TEDI conferences: Giving Voice to Learning

Professor Gail Hart
Director, Teaching and Learning Support Services (TALSS) Department
Queensland University of Technology

ABSTRACT:

Excellent teachers are enthusiastic learners. They are risk takers. They use reflection as a means of integrating experience and creating meaning. They give voice to that meaning through their teaching practice. Most importantly, they listen to and foster, the diverse voices of their students. Finding and giving voice is used as a metaphor for learning on the level of understanding. The concept of voice is developed with reference to the performing arts, social science and health care. Finding voice suggests the integration of knowledge experience and personal insight in an authentic manner. Giving voice is the confident expression and sharing of that learning. The role of individual teachers and organisations in finding, giving, and celebrating voice is explored in the current context of higher education. The challenges of foster the voice of individual students and given large classes, a mix of domestic and international students and different modes of delivery is considered. The role of educational technology in mediating voice is also examined.

A Celebration of Voice

The Concept of 'Voice' in Teaching and Learning

Giving voice to learning is the gift of the teacher. Through voice and words the teacher can share concepts, knowledge and expertise. Rodenberg (1993, p.27) conveys this most eloquently: "When I think back to the people I have lost and most painfully miss, I instantly think of the ones I could talk to on equal terms. The ones with whom I could exchange ideas without threat. The ones who listened. People who were fearless with words and sensitive to the words of others at the same time." Most of us can recall a teacher who listened, who gave us voice, who was sensitive to our response and thereby changed our lives.

Reflections as a Student - 1

My fourth class teacher was a refugee from Cuba. In her first year, she had the difficult task of helping a group of snow-bound Canadian children understand the culture, geography, flora and fauna of Australia. I remember her enthusiasm, her knowledge and her resourcefulness. We watched films; we sang songs; we listened to poens and stories. She made Australia real for us. I resolved then, at the age of ten, to move to Australia.

Ms Henningson, Armstrong Avenue Primary School, 1959

Marton, Dall'Alba and Beaty (1995) used a phenomenographic approach to explore student conceptions of learning. Building on, and expanding earlier work by Saljo (1979) they described the following six conceptions of learning:

The authors argue that there is an important dividing line between the first three and the second three conceptions. That difference is meaning. Meaning involves an awareness of the social context of learning, the relationship between the learner and the knowledge, and the understanding that knowledge is socially constructed. One of the most powerful ways of testing meaning is through discussion and dialogue. Seeing something in a different way requires both an openness to, and tolerance of, a different perspective. By developing insights, one develops a different view of the world and thereby the potential to change as a person.

Many teachers would claim they only really began to learn once they started to teach. They learn in part, through the experience of putting voice to their own understanding but they also learn by listening to the voices of their students. They learn by taking a risk; by exposing their own understanding and perspective to scrutiny. Friere (1970) argues that the social context of learning is never neutral. We approach each learning situation with a lifetime of experience and an individual perspective that influences our interactions with others. As a teacher we can start by encouraging students to share their perspective and the underlying values that they represent. Friere (1983) proposes a listening-dialogue-action sequence to encourage active learner participation and acknowledge the social context of education. By listening to the voices of students the teacher is able to assess learning needs. Laurillard (1993, p.47) argues that "teachers need descriptions of the ways students conceptualise a topic to be able to challenge their fundamental misconceptions."

Reflections as a Student - 2

In my first year of high school I had a great teacher. His subject was English Literature. We read selected novels and then discussed them in class. He asked us about significant concepts and issues addressed in the stories. He listened. He gave us a voice. Most importantly he responded in a way that acknowledged our views but challenged our thinking. He asked questions that helped us make links between our lives and the lives of characters in the novels. He encouraged us to write. It was exciting. I remember the characters from the novels with the same clarity that I recall my classmates.

Mr Owens, Caribou Hill Junior High, 1963

Through dialogue the teacher can promote critical thinking, identify dilemmas and foster the development a common interpretation of the issues raised. Action provides the opportunity to test understanding through practice.

Creating dialogue that is inclusive and sensitive to the diversity of the student group is challenging even within the control of a traditional tutorial group. In their study of first year student experience McInnis, James and McNaught (1995, p.57) found that while "70 per cent of students found class discussions in small groups valuable" they "expressed concern with variation in the quality and attitudes of their tutors". The authors of the report noted with concern that inexperienced part-time teachers frequently staff tutorials and practical classes. These same part-time teachers have minimal preparation or support for their role. Rather than experiencing an inclusive and supportive learning environment, many students found class discussion unnerving. They were concerned about not knowing enough and feared saying something that was judged to be politically incorrect by their tutor or peers.

