Highlights from the week

Is evaluation just Data Gathering?
Evaluation without action? I guess it depends on what is being evaluated and if it's something that the lecturer needs to implement, or if indeed it's of a more 'statistical' nature, in which case it's more beneficial at an administrative level. But on the whole, evaluation in a teaching context, needs to be acted upon of course.
 Evaluation and reflection
Stage 1 Noticing: In a previous observation, I was told to notice some learners who were left behind and to encourage other advanced learners to assist.
Stage 2 Making sense: I agreed and implemented this in my next observation - encouraging more peer to peer support.
Stage 3 Making meaning: This transformed my ideas about lecture centred teaching, and perhaps looked at my role as more of a facilitator.
Stage 4 Working with meaning: It certainly prompted me to investigate methods for peer to peer learning from an epistemological point of view, particularly in my pedagogy.
Stage 5 Transformative learning: I always plan my lessons, predicated on the fact that there are different learning styles and that there are a wide variety of learners who work at a different pace. Also, I encourage advanced learners to help fellow students -not only because it's showing peer to peer support, but because you also learn by teaching!
 Potential barriers
As mentioned below - time is a factor. Sometimes it feels like you're trying to lay the rail track, whilst riding the train at the same time. See here for the example: https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi2ga-FwYXdAhVEXSwKHaN6BpwQjRx6BAgBEAU&url=https%3A%2F%2Fgiphy.com%2Fgifs%2Faardman-cartoon-train-3oz8xtBx06mcZWoNJm&psig=AOvVaw1Q2e-T5RaW8xciruj_cElJ&ust=1535193889466655
Moving forward, it is just something that we as lecturers have to endeavour to change, or at least attempt to.
Taking Action
Can you think of examples when you’ve taken immediate actions following an evaluation? Yes, as mentioned previously, it was centered non differentiated learning and making sure that learners who felt a little left behind were either given attention or that peer to peer support was in place.
Have you ever shared successes or issues from your evaluations with team members to make changes? Oh all the time. I always share what I think works well and the pitfalls with certain approaches.
Have you had the opportunity to consult with wider partners to act on evaluations? Yes, I talk occasionally talk to industry professionals about talk about trends, software and developments within the games industry.

 Learning Communities in HE
As it happens, I worked with Richard and we had our students work on a Virtual Reality project together which was great fun. I also learned a lot from Richard and his previous experience over many cups of coffee. Yes, it's definitely a good thing to do and, although time factors can meke it a struggle at times, it' hugely beneficial for our practice. I know from recent meeting that the university is keen to advocate 'Transdisciplinarity' and I support it. That said, it comes with a caveat - it must happen organically! I think creating conditions like 'away days' can be good for that. Does anyone else agree or have any other thoughts?

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