our cameras etc. I am picking up that the future is to replace (often unpopular) paper based evidence with IT evidence. This does however raise lots of issues. Some learners are happy for photos to be taken to record progress and achievement - but prefer the photographic and video evidence to remain within the study group or made into a personal record to keep just for themselves. Some learners may feel under pressure to agree to the regular use of a camera. Some learners may wish to ask lots of questions about exactly where the photos will be seen and not feel confident to do this. Is it appropraite to take photos at the beginning of a course? Is there a policy to address all these issues? Heaven forbid - do we another consent form? Do we need to send in this IT evidence at the end of the course instead of/as well as RARPA forms or should we be adjusting the paper work to complement IT record keeping. We all have individual views and are comfortable/uncomfortable with different 'intrusions'. As a learner I personally never mind filling in a written account and keeping a personal journal, but would hate video recording of my discussions and movements. It would be a terrible distraction to my artistic flow. I wouldn't mind a formal 'interview' being recorded, but not video as I worked and discussed ideas. How are we to reconcile everyone's different views and feelings? There are also lots of practical issues to discuss. Do learners provide memory sticks/CD discs for recording work and how do we make all these choices clear. I think most of the dilemas arise around 'evidence' and 'intrusion' -technologies to encourage and inspire learning (like the docucam) do not pose so many challenging questions. Sorry this is a rather long - but hopefully it will prompt some interesting responses.
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2 comments:
Yes Sara, it's so important to know the learners and respond to their feelings around the equipment. In one group I have both someone who doesn't want her work to be photographed, and someone else who is keen to be videoed. The use of the video camera has inspired learning for more than one of my learners, they've been more than happy to be filmed showing another a technique they wish to share. For some it's been very rewarding to watch a video of themselves captured working in class. Yes there are issues of consent - a few weeks back I set the camera on the gorillapod and filmed 15mins of one of my sessions. I've shown it to the group, on the laptop. It's useful for my own self-evaluation and very useful for the learners, they see how well they work, creatively and co-operatively. I'm going to give them a copy on a DVD. Some of them most definitely wouldn't want this clip posted, it's private and for them to enjoy.
I think this raises an important issue for observers, while the observer may see things that the tutor hasn't and can make useful suggestions, s/he needs to remember that the tutor knows the learners far better than an observer possibly can. The class can be quite private and intimate, we must be sure to minimise any sense of intrusion.
It's very useful to have these discussions, thank you for all contributions.
I agree...so many things to think and talk about. As each new development appears, I think it's important to consider the implications for us all. I especially see no point in "doubling up" the recording of evidence and think that any electronic format should replace/complement the paperwork, not be an additional burden.
As far as recording learners - I try hard not to get their faces in the picture because I too would feel uncomfortable being videoed at every turn. I agree wholeheartedly that any intrusion can destroy the very special atmosphere created in a class. Great sensitivity is needed all round, I think.
Anyway, isn't it the "learning" which is to be recorded and not the "learner"? Can the two be separated? Discuss!
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