Class discussion should be well structured, adhere to established 'ground rules' and constructive participation should be encouraged and rewarded. A study guide that outlines the topic, learning objectives, pre-reading and suggested questions for each tutorial session provides a helpful structure to the content and scope of the discussion. Students have the opportunity to prepare in advance and are less likely to find the experience of class discussion 'unnerving'. Students feel more confident about expressing their thoughts and ideas if the expectations and responsibilities of the students and tutor are clearly established through a negotiated process. For example, students may agree that the content of the tutorial discussion should remain confidential to the group, particularly when the discussion focuses on controversial or sensitive issues. Participation should be acknowledged and rewarded as part of the assessment process. This does not mean that students are rewarded for attendance. They are rewarded instead for the quality of their contribution. A self-assessment of student participation, complemented by tutor input as a 'reality check' can be an effective mechanism for acknowledging and rewarding participation. This can be as simple as a five-point scale with a one or two sentence justification. It is important to encourage students to identify how their contribution enhanced the discussion. Did they introduce an important concept, provide an example to illustrate an issue, build on or challenge the contribution of another student, or assist to resolve a conflict in the group? The requirement to justify the self-assessment reinforces the student's sense of responsibility to the group and for his or her own learning.

Creating opportunities for interaction in large groups, or for students studying at a distance, is more challenging. The challenge for many teachers is keeping a large group quiet and attentive. A colleague of mine (Doug Hargraves, Built Environment and Engineering, QUT) uses an interesting strategy to get the class talking. He poses a puzzling question and asks them to make an individual judgement. He calls for a show of hands on the answer and then encourages the class to talk to one another in order to persuade their peers to change their judgement. He calls for a second show of hands and then invites one of more students to voice the decision of their small group. He then uses the words of students to build an explanation of the concept. From a student perspective it's fun - a welcome relief from the monologue of the lecture and instant feedback. For the teacher it provides an effective mechanism for listening and for dialogue. It also offers a gauge of student understanding.

Reflections as a Teacher - 1

I was employed as a tenured lecturer with no teaching experience or training. Three weeks after I began, I conducted my first reidential school. All the students were practising professionals. I continued to meet them and every conversation begins with an apology from me. I thought at the time that I was employed to convey my 'expertise'. I diligently attempted to do this with a non-stop monologue supported with variety of audio-visual props. The students were restrained, polite and very tolerant. A colleague suggested that I return in the evening to witness the 'social' context of the residential school. Ten minutes observation in the Uni bar transformed my approach to teaching. It was readily apparent that the 'students' were far more interested in learning from one another than learning from me. The experienced fostered a continuing interest in peer learning, peer consultation, peer assessment and technology assisted peer interaction.

Mitchel College of Advanced Education, Bathurst, 1995

A component of the listening-dialogue-action sequence for teaching and learning is a student voice in evaluation. Boyer (1990, p.39) contends that students have important role in the evaluation of teaching scholarship. He notes universities where student evaluation is an integral part of the tenure process for teaching staff. He quotes one professor who argues " I am convinced that I have improved by working on the inadequacies identified by students. ... In my experience, they have generally been more perceptive than I anticipate and more generous than I deserve."

The Impact of Technology on 'Voice'

Coaldrake and Stedman (1998) argue convincingly that information technology will transform the way that universities teach. They also affirm the continuing importance of interaction between students and teachers. They contend that the potential of information technology is in its ability to enhance, rather then replace, opportunities for dialogue. Alexander and McKenzie (1998) contend that the successful use of information technology requires a well considered learning strategy based on current and relevant literature on education in the discipline or more generally, good teaching in higher education. Conversely, many projects that were unsuccessful, chose a particular technology but failed to give sufficient consideration to the learning design underpinning its use.

