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Gibbs (1988)                          Use of Miro boards for the first time to help create dynamic whiteboard and shared spaces for students to share design work.                         Description: Creation of share Miro boards to create group shared work spaces to share creative designs.         Feelings: This was very unsettling experience due to using another online technology that had only just been integrated into MS Teams and had only just been introduced to staff and students too.             Evaluation: This allowed students and staff to experiment with this new software together to help reflect on how to best use the new software and shared spaces.                          Analysis: The cheat sheets created for staff and students helped allow all users of the software to navigate the software.                  Conclusion: The cheat sheets created could have been shared in advance of the session in addition to the sign-up details, this would have allowed the session to run smoothly.                           Action Plan: Create shared resources and joining instructions available on NOW at an earlier date allowing the students to practice before the session; a basic introduction video would have also been useful demonstrating the software functions.                                                                                                

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Gibbs (1988)                          Use of Miro boards for the first time to help create dynamic whiteboard and shared spaces for students to share design work.                         Description: Creation of share Miro boards to create group shared work spaces to share creative designs.         Feelings: This was very unsettling experience due to using another online technology that had only just been integrated into MS Teams and had only just been introduced to staff and students too.             Evaluation: This allowed students and staff to experiment with this new software together to help reflect on how to best use the new software and shared spaces.                          Analysis: The cheat sheets created for staff and students helped allow all users of the software to navigate the software.                  Conclusion: The cheat sheets created could have been shared in advance of the session in addition to the sign-up details, this would have allowed the session to run smoothly.                           Action Plan: Create shared resources and joining instructions available on NOW at an earlier date allowing the students to practice before the session; a basic introduction video would have also been useful demonstrating the software functions.                                                                                                

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y, we were discussing about how governments apply different tools to stimulate the economy and one stu

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Dealing with a project student who had problems articulating clearly.
Tried to understand her POV and why she struggled to communicate as a Level 6 student.  Understanding her experience of projects was very limited and she lacked knowledge of how to frame questions.

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Description:
Students expecting me to explain an entire reading and then choosing not to answer the questions in a group exercise
Feeling: Irritated
Evaluation: Students didn't understand, or had not engaged with, what was expected with them at that level. They hadn't warmed to me yet as they hadn't met me in person.
Analysis:
Conclusion: Students needed telling what was expected of them in 2nd year, and reminding that their contributions or lack of, affected the group.
Action plan: Session set up with course leader to explain to the students what was expected of them. Meet the students in person. Email the group ahead of lessons with expectations and reiterate a number of times.

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Kolb   One day, we were discussing about how governments apply different tools to stimulate the economy and one students claimed that I insinuated the government implements wrong policy tools for influencing the economy and he added: we should not criticize the government Concrete experience (feeling): The students said it is not appropriate to talk about government and criticize it in the classroom Reflective observation (watching):  I tried to talk to the student and asked why he thinks it is not appropriate to talk about government policies in the class Abstract conceptualization (thinking): I tried to make sense of what has happened. I asked other colleagues and their previous knowledge.  Active experimentation (doing): I am more careful about sensitive issues in the class now

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Kolb   One day, we were discussing about how governments apply different tools to stimulate the economy and one students claimed that I insinuated the government implements wrong policy tools for influencing the economy and he added: we should not criticize the government Concrete experience (feeling): The students said it is not appropriate to talk about government and criticize it in the classroom Reflective observation (watching):  I tried to talk to the student and asked why he thinks it is not appropriate to talk about government policies in the class Abstract conceptualization (thinking): I tried to make sense of what has happened. I asked other colleagues and their previous knowledge.  Active experimentation (doing): I am more careful about sensitive issues in the class now

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Situation: My Initial seminars

Concrete experience- using break-out rooms was quite technically confusing

Reflective observation- I observed initially that it always worked in some classrooms but not in others at the University

Abstract conceptualisation
Next time I marked one room

Active experiment
I went to that classroom and configured my laptop there and it started working always, even at home

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Situation: Coloured paper for dyslexia

Concrete experience: Learning how students use different methods for disability or learning impacts

Reflective Observation: I didn’t know how many tools students had available to them – some of which I didn’t understand.

Abstract Conceptualisation: After learning about different access statements I planned how to change my approach to projects

Active Experimentation: I used student input on the document creation and how I can offer more resources.

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Lens through student's eyes: ARe they engaging in tasks online when being asked to do tasks with cameras and mics off. Are they actually rolling eyes or scrolling through Insta. No ability to read the room.. Even in another room? Who keeps them engaged and who does not / and how do they do that?
and how can I find out?

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What - When delivering a session using teams, it was clear that some students were not following some of the material I was delivering as their knowledge of some pre-requisite material was rusty or absent.
So what - I sent the students on a brief break, and was able to download and deliver a heavily modified version of the pre-requisite material briefly, this was well recieved and did not take a huge amount of time
Now what - moving forward I have included revision of the pre-requisite material in this session, and future sessions on a similar topic

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As a demonstrator when the tutor didn’t show up and I was left to take over a tutorial for the first time. I had to adapt to the situation quickly to take on a new role with greater responsibility and being the sole authority. I learned that leaning too heavily on superiors for knowledge of the session in such situations can be dangerous. This made me take these roles mor seriously and put more effort in to preparation.

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Description: The student was assigned a mark and was not happy with that grade.
Feelings: The student felt that one deserve an higher mark than the rest of the colleagues.
Evaluation: The Module Team organised a focused meeting to explain to the student which was expected to be very effective.
Analysis: The internal marking processes were assessed by all the members of the Module Team to spot and correct any flaws.
Conclusion: the Module Team came back to the student explaining how the marks were calculated and informed the student the marking process in detail.
Action Plan: Notes were taken to improve next year module to reduce this type of scenario.

