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

Clare Kell*, John Sweet

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

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    Abstract

    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.

    Original languageEnglish
    Pages (from-to)162-169
    Number of pages8
    JournalInnovations in Education and Teaching International
    Volume54
    Issue number2
    Early online date29 Dec 2016
    DOIs
    Publication statusPublished - 4 Mar 2017

    Keywords

    • learning
    • non-verbal communication
    • Peer observation
    • proxemics
    • teaching

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