The importance of peer interaction for part-time and distance students is even greater given the lack of informal opportunities available to full time internal students. Chipman (1999) argues that the appeal of Central Queensland University's satellite campuses and 'no-frills' learning environments are the small group teaching in rooms of a friendly size. Students feel that they are 'a name rather than a number". They also appreciate the ready access to on-line resources. The isolation of distance students and part-time working professionals can be mediated through the use of technology provided consideration is given to the design of the learning strategy and the adequacy of student support. Teleconferences provide one mechanism for interaction but they need to be even more structured than a tutorial session. Pre-reading, clear learning objectives and discussion questions are required as well as an agenda to ensure that all students have the opportunity to participate in a meaningful way in the time permitted. Surprisingly, some students find the teleconference situation less threatening than a classroom setting. The anonymity of disembodied voices gives some students a greater sense of confidence to express their views.

On-line discussion groups can be a great bonus for distance students when they are well moderated. Salmon (1998, p.3) argues that the successful exploitation of computer mediated communication must "address student competence in the use of the technology, the design of a purposeful learning task and the teaching techniques". She outlines a five-stage model of teaching and learning online: access and motivation, online socialisation, information giving and receiving, knowledge construction, and development. At each stage the role of the teacher or moderator shifts. In the beginning the teaching role is focused on the individual student to ensure they feel welcome and motivated to participate in the online discussion, the teacher then works as a 'bridge builder' encouraging and supporting group interaction. The teacher helps students to appreciate the huge range of information on line. Later the teaching/moderating role becomes less active but more focused in assisting students to generate new meanings from their collaboration. Finally, as the students move towards becoming independent online, the teacher is able to withdraw and the role once again is encouragement, at this stage towards more self-directed learning.

Voice In Action

In a traditional educational setting assessment provides the action component of the learning cycle. Assessment is the opportunity for the students to put 'voice' to their learning though a written assignment, an exam or an oral presentation. Candy, Crebert & O'Leary (1994) in their seminal work on lifelong learning revealed that few students have any input into assessment measures. Even in the few instances were students had the opportunity for contract based learning, agreement between the teacher and student often focused on the criteria for grading rather than evidence that learning has occurred. Boud (1991) advocates self-assessment where students are involved in the process of determining what constitutes good work in a given context. For example, the student has a 'voice' in determining the characteristics of a good essay or practical report. Assessment that involves some form of self- or peer assessment inevitably helps "students to be selective in what they learn, to think critically about what they learn, and to evaluate how well they have learned it." (Candy, Crebert & O'Leary, 1994,p.153)

Reflections as a Student - 3

I was wroking as a community health nurse in Kings Cross when I started university as a part time student. I had a lot of difficulty making sense of my univeristy learning within the context of my work. Nevertheless, making those connections was the most valuable learning I expereinced. Erica was teaching medical ethics. As an assignment she negotiated with me to write a short play about my clients and my role as a community nurse. Rather than a presentation she invited the class to 'act' it out. For me it was a powerful means of giving voice to the ethical dilemmas that I had struggled to resolve in isolation.

Dr Erica Bates, University of New South Wales, 1980

Industry and clinical placements also offer the opportunity to complete the action phase of the learning sequence. Martin (1996) found that 60% of all Australian degree courses included a component of work-placement. Such placements include practicums, clinicals and sandwich courses where students have the opportunity to apply their knowledge and skills in a work place context. While the links between the university curriculum and the learning that occurs in the workplace are critical, Trigwell and Reid (1998) note that they are often unclear.

Clinical reasoning is a highly complex phenomenon that provides the foundation of clinical practice for health professionals. It demands precision, flexibility, rationality, sensitivity and the ability to provide a clear explanation (Watts, 1995). Given that clinical reasoning is a context specific, workplace experience offers an ideal learning environment. Nevertheless, teaching clinical reasoning involves a creative repertoire of teaching strategies including guiding questions, thinking aloud, the use of case studies and story-telling - all aimed at achieving a cycle of listening, dialogue and action. It is not sufficient to merely place the student in a work setting and assume they will observe and develop skills in clinical reasoning. They need opportunities for briefing and de-briefing - an opportunity to give voice to their experience and articulate their learning needs.

The culture of the workplace while 'authentic' may present the student with workplace relationships and expectations in conflict with their learning needs. Despite this potential clash of cultures, students perceptions of workplace learning are often positive (Gardiner and Singh, 1991). They get the opportunity to follow through on larger projects and be involved in complex problem solving. On a personal level, organisational and time management skills, interpersonal skills, confidence and awareness of career options increase. Many students believe this type of learning is immediately relevant and directly enhances their career prospects.