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Using video and quiz tools for increase student engagement. Improvement to how many and how long of time..etc

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Peer review

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Description: lower than usual feedback from students despite me believing taking the right approach.
Feeling: completely demoralized.
Eval: the delivery and outcome
Analysis:  analyze my approach in the context.
Action plan: redesign and engage students more.

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Description: Collaborative module poorly designed (at another institution). I was an AL that didn't have control over project briefs, students didn't engage.

Feelings: As a in experienced member of staff felt I had a lot of pressure on my shoulders

Evaluation: gave me some good experience in reacting to a situation. Bad - took years off my life!

Analysis: Asking for help from colleagues at the time.

Conclusion: after the first session I should have taken more control of the project/module rather than assuming senior member of staff would have.

Action Plan: As a more senior member of staff I make sure I am a part of the project planning team so that I am not in a similar position

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Description: trying to reach out to a tutee whose attendance was low
Feelings: frustration as the student was ignoring everything
Evaluation: realized I was not not the only responsible and could rely on others
Analysis: be proactive and spot issues earlier and engage others to help you

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Teaching design sketching to first year product design online and in person.

Gauging the ability of each student and encouraging engagement proved difficult. Recording in class demonstrations was helpful but the most successful approach was to speak to each student individually. Face to face was far easier, however the online approach was more difficult and relied on students contacting to us. The response was to remain online throughout the session allowing students an open forum to raise a question when help was needed in addition to running a live Miro board. This proved to have limited success but provided a base to build on in the future.

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Description - Motivation of a PhD student's research progress after a period of the student's personal difficulties.
Feelings - I was frustrated, but at the same time anxious to handle the situation carefully and with humanity.
Evaluation - It helped put professional matters into a broader context in life.
Analysis - For many students, there is a deep tie between personal circumstances and the ability to work well and fluently.
Conclusion - I could have been more understanding at times.
Action Plan - I'm still thinking about this!

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Gibbs work on student engagement when least motivated to do the work

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Gibbs work on student engagement when least motivated to do the work

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Getting students to engage with the seminar on teams.

I struggled with getting students to put on their cameras and engage with the seminar. Questions were often met with silence.

I tried to use the breakout room to get them to speak to one another. Worked for some groups but not so much for others.

Asked a few of them what the matter was, and they just were struggling with the online experience.

A colleague suggested a few tips on how to deal with student engagement. It was suggested I break down the seminar into smaller bits in terms of concepts as well as some online tools which could help.

I did use the Mentimenter which students loved and the engagement improved.

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DESCRIPTION: The issue of trying to gain student engagement within Teams sessions
FEELINGS: I was worried that student engagement would be low and that this would impact the students learning
EVALUATION: What was good was that the issue wasnt as bad as I thought but on the flip side I wanted to engage everyone.
ANALYSIS: Things went alright in that I left time for questions etc but I need to reach all students.
CONCLUSION: I should have given this more thought before the session and gained advice from my peers
ACTION PLAN: To improve continued engagement through other methods such as Kahoot and to give myself enough time to work on these methods

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Getting students to participate in practice moot sessions was challenging.

On reflection, I need to get students feel confident.

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Experience: Difficulty managing students with a tendency to look at their phones a lot, or show meme content with others during sessions.

Reflective Observation: This was frustrating as it was disruptive to the session and other learners.

Abstract conceptualisation: I realised that student behaviour would be difficult to modify quickly to preferred behaviours.

Active Experimentation: I tried to include a 5 – 10 minute “best meme” competition for learners to share with others at the start of the session.

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Experience: Using breakout rooms in Teams at the beginning of term was stressful and often didn't work especially if students were logged in as guests.
Reflective Observation: This was too unpredictable for me and the students. Some students didn't engage with the group work and this was demoralising for those who wanted to.
Abstract Conceptualisation: How gave this be different? Set groups so students can choice. Make it easier and less reliant on teams.
Active experimentation: Groups were set up so students can join. They have choice. Those who want to work can engage with other that want to work to.
Concrete Experience: Students were initially a little lost (I should have shown them and not assumed!), but when they found the groups they worked significantly better.

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Kolb's (1984) Experiential Learning Cycle.

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Kolb's (1984) Experiential Learning Cycle.

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Situation: Asked a question to the class and received no response for a long time (Concrete Experience)

Reflective Observation: Lack of student engagement, perhaps I could have done more to facilitate this.

Abstract Conceptualisation: Students do not want to learn, I am a bad, uninspiring teacher.

Plan: I need to devise strategies to foster engagement in instances like this. For example, prompt students in different ways, such as reframing the question. Perhaps suggesting an example answer myself.

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Trying to use Teams with new cohort back in Oct 2020, as a new member of staff

Terrifying to be lecturing for the first time, new cohort, new materials, new platform with new students who had now yet used Teams as part of their learning. Had a lot of content to cover

what went well: I had a senior colleague attend the session with me
what didn't go well: students got lost - they weren't able to navigate to break out rooms - detracted from the content hugely.

Analysis: Didn't gauge just how problematic it would be. It needed a while session just to introduce Teams. People can't learn when they are feeling anxious/lost and unable to engage with tools being used.

Cut back on topic content when you need to introduce new tech/new tools - allow time for people to use and become familiar with techy tools.

Start of 2021 - I will be teaching MSc students, some of who may have been away from HE for some time and haven't used Teams as a learning tool/student.  Have a whole session just using Teams/NOW, Padlet etc. (whatever we intend to use throughout the module).