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

Kell, Clare and Sweet, John 2016. Widening possibilities of interpretation when observing learning and teaching through the use of a dynamic visual notation. Innovations in Education and Teaching International 54 (2) , pp. 162-169. 10.1080/14703297.2016.1273789

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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.

Item Type:	Article
Date Type:	Published Online
Status:	Published
Uncontrolled Keywords:	Peer observation, non-verbal communication, proxemics, teaching, learning
Publisher:	Routledge
ISSN:	1470-3297
Last Modified:	21 Jul 2017 14:36
URI:	https://orca.cardiff.ac.uk/id/eprint/102606

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