Martin (1996) discovered however, that there was great variation in the way that students experienced work placements and that not all placements were positive learning experiences. Satisfaction with work placements was positively correlated with support for student learning, clarity of the goals and standards, meaningful activities (ie not engaged in menial tasks) and the opportunity to develop a range of generic skills. These findings suggest that work placements need to be well planned and well supported. They can offer students the opportunity to engage in relevant and significant problems as a professional would. At best they allow a student voice in the scope and nature of the workplace learning experience. Foster and Stephenson (1998) outline the rise of learner-managed work-based learning in the UK describing innovative examples of students negotiating their own learning program in consultation with the university and the employer. Although responsibility is shared amongst the stakeholders - students, accrediting bodies, employers and the university - the student has a key role in determine his or her own needs and aspirations.

There is also scope to better integrate workplace learning within the curriculum. Students can benefit enormously from the opportunity to explore and develop their workplace experience within the context of their university learning. At QUT, the Faculty of Built Environment and Engineering has supported a professional development program that encourages students to documents industry placements and work experience as an integral component of their course. The Faculty is currently developing an on-line student portfolio to assess, document and record the development and achievement of a range of generic attributes. The portfolio will add a valuable qualitative component to the traditional academic transcript of achievement.

Reflections as a Teacher - 2

Registered nurses returning to study to gain a degree often find the university environment alienating and irrelevant to their experience of professional practice. To overcome this, a core unit Professional Development Practice (PDP) was introduced at the beginning of their course. The unit content focused on the development of skills in reflective practice and peer consultation. Over the semester students agreed in turn to present a 'practice incident' to the group, relfecting on the meaning of the incident, validating their interpretation of events with reference to the literature and indicating how the learning experience had influenced their future practice. Students shared profound and moving experiences that they had never been able to vocalise or share. Their attitudes changed and sometimes even their physical appearance changed. For some, the opportunity to voice their expereince lifted a great burden.

Bachelor of Nursing (post-registration), QUT

Maybe a greater challenge lies in making the workplace a learning place. In a study of the clinical learning environments Hart and Rotem (1995) noted that autonomy, recognition and peer support were common attributes of a workplace that offered a positive learning environment for staff. What responsibility do academic managers have for the development of the learning culture of the workplace? What voice do employees have in determining the nature and scope of their work, the criteria by which their performance will be judged the professional development opportunities they require to improve? At QUT there are double the number of part-time academic staff as full-time academic staff. The university is proud of the contribution that working professionals make to the 'real world' learning of students. There is however, no compusory orientation for casual academic staff, no systematic program of professional development and no guaranteed access to on-line resources. Less than 10% of part time staff undertake student evaluation of their teaching (SET). For the past three years the Deputy Vice Chancellor has sponsored an annual conference for part-time staff. The conference program includes a range of speakers addressing topical educational issues. The most popular session is the Forum. Conference participants have the opportunity to 'voice' their concerns and issues to a panel of Deans and senior academics.

A more pro-active initiative has been the 'Teaching Showcases' again sponsored by the Deputy Vice Chancellor. Excellent teachers (as judged by students, peers and academic managers) are invited to share their approach to teaching. The sessions are inspirational. Most importantly they provide an important means of recognising good teaching. On a national scale the Australian Awards for University Teaching (AAUT) coupled with the National Teaching Forum provide a similar 'voice' for teaching excellence. Such initiatives suggest that the cycle of listening, dialogue and action is equally relevant in the classroom and the workplace.

Reflections as a Manager - 1

Professor Ingrid Moses as Chair of the Committee for University Teaching and Staff Development did not encourage members to be silent on any issue. Each committee member was invited to tkae a position - 'to have a voice' - in the deliberations of committee. She listened, she entered into a lively discussion on many occasions and then she determined appropriate action. As committee members we felt recognised and valued as well as challenged. There was never any question to our committment to committee decisions.

Professor Ingrid Moses, Chair, CUTSD, 1997

References

Alexander, S. and McKenzie, J. (1998) An Evaluation of Information Technology Projects for University Learning. The Committee for University Teaching and Staff Development, Canberra

Boyer, E. (1990) Scholarship Reconsidered: priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching, Princeton

Candy, P., Crebert, G. & O'Leary, J. (1994) Developing Lifelong Learners through Undergraduate Education. AGPS, