Writing Development - New Media - Digital Artefacts - Trialling Vocaroo

Today I am attempting to produce an audio blog.
I have talked about writing development and the use of new media.
I have recorded this using the open source recording facility: Vocaroo.
The eight minute recording can be accessed here (I hope!):

http://s1.vocaroo.com/media/download_temp/Vocaroo_s1fpjASJDCp7.mp3

The recording covers:

My job and tile:
I used to be the Coordinator for Development - but on the deletion of our Learning Development Unit, I was absorbed in to the Centre for the Enhancement of Learning and Teaching (CELT). I have a brief to work with staff and students: improving the chances of student success at University - and working with staff to embed good practice within the curriculum.

Where writing happens at University:
Writing happens everywhere at the University - learning/writing/academic development is embedded in and across the curriculum. At the same time, we in CELT offer:

• Preparation for HE programme: We run a pre-sessional: where students rehearse notemaking, reading, presentations, positive thinking - and academic writing. with the writing, we explore attitudes to writing - and engage in writing. I like to demonstrate that writing happens when we make it happen (and writing as a learning process)
• The Study Hub. We have built a supportive website for students...
• 'Studying at University', on the Hub, has information on studying and writing - with video clips, information, activities - and the recommendation that students tweet, FB or blog about their learning experiences.
• Writing Clinics: whilst rejecting the medical model - we use this shorthand to offer one-to-one support for students. We offer feedback on their writing and push them to do better. Whilst resource intensive, such one-to-one work can be especially transformative.
• Stuff support: We work with subject academics to embed good practice - and hopefully elements of our Study Hub - within their own teaching.

The use of new media
We do use new media to support the development of student writing - with many staff building in wikis and blogs as part of the student learning and engagement process. At least one member of staff has won a National Teaching Fellowship based upon the development and impact of his student blog writing practice.

Alternative assignments
At the same time, I think that we can use new media to develop alternative assignments for students. There will always be the settng of essays, reports and exams - but I am lobbying to get more staff setting the design and development of a teaching/learning resource or the production and critique of a digital artefact as the assignment.

To support this:
I can deliver Draw to Learn sessions with students - helping them conceptualise  and communicate ideas visually. I have also delivered Digital Artefacts workshops with colleagues Chris O'Reilly and Tom Burns - and students have produced some wonderful work from these. The next step is to run these workshops for staff such that they can have the confidence and joy of embedding alternative assessments.

#edcmooc
Alongside this - I would like to embed practice gained from the E-Learning and Digital Cultures MOOC (Massive Open Online Course) delivered through Coursera by Edinburgh University - where the assignment was to produce a Digital Artefact - and to peer review three other artefacts. That is, the peer review was seen as part of the learning process.  I would recommend a MOOC like this to anyone interested in exploring new media for teaching, learning and assessment: the best way to learn the digital is to do the digital.

What I forgot to say...
... in the audio-blog was that we have several other strategies in place for supporting the development of writing. We have also developed a Peer Mentoring in Practice accredited module where second year students support the transition of a specific cohort of first year students - and we support the Mentors in developing supportive writing strategies with their mentees.


We also run Writing Groups for staff and students creating a space in which writing can happen. My colleague John Hilsdon from Plymouth University and the Association for Learning Development in HE has run Virtual Writing retreats for academic writers. Other colleagues - Sally Mitchell, Julian Ingle and others from Queen Marys University of London - run Writing Retreats for students - including STEM students...
  And finally
It has been interesting using new media - especially Vocaroo - to produce this blog on using new media to support student writing. Be kind - it is frightening to cast my very first audio-blog out there into the ether. (That's a north London accept - by the way.). Finally, I am always interested in working with other people interested in developing these ideas - so do get in contact.

Three reflections on ALDinHE's Virtual Writing Retreat June 2012

How can we write more: more often, more fruitfully and more happily?

This is a question that torments academics and students alike and as Learning Developers we try many tactics to get ourselves writing - and to support the productive writing of others.

As part of LearnHigher I have been on successful Writing Retreats - and have run Writing Groups for our academics with colleagues from the Writing Centre. I have tried to set up Writing Groups for students - building a space for them to come and write that had the same quality as a retreat proper... One idea that seems valuable came from ALDinHE's and Plymouth's John Hilsdon: if physical retreats are too time consuming or even disorientating - can we create virtual writing retreats that function in the same supportive and focussed way as the physical retreat - but saves on travel time - and you can still write in your pyjamas? (That may not have been quite how John put it.) Sadly I could not go on John's first VWR, but I was very inspired by it - and am sharing here John's post on the Retreat itself. It contains information on how you too could be involved in VWR in the future as well as a great free writing exercise - and some links to online writing tools that I've added at the end.

Here's John's post previously posted in his own blog and on the ALDinHE Professional Development Blog - from which this version is taken:

Three reflections on the first LDHEN ‘VWR’ – Virtual Writing Retreat, that is!

Posted on http://aldinheprofdev.wordpress.com/2012/07/03/three-reflections-on-the-first-ldhen-vwr-virtual-writing-retreat-that-is/?year=2012&monthnum=07&day=03&like=1&_wpnonce=1cc5272020 by John Hilsdon, Retreat Organiser

One: John

On Monday June 11th we ‘met’ via our computers for a trial run using ‘Flashmeeting’, the online meeting tool we would be using for an ‘experimental online writing retreat’. Martin Sedgley from Bradford University, Tracey White from Middlesex, Joe Allison from Plymouth and me. After introductions we agreed some very basic ground rules (whilst experimenting with the smiley, sad, surprised/shocked etc ‘voting’ options you can use whilst others are speaking!). We then shared our writing goals and did a kind informal contract with each other about what we hoped to achieve and which segments of the three-day retreat period we would be able to work. That done, we agreed the times for four ‘check-in’ slots on each of the days and I shared my favourite version of a ‘free writing’ exercise (see below).

Day one was Thursday 14th June. We’d agreed to work between 9am – 8pm and it was a full-on day! I only managed to write about 300 ‘good’ words that day – interspersed with lots of pacing about, talking to myself, head-scratching and textbook browsing … but then I was at the start of my journey with a particular assignment – a paper outlining the research question and methodological underpinning for my EdD thesis. Martin, working on a professional development writing task made much more progress than I in terms of number of words but, of course, Tracey (working on a literature review) reminded us, it is not a race or a competition! By the end of the day there had been admissions of lapses (a snooze after lunch in (ahem) one case, a lawn-mowing interval in another, and an early glass of wine in yet another) but, soothed by our mutual confessions we all had a redemptive little glow and agreed we’d not done badly!

Day Two, Friday 15th June: Joe was able to join us for the first time. Like me, he’s working on his EdD thesis proposal. Tracey had some down-time attending to other business but we all achieved well. The brief regular check-ins were motivational and effective in helping us articulate where we were up to and what we needed to do next. Martin reported that he was now almost two-thirds of the way through his Senior HEA Fellowship application. My own progress was slow but steady – but my ideas seemed to be coming into sharper focus after two days of concentration on the same set of issues. Suitably buoyed, I went to the pub and enjoyed a beer …

Saturday was my most productive day, word–wise and I ended up with over 2000 ‘good’ or usable words. I was sorry to say cheerio to the others at the finish. We gave each other well-deserved virtual pats on the back and we all said we’d like to do more of the same in future!

Two: Tracey

I approached the writing retreat with a self-discipline I have not found throughout my doctoral study. From the word go I felt very much a part of a community of practice of like-minded people. All of the struggles I had faced were not unusual and although I had told myself this time over……now I was hearing first hand from others. Each of us had specific tasks which we wanted to achieve and therefore I had a responsibility to both myself and to them to just get on with it. This I did and in immersing myself into the task I found not only did I manage to get back into a study regime I had not experienced since my UG degree, I was enjoying it. The regular ‘touchpoints’ provided a light relief and spurred me on to the next point. Had to say I was disappointed when it ended and I have not been as productive with my writing since!

I have been on live retreats but this for me is the way forwards…comfort of your own home, all your books at hand, no pressure and the ability to develop a community of practice from your armchair and which you can continue through technology on a group or one to one basis. As a companion to doctoral study…just what the doctor ordered!

Three: Joe

I have never warmed to the idea of writing retreats, mainly because I have just not felt that I’d be productive under those sorts of conditions – strange environment and perhaps people, a given amount of time, and expecting to be in the right ‘place’ to write!

However, when I first heard of the virtual writing retreat, I was more interested, I thought it might be different despite some of my concerns still being applicable, I felt that being in my space, where I write best, might outweigh these. So I committed to it. I can’t deny that there were times leading up to it where I was looking for a reason not to be able to do it, but I resisted, and despite some availability limitations, through work and family, participated as much as I could.

The speed at which our community seemed to form, despite not knowing some people previously, was alarming and very pleasing. Starting the days off with setting ourselves targets, helped to rationalise and commit to our own agendas, and the fairly regular catch-ups made sure we didn’t stray too far from them.

If progress was made it was good to air and share this, if it wasn’t then talking through what had gotten in the way was also very helpful, in part to make sure this didn’t continue or repeat itself. The level of support provided through this was incredibly beneficial, and did a great deal to keep momentum up, a sense of togetherness was very apparent, despite the different tasks we were attempting. Whilst productivity ebbed and flowed, just as usual, time seemed to pass very quickly, and I only wish I had been able to take part in all three days instead of just the two.

I might have been able to write more had I not been participating but I don’t think it would have been nearly so enjoyable or rewarding. One of the things about writing is that it can be lonely, this can go both ways, but just being able to chat briefly with people in a similar position throughout the day makes sure you have the best of both worlds.

Overall I was really surprised at how much I got from this and will be very keen to take part again. I will just try to make sure that the time is as clear as possible, for, just adding a couple of things in, such as picking up the kids and popping to the shop, did make one day a bit too fragmented with the catch-ups as well.

If you are interested in participating in future LDHEN writing retreats, please email: john.hilsdon@plymouth.ac.uk . I’ll add your names to a list and we’ll try to arrange another event soon.

The Freewriting:

A five minute writing exercise (thanks to Peter Elbow for the basic idea).

Preparation

1. Spend a few minutes locating and reminding yourself of any writing in-progress or other notes or texts relevant to your current task.

2. Take 2 minutes to identify a key question, theme, issue or problem. You will use this as a ‘trigger’ or stimulus for your writing

3. Take a fresh piece of paper or open a new document on your computer and clear away any distracting books, papers and litter from your work area

4. Equip yourself with a timer or use your mobile phone alarm to signal when 5 minutes have elapsed

5. Convince yourself that you will follow the rules below and not be distracted!!

‘Rules’

• Write your ‘trigger’ phrase as a title
• At the signal to begin, write the first thing that comes into your head in response to your trigger
• If nothing comes to mind, just write the trigger phrase itself – again and again – until something new comes to you
• DO NOT STOP WRITING AT ANY TIME until the time is up!
• Try to write complete sentences rather than notes
• Grammar, spelling, punctuation and sense are not important. Repetition is fine. No particular structure is necessary.
• You decide what to do next. No-one else need see this writing unless you want to show it to others.

ADDED:

And for those of you who might be inspired by some online writing support try:

Get a kitten for every 100 words you write:

http://writtenkitten.net/

Three pages a day: get the writing habit:

http://750words.com/

Our Free write tool:

http://learning.londonmet.ac.uk/TLTC/freewrite/FWT.html