A Peer Reflection on Education Practice (PREP) activity runs every year at BU. The real strength of PREP and the contribution that is makes to BU is that it encourages and motivates staff at an individual level to reflect on and change\/amend\/improve their own education practice.<\/p>\n
The PREP activity for the academic year 17-18, called iVLE.<\/p>\n
Based on the research on the effectiveness of small quality circles and peer review, the purpose of iVLE is to bring together staff from the same department into groups of three to:<\/p>\n
2. Identify and implement improvements to their unit(s), and<\/p>\n
3. Maintain the dialogue and offer continuing support to colleagues by meeting regularly, 2 \u2013 3 times during the year<\/p>\n
The goals are to:<\/p>\n
The scope encompasses all BU\u2019s academic staff.<\/p>\n
The benefits of peer review are well established in education literature.\u00a0 One of the most compelling arguments for moving away from traditional teaching observation is by Susanne Weller (2009) who argues that \u201cfor teaching observation to contribute to legitimate enhancement of teaching practice, such processes must be underpinned by pluralistic models of professional development that tolerate, and indeed require, critical differences of perspective that challenge rather than affirm the existing professional \u2018self-concept\u2019 of experienced practitioners\u201d.\u00a0 This is precisely the model proposed in iVLE.\u00a0 Bell and Mladenovic (2008) support Weller\u2019s views arguing \u201cPeer observation partnerships can help teachers improve their teaching practice, transform their educational perspectives and develop collegiality\u201d.\u00a0 Their research found that \u201c94% of participants found the exercise valuable and 88% said that they would change their teaching as a result of the exercise\u201d.<\/p>\n
The 2016 UCISA of TEL in HE gave as its first and second recommendations (p1) \u201cEnhancing the quality of learning and teaching continues to be the primary driver for considering using TEL. Meeting student expectations retains its position in second place and the new response option Improving student satisfaction (e.g. NSS scores) is returned as the third most common driver for institutional TEL provision.\u201d\u00a0 BU\u2019s investment in myBU and Brightspace provides excellent platform on which to build quality learning materials for learners and provide the resources to meet and exceed student expectations.<\/p>\n
The 2017 New Media Horizons Report (Adams et al 2017 p2) gives as its first recommendation the advancement of progressive learning approaches and \u201chow institutions must be structured in ways that promote the exchange of fresh ideas, identify successful models within and outside of the campus\u201d.\u00a0 The exchange of fresh ideas is at the heart of iVLE.<\/p>\n
Overall, the literature provides strong support for iVLE.\u00a0 An impact of the scale of Bell and Mladenovic would be a tremendous achievement for BU.<\/p>\n
We will come back to iVLE during the year and update on what has been achieved.<\/p>\n","protected":false},"excerpt":{"rendered":"
A Peer Reflection on Education Practice (PREP) activity runs every year at BU. The real strength of PREP and the contribution that is makes to BU is that it encourages and motivates staff at an individual level to reflect on and change\/amend\/improve their own education practice. The PREP activity for the academic year 17-18, called… Read more » about Introducing iVLE – the PREP activity for 17\/18<\/span><\/a><\/p>\n","protected":false},"author":486,"featured_media":6567,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[736,737],"tags":[],"class_list":["post-6566","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ivle","category-prep"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/6566","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/486"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=6566"}],"version-history":[{"count":1,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/6566\/revisions"}],"predecessor-version":[{"id":6568,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/6566\/revisions\/6568"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/6567"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=6566"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=6566"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=6566"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}