Widening possibilities of interpretation when observing learning and teaching through the use of a dynamic visual notation

• Clare Kell ^[1] ; John Sweet ^[2]
  1. [1] University of South Wales

     University of South Wales

     Pontypridd, Reino Unido

     
  2. [2] Cardiff University

     Cardiff University

     Castle, Reino Unido

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 54, Nº 2, 2017, págs. 162-169
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This paper shows how peer observation of learning and teaching (POLT) discussions can be augmented through the use of a dynamic visual notation that makes visible for interpretation, elements of teacher–learner and learner–earner nonverbal interactions. Making visible the nonverbal, physical, spatial and kinesics (eye-based) elements of teacher–learner interactions goes beyond methods to neutrally record learning and teaching events and requires interpretation of interactions. Such interpretation enables discussion and reflection around the translation of educational theory into practice and Academic and Professional Identity in action. Adopting a social perspective of learning, this paper uses theoretical ideas from the sociology of work and education, and a novel notation system, to make visible the minutiae of teacher–learner interactions to complement existing tools and approaches for POLT. Future developments to include learner–learner interactions are discussed.