The Visual Learning Lab &
The Teaching and Learning
Observatory
The VLL Co-directors
• Dr Do Coyle – Education, LSRI
• Prof. Roger Murphy – Education,
LSRI
The VLL includes partners from:
• Education
• Computer Science
• Geography
• Chemical & Environmental Engineering
• Medical School
• Nursing
• Clinical Laboratory Sciences
• Psychology
Why the focus on visual learning?
• Visual perception is a vital part of learning,
however, this is not taken into account
sufficiently in academic learning
• Visual learning promotes student and tutor
interaction with visual phenomena
• The VLL aims to exploit and develop the
strengths of visual learning across academic
subject and research areas
The Teaching and Learning Observatory
• established in School of Education since
1999
• enables live observations of classrooms
from TLO room/s
• Used in a range of ways – ITE, CPD,
research
The TLO in action
The Teaching and Learning Observatory
The Teaching and Learning
Observatory - some examples
• TLO lesson observation
• TLO teaching
• Pupils’ views
• Students’ views
• Trainers’ views
The Teaching and Learning Observatory
Uses for ITE
• Guided TLO lesson observations by
students
• Remote teaching
• Remote lesson observations by tutors
The Teaching and Learning Observatory
Uses for CPD
• Staff development conferences (e.g.
English, Science)
• Individual Teacher Development and
Support for MA studies
The Teaching and Learning Observatory
Uses for learners
• Developing cooperatively creative
stories, e.g. soap opera production
• Learner conferences, e.g. topic-based
discussions
Theorising the TLO: Supporting the building of
the knowledge society
In the knowledge society, teachers will have to:
• Promote deep cognitive learning
• Learn to teach in ways they were not taught
• Commit to professional learning
• Work and learn in collegial teams
• Treat parents/children as partners in learning
• Develop and draw on collective intelligence
• Build a capacity for change & risk
(Andy Hargreaves, 2003)
Theorising the TLO: Building knowledge for and
with learners and teachers
Communal constructivism….
is an approach to learning in which students
[teachers] not only construct their own
knowledge (ie constructivism) as a result of
interacting in their environment (social
constructivism) but are also actively engaged
in the process of constructing knowledge for
their learning community (communal).
(Holmes, 2001)
Theorising TLO interactions: LOCIT
(Lesson observation & critical incident technique)
•
•
•
•
•
Agree focus (teacher-led)
Lesson Observation cycle via TLO
Critical Incident Technique applied (researcher-led)
Incident analysis (researcher led)
Teacher/researcher discussion of CIs (post selection teacher confirmation and exploration)
• Focus renewal – cycle recommences
Theorising TLO interactions: LOCIM
(Lesson observation, critical incident mediation)
• Agree focus (teacher-led)
• Lesson Observation cycle via TLO
• Critical Incident Technique applied (researcher &
teacher)
• Incident analysis (researcher & teacher )
• Teacher/researcher exploration of CIs
• Understanding events-reconceptualising
• Focus renewal and future planning for inclusivity - cycle
recommences
Theorising TLO interactions: LOCUS
(Lesson observation and critical ‘understanding
spaces’)
•
•
•
•
•
Agree focus (teacher/learner/researcher led)
Lesson Observation cycle via TLO
Critical Incident Technique applied (teacher/researcher)
Joint comparison and analysis- the learning zone
Feedback to learners- analysis with learners’
interpretation – creating an inclusive learning zone
• Focus renewal (teachers & learners)
• Future planning rooted in transformative pedagogy
Theorising TLO interactions
In summary, the TLO helps to …
• … create communities of practice
(Holmes, 2001)
• … develop theories of practice (van Lier,
1996)
• … explore postmethod pedagogies
(Kumaradivelu, 2001)
Thank you!
Contact details for the TLO
• Dr Do Coyle & Dr Rolf Wiesemes
• E-mail:rolf.wiesemes@nottingham.ac.uk
• http://www.nottingham.ac.uk/education/tlo
Contact details for the Visual Learning Lab
• Dr Do Coyle, Prof. Roger Murphy, Dr Rolf Wiesemes
• E-mail:rolf.wiesemes@nottingham.ac.uk
• http://www.visuallearninglab.ac.uk