Friday, 18 November 2016

Schoolboy errors

Did you make mistakes when you were in school? I certainly did. In fact all of my classmates also did. Often we were scolded for our errors and sometimes we were even 'punished' for getting something wrong. One of my classmates was rapped across the wrist with a ruled because he was writing with his left hand (he was left handed).

I remember being told off by my teacher for writing out the number eight wrongly in my exercise book. Instead of writing it as a smooth flowing figure of eight as I had been shown, I wrote two conjoining circles. What disobedience!
For this deviant behaviour I was made to sit in the head teacher's office during break time writing out the number eight time after time 'as it should be written'.

One of the barriers to creativity in education is where teachers insists on one answer or one way of doing something. Another is a prevailing atmosphere in some classrooms of fear of failure. These and several other related barriers to creativity were discussed during a keynote session which featured Finnish education expert Pasi Sahlberg, British author Richard Gerver and myself, in Seoul at the Global Leaders Forum. We had been invited to speak on creativity in education.

There was consensus between us. We all agreed that failure was an important component of creativity, and should be built upon rather than dissuaded. Too often, students are fearful of making mistakes, which limits their willingness to experiment, explore and take risks. We talked about gaming, where users are always trying to exceed their own previous scores, and learn to perfect their skills through constant iteration and failure. Richard talked about encouraging students to 'colour outside the lines' while Pasi remarked on the powerful incentive of 'doing better next time'. We discussed assessment methods and concluded that in most countries these are too restrictive, and often assess superficial levels of knowledge.

Our conclusion was that 'school boy' errors are inevitable, and that mistakes and failure should be turned to the advantage of the student rather than becoming a dark cloud that hangs over an academic record. I'm glad I failed at school in some areas, because, although it was painful at the time, I have learnt many life lessons - not least that success is often hard earned, and we should never give up. One final thought - students don't fail. They just discover new and better ways of doing things. For me, the acronym FAIL will always mean 'First Attempts In Learning'.

Photo from Flickr

Creative Commons License
Schoolboy errors by Steve Wheeler was written in Seoul, Korea and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Tuesday, 8 November 2016

Just for me learning

I took part in a very interesting panel discussion with several other keynote speakers during the Adult Learning Symposium last week, in Singapore.

The theme of the conference was 'Future of Work, Future of Learning', which sent a clear message to delegates that the two are inseparable. One of the questions from our audience, largely made up of learning and development professionals, was about how we could optimise learning in organisations. One of the panellists answered by saying that 'Just in Time' and 'Just Enough' learning should be possible and sustainable for workplace learning in most companies. I completely agreed with him, but added that we could go farther, and that 'Just for Me' learning is now also achievable, through a number of emerging trends in learning and development.

One trend is BYOD - bring your own device, which is happening in workplaces across the globe. Employers support their staff as they bring their personal devices such as smartphones and tablets into the workplace, enabling a technical infrastructure that scales to the screens being used. Clearly there are security and privacy issues to be addressed, but another trend is that learning is now becoming more untethered and we are witnessing a decline in the use of training rooms. Employers are discovering that productivity and effectiveness can be increased if learners stay in their workplace or remain mobile as they learn, rather than requiring them to travel to, and spend time in a 'training place.' Digital delivery of content can personalise learning, enabling learners to work at their own pace, and in a place and at a time that suits them. The final trend is the personal learning environment, which is made up of the learner's own tools and technologies, their personal learning network, and any other content, events and experiences that help them to learn what is needed to be successful in their work.

We have come a long way since the 'Just in Case' curriculum. Now employees can be kept up to date and knowledgeable, and their skills developed personally, through the appropriate application of networked technologies. 'Just for Me' learning will epitomise the next decade of learning and development.

Photo courtesy of the Adult Learning Symposium

Creative Commons License
Just for me learning by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Tuesday, 25 October 2016

The future of universities #EDENchat

Universities have never been under so much pressure. The unfavourable global economic climate has impacted as severely on our higher education institutions as it has in every other sector of society. Years of financial turbulence have prompted cuts, cuts and more cuts. Adverse media coverage coupled with hostile political pressures have put many of our universities in jeopardy. Rises in student tuition fees have placed universities in danger of closure in South Africa, United States, and elsewhere. Many are wondering what the future holds for higher education, and with so many graduates unemployed, who can blame them?

The next #EDENchat will discuss whether and how universities can innovate and change to survive in this century. Are traditional universities anachronistic in the digital age? Do students still need to attend campus, or can they learn at a distance? Is the predominant style of teaching at universities still the lecture, or are other methods coming to prominence? What role will research play in the future of universities? Are the newer, mega-universities better placed to cope with global changes, and will they threaten the traditional campus based universities? What will universities need to do to survive and thrive in the coming years?

Join us tomorrow on Twitter at 1900 BST (2000 CET) for a lively discussion on the future of the university.

Photo courtesy of Brunel University on Flickr

Creative Commons License
The future of universities #EDENchat by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Thursday, 29 September 2016

Testing times

Kay Chapman, a lecturer at the Plymouth Institute of Education writes about the changing nature of examinations in English schools. This piece first appeared in The Western Morning News and the Plymouth Evening Herald:

With the A level and now the GCSE results out, attention is again on grades and exams. The examination system in England has been under scrutiny for some time and the changes that have taken place have been given publicity, but how far do people understand what has been happening and why?

I often hear people say that “exams are getting easier and we’re not as good as other countries”. Could there be another point of view? Teachers are very well trained, both through their Initial Teacher Training and their continuing professional development. This training and development covers all aspects of teaching and learning including assessment. Teachers are au fait with the different kinds of assessment used in GCSEs and A levels and are skilled at preparing the students for the variety of challenges they will face. GCSEs and A levels use a variety of ways of assessing students’ knowledge and understanding including data response questions, essays, report writing and short answers and calculations.

The whole examination system is more accountable and transparent than say, 25-30 years ago. Over that time examination boards, what are now correctly termed Awarding Bodies, have developed the ways in which they communicate with teachers. Past papers and mark schemes are readily available and there is a great deal of support material available. There are teachers’ guides and post-examination reports that give details on how an exam paper has been marked or coursework moderated. Students can request their papers back and there is a greater degree of analysis of the results data available. As part of their Initial Teacher Training and continuing professional development, teachers develop their practice using these resources to best support their students.

As well as this students themselves are aware of the demand on them. Often they are secure in knowing what grade they are aiming for and how to achieve it. They are questioning and keen learners who want to achieve the best they can so that they can progress to further study or a job with training.

Teachers and students are adept at adapting to change. At GCSE one major change is the return to terminal assessment, which means taking most exams at the end of the two year course. Most teachers themselves took GCSE and A levels that were modular, so it is no surprise that this change is viewed with concern. The content of the courses is being made more challenging and there will be more longer questions in order to allow more in-depth answers. Coursework has mostly been removed, apart from some subjects that have practical elements such as art. Perhaps one of the most noticeable changes will be the change of grading system from the current A* to E to 9 to 1 with 9 being the top grade.

A levels are also changing. They will no longer be made up of an AS grade plus the A2 year. Instead, there will be a two year A level or a one year separate AS level that will not count towards the A level. Exams will be at the end of the course and there is a decrease in the amount of coursework.

These changes are arguably the most significant since the introduction of the GCSE in 1988. Before then O levels and CSEs were mostly terminally assessed, had longer questions and O levels had challenging content. The teaching profession adapted to these changes and results at GCSE generally have improved year on year.

The Department for Education and Ofqual have made these changes in order to ensure qualifications in England are “fit for purpose”. Part of the reason is international comparison. There has been publicity surrounding the country’s position in international educational ranking such as PISA. The new GCSE grading 9-1 designed to aid international comparisons; a grade 5 is comparable with the average test scores in countries that rank in the top 10 PISA league. When schools set targets based on these grades and achieve them, the effect should be to lift us up the PISA list.

The question I rarely hear asked is how meaningful are these international comparisons? How can we compare education in England with education in Singapore or Finland? Having just considered how exams have and are still changing in England, it is also important to consider the nature of the tests upon which these international comparisons are made. If a GCSE in 2015 looks different from a GCSE in 2018, how can a PISA test be compared with a GCSE in 2016?

Photo source: Flickr

Creative Commons License
Testing times by Kay Chapman is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Monday, 12 September 2016

Mind your Grammar

Evidence-based practice or personal opinion-based policy – proposed return of selective grammar schools

The recently announced British Government policy of opening more Grammar Schools with selective entry at age eleven is simply a more drastic example of ability grouping, alongside the streaming and setting of pupils that currently occurs in schools internationally.

Ability grouping in education has been extensively researched over the past 30 years with remarkably consistent findings from the various major reviews of studies.

One such review, from the Education Endowment Foundation’s Teaching and Learning Toolkit, cited in the 2016 White Paper on Education, concludes,

“Overall, setting or streaming appears to benefit higher attaining pupils and be detrimental to the learning of mid-range and lower attaining learners. On average, setting or streaming does not appear to be an effective strategy for raising the attainment of disadvantaged pupils, who are more likely to be assigned to lower groups.”

This finding is consistent with those from other major sources of reviews of research on ability grouping that are available through google searches. These reviews consistently show that ability grouping is not an effective strategy for improving academic achievement in schools.

This is also consistent with my own research on the topic, conducted in New Zealand, which found that schools recognized that ability grouping did not improve overall levels of academic achievement but used it anyway. The high school study is linked below.

Given the weight of evidence against the use of ability grouping to improve overall achievement, why would any government seek to support the increased use of what might be viewed as one of the more draconian forms of it?

Is it because the real intention is to benefit the few higher performing pupils at age eleven, who are disproportionately from wealthier families, at the expense of the majority of pupils?

Or is it because policy makers are simply unaware of the many evidence-based strategies for improving educational achievement that can be identified from several sources, including the Teaching and Learning Toolkit referred to above?

This is a debate that is bound to grow over the next few years.

Professor Garry Hornby

Photo from Wikimedia Commons

Creative Commons License
Mind your Grammar by Garry Hornby was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Monday, 15 August 2016

Gender, stereotypes and sustainability

One of the Institute's science education lecturers, Kelly Davis, has recently published some research around gender in the context of environmental sustainability. Whilst gender and sustainability might at first glance seem to be two unrelated issues, Kelly argues that they are connected - women are under-represented in science education, which plays a central role in school strategies to raise awareness of environmental issues. She suggests that one of the reasons females are under represented in STEM subjects (Science, Technology, Engineering and Maths) subjects in schools in due to gender stereotyping and an 'unconscious bias' by some that these subjects are solely a male preserve. Clearly, female scientists have as much to offer as their male counterparts, and lecturers in higher education involved in initial teacher education should strive to combat stereotypical thinking and challenge unconscious bias, to pave the way for a more equitable gender balance in STEM education, she says.

Here's the abstract of Kelly's article, published in the journal Science Teacher Education. The full article can be read at this link

As a lecturer in science education, the concept of environmental sustainability is heavily embedded within my teaching.  This article aims to highlight the links between gender and sustainability.  The sustainable development agenda 2030 states that one of its targets is to ‘achieve gender equality and empower all women and girls’ (United Nations, 2015).   However, the reality is that women are still under-represented in science, technology, engineering and mathematical (STEM) fields (Penner, 2015).  This article explores the issue of this under-representation of women, and also specifically looks at changing practice within a primary science teacher training programme.  The article not only explores gender equality for women, but also for men, highlighting the stereotypical barriers trainee male primary school teachers encounter.  The issues of ‘unconscious bias’ and ‘stereotype threat’ are also discussed and changes in practice recommended.  The article highlights the fact that teachers and higher education professionals are in the fortunate position where they can facilitate change; after all, education is the key to a more sustainable future for all (Nevin, 2008).

Nevin, E. (2008) Education and sustainable development, Policy and practice: A development education review, (6), 49-62.
Penner, A. M. (2015) Gender inequality in science (347), 234.
United Nations (2015) Sustainable Development Goals. Available online at this link. (Accessed 9 March, 2016)

Photo by Pexels

Creative Commons License
Gender, stereotypes and sustainability by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Friday, 5 August 2016

Enhancing your research and teaching

Our Director, Prof Megan Crawford, writes about her experience of engaging with her field of study.

What do academics at university do apart from the obvious teaching and research? I suspect that both new academics and students think that this is focus of everything, and in a way it is. However, most academics have to engage with their field of study in order to bid for research grants, and to keep up-to-date with their subject and where new ideas may be developing. In my own case, my field is educational leadership and management, so I thought I would use our blog to tell you about two things that I do that keep me connected and engaged with research and events.

First, I am on the Board of a Journal. In my case it is Educational Management, Administration and Leadership  (EMAL), published by Sage. You can download a free specimen copy from here. EMAL is a journal in the Social Science Index, which means it is highly regarded. As a member of the editorial board, my duties include meetings in London four times a year which look at the strategy of the journal, how it is being marketed, and what its current rates of acceptance for articles are. The Board then advises the editor Prof Tony Bush on these and other matters. I also review articles for the journal that are in my specialist area of expertise. This is a key role, as many of those submitting are new writers, and my reviews are important in helping them develop, whilst at the same time keeping the journal's high standards in mind.

I am also a member of a Professional Society, the British Educational Leadership, Management and Administration Society BELMAS. The name may sound familiar? That's because it is BELMAS that runs EMAL, and publishers bid to work with them. As noted above, the current publisher is Sage. BELMAS publishes two journals, runs an annual conference, and has day events for researchers and practitioners. First year membership is free, if you are interested. The Society is run by a Council, and I was Chair of Council which was very good experience in understanding how learned societies work. If you are interested in this field of educational research and practice, BELMAS is a very good organisation to join.

I have found being a Journal board member and in BELMAS very useful for my teaching and research. If educational leadership is not something you are interested in, there are many other journals and societies. My recommendation would be to explore what's out there, as there is bound to be something that fits your interests.

Creative Commons License
Enhancing your research and teaching by Megan Crawford is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Tuesday, 5 July 2016

Standing up to bullying

Today is Stand up to Bullying day. Hardly a day goes by without an incident being reported in the media about how a young person’s life has been seriously affected, or has even been ended, as a result of bullying they have been forced to endure. This is a serious social issue that shows no sign of improving. In fact, bullying is major concern in education worldwide, with many countries reported to have high rates of bullying in schools. In this post, our newly appointed professor of research in education, Garry Hornby, addresses the issue of bullying with an ecological approach. He writes:

A review of the effectiveness of strategies and programmes to prevent bullying suggests that in order to substantially reduce bullying in schools a systemic approach needs to be adopted with interventions organized at various levels. Therefore, an ecological model for bullying prevention is presented in the accompanying article that suggests strategies and interventions at the levels of teachers, schools, communities, and society. Examples of interventions that have been found to have evidence supporting their effectiveness have been outlined at each of these levels. Guidelines are presented for schools adopting such an ecological model for addressing bullying and for bringing about the changes needed to implement it successfully. 

You can read the entire paper below:

Photo from Pixabay

Creative Commons License
Standing up to bullying is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Tuesday, 7 June 2016

Scaffolds and spirals

If you're a psychologist, an educational researcher, or a teacher, you have almost certainly quoted him at some point in your career. If not, he has definitely influenced your practice in some way. He was more than a giant, he was a colossus of the world of education and psychology. His name was Jerome Seymour Bruner, and he died yesterday at the age of 100 after an illustrious and highly influential career.

Bruner was one of the founding fathers of the theory of social constructivism, an approach that pervades many of the daily activities in schools across the world.

Bruner will perhaps be best remembered for two important contributions to our understanding of learning. His first contribution was an extension of Vygotsky's Zone of Proximal Development theory. Along with his colleagues, Bruner proposed the idea of instructional scaffolding, where experts provide a support framework for novice learners, which can gradually be faded as the learner becomes more competent and knowledgeable. This simple idea was the basis of many programmes of study, across all sectors of education. It engages the learner is increasingly more complex forms of learning, whilst incorporating collaboration, problem solving and task modelling (Wood et al, 1976).

Bruner's second significant contribution to education was the spiral curriculum. This involved content being structured so that anything can be taught at simplistic levels to begin with, with a gradual progression to more complex versions, which continually build upon, and revisit, earlier versions. In this approach to education, the teacher avoids the role of direct instructor and instead, adopts the role of facilitator of learning.

Bruner made many other important contributions too numerous to mention in a short blog, but it's safe to say that he has greatly influenced the way we conduct education today. We have a lot to thank him for, and he leaves a wonderful legacy for educators everywhere.

Wood, D., Bruner, J. S. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17 (2), 89-100.

Photo by Tony Hisgett on Wikimedia Commons

This post first appeared on Learning with 'e's on June 7, 2016

Creative Commons License
Scaffolds and spirals by Steve Wheeler was written in Liberec, Czech Republic and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Wednesday, 11 May 2016

Question Time

Plymouth Institute of Education staff conducted their own version of Question Time last night for students on the Visions and Values module. Over 100 third year education students attended to hear several colleagues debate the future of the primary curriculum.

Education lecturers Kelly Davis, Phil Selbie, Miles Opie, James Bettany and Kath Vineer all featured, taking the stage to field questions about education, testing, curriculum, philosophy and politics.

The entire 2 hours debate was live streamed on the web, and the result can be seen below on the Visions and Values YouTube channel. Watch out for Kath's wonderfully comedic role playing of the current Education Secretary as she responds to questions from chair Steve Wheeler and rebuttals from the other panelists.

Photo from the video by Benji Rogers

Creative Commons License
Question Time by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Thursday, 5 May 2016

Learning from each other

There has been extensive work around the concept of students teaching each other - otherwise known as peer learning. This approach to pedagogy has its roots in Vygotskiian Zone of Proximal Development theory, where a more knowledgeable other, whether teacher, adult or simply a better informed peer, can extend someone's learning experience beyond what they might achieve alone (Vygotsky, 1978).  But peer education can also be reciprocal. In terms of Corneli and Danoff's (2011) and Corneli's (2012) approach - paragogy - anyone can teach anyone else, because everyone knows something, but no-one knows everything. Students can even teach their teachers, in an extreme form of flipped learning I mentioned in a previous post.

It all sounds very democratic, but exactly how might it work?

In paragogy, students can exchange knowledge and can be learning from each other simultaneously. This is not something ZPD theory explicitly takes into account. Whenever I have seen this kind of reciprocal learning occur, it has emerged during intense discussions or more commonly, during collaborative learning, where a small group solve a problem or address a complex issue. Some of the best reciprocal peer learning I have witnessed has been around group production of artefacts such as video production.

The original ZPD concept was intended to be asymmetric - that a novice would be extended in their ability, knowledge or competency by the more knowledgeable other, but only in one direction. It was a formal pedagogical principle. However, the more one teaches, the more it becomes apparent that such lines of demarcation are notional at best, and that peer learning can readily occur informally across small groups, or even entire networks of individuals.

Peer learning is rarely asymmetric, and is not restricted to dyads.  But what about peer assessment? I'll develop that question further in my next post...

Corneli, J. and Danoff, C. J. (2011) Paragogy. In: Proceedings of the 6th Open Knowledge Conference, Berlin, Germany.
Corneli, J. (2012) Paragogical Praxis, E-Learning and Digital Media, 9(3), 267-272.
Vygotsky, L. S. (1978) Mind in Society, Cambridge, MA: Harvard University Press.

Photo by Primary Source on Flickr

This post first appeared on Learning with 'e's

Creative Commons License
Learning from each other by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Wednesday, 4 May 2016

Health shouldn't be an exclusive club

'Health is for all, wherever interests lie' says Dr Tim Lynch, a lecturer in physical education at the Plymouth Institute of Education. This interesting opinion piece focuses on the need to improve health education in schools, and presents the argument that coupled with good physical education, health can be seen as something in which everyone can take an active interest and something all of us can contribute towards. Too often, argues Dr Lynch, health is viewed as an exclusive club that only the select few can join. But in fact, we all need our health, and everyone can learn how to improve their health and fitness.

Here is Tim's complete article, which was originally published in the National Education Review for Australia.

Photo by Derek Jensen on Wikimedia Commons

Creative Commons License
Health shouldn't be an exclusive club by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Thursday, 21 April 2016

Dodgeball pedagogy

Here's an interesting and thought provoking article from our subject leader in Physical Education here at the Plymouth Institute of Education. Dr Tim Lynch, who joined us recently from his previous post at Monash University in Australia, writes about a game played by children across the globe - dodgeball (or 'poison ball') and how it can be used with trainee teachers as a way of determining the quality of games in physical education. Tim shows how what is considered a risky and potentially dangerous game can be adapted to a safer, quality learning experience. This is innovation in pedagogy - using existing and familiar contexts, to revise and modify as great learning experiences. It's good to have Tim as a member of our great team of educators.

Dr Tim Lynch's Professional Website

Photo courtesy of Suarts on Flickr

Wednesday, 20 April 2016

Live lectures from Plymouth Institute of Education

We broadcast our first live learning event yesterday, where our third year students listened to a talk by innovative school leader Dave Strudwick. We are live streaming all of the keynote lectures for the next few weeks for our Visions and Values module - with a focus on educational philosophy, theory and practice.

The video of Dave's presentation is below, with much thanks to the digital wizardry of technical manager Benji Rogers and his team, who made sure the live feed went out on the web as well as recording it for posterity.

The next lecture in the series will be tomorrow, at 1600 BST (GMT +1) when our speakers will be Kelly Davis (One size fits all - or does it?) and Miles Opie (The Finland question - an analysis of the Finnish education system). The YouTube link for tomorrow's learning event is here. The entire schedule of learning events over the next few weeks is at this link.

Dave Strudwick's talk was well received, not least because he challenged us all to examine our motives and inspirations as teachers, and to reflect on what had shaped our identities as educators. He showed examples of how his own school, Plymouth School of Creative Arts, harnesses the power of new technologies, and also creates a child centred culture for learning within its studios and learning spaces. The Red House, situated near to the international ferry port in the dockside area of Plymouth is a must for teachers to visit if they wish to see innovation in action. There is much to ponder in this thoughtful and insightful presentation.

Photo by Steve Wheeler

Creative Commons License
Streaming learning events by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Monday, 18 April 2016

Visions, values and video streaming

Over the next few weeks at Plymouth University we are running a module for our third year student teachers about the philosophy of education. In fact, it's more than just educational philosophy - it's about how they develop their personal visions and values of teaching and develop their professional identities too. During the sessions we will discuss social and political influences the curriculum, and explore many of the theories, practices and influences that have made school what it is today (for better or for worse). We will feature a series of presentations and dialogues which we are calling 'learning events'. Each learning event will feature two or more guest speakers, drawn from the world of education, some in universities, some from schools, and also members of the business community. Each will present their personal visions and values to an audience of around 180 students at Plymouth University.

We want to share these events with the world. We think they are worth sharing. There are two ways you can join in. The presentations will be live streamed to the web, so that you can also participate from wherever you are in the world. We will also be running a live two-hour Twitter backchannel using the hashtag #EEES613.

The schedule of sessions is here (all times are British Summer Time - GMT+1)

19 April (1630-1800) Dave Strudwick (Headteacher of Plymouth School for the Creative Arts) and Steve Wheeler.
21 April (1600-1800) Miles Opie and Kelly Davis (Lecturers, Plymouth Institute of Education)
22 April (1400-1600) Kath Vineer (Lecturer in Education, Plymouth Institute of Education) and Jason Holland (Headteacher of Montpelier Primary School)
26 April (1600-1800) Dr Nick Pratt (Associate Professor, Plymouth Institute of Education) and Michelle Virgo (Home Schooling Advocate)
28 April (1600-1800) Robert Bennett (Lecturer, Plymouth Institute of Education) and Dan Roberts (Headteacher, Devonport High School for Boys)
3 May (1600-1800) Sadie Medway (Lecturer in Art, Plymouth Institute of Education) and Dr Graham Stirling CBE/Chris Cole (Business sector - Cornerstone Vision)
5 May (1600-1800) Dr Tim Lynch (Lecturer in Physical Education, Plymouth Institute of Education) and Rouen Gargan (Associate Lecturer, Plymouth Institute of Education)
10 May (1600-1800) Question Time with Rachael Hincks-Knight, Kath Vineer, Miles Opie and Phil Selbie (Lecturers in Education, Plymouth Institute of Education)
12 May (1600-1800) Phil Selbie and James Bettany (Lecturers, Plymouth Institute of Education)

This link will take you to the live streams via YouTube.

Please join in during the live learning events and discuss the meaning of education with us!

Photo by Jimmy Rehak on Wikimedia Commons

Creative Commons License
Visions, values and video streaming by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Wednesday, 23 March 2016

Welcome to the PIoE blog

The Rolle Building on Plymouth University campus
This is the official blog for Plymouth Institute of Education staff. It's a digital space where academic and professional staff can share their ideas and views, discuss issues of professional practice and develop their skills around the use of social media for public engagement. 

The Institution delivers a range of undergraduate and post graduate programmes for educators from within the Faculty of Arts and Humanities in Plymouth University. Here at Plymouth Institute of Education our courses offer you many opportunities for work-based learning, and can lead on to postgraduate study or a career in a range of educational and health settings. As well as conducting research into many aspects of education, with Plymouth Institute of Education you can undertake a wide range of Masters, Doctoral and CPD programmes, with flexible study options to suit your needs. 

Through studying with the excellent, supportive staff who will work with you through your undergraduate years with Plymouth Institute of Education, you will have embarked on what could be the first steps of a 'learning journey' within Higher Education, leading on if you wish to further study with us on a PGCE, Masters and in time, a doctoral course. 

If you are interested in the very latest education ideas, views and news, this blog is the place to visit. Much of the content featured on this blog will be written by our staff, often about their research or new developments they are learning about. You can subscribe to this blog to received updates direct to your mail box, so you won't miss anything! You can also follow the latest news from Plymouth Institute of Education via our official Twitter account.

Photo by Jackofhearts101 on Wikimedia Commons

Creative Commons License
Welcome to the PIoE blog by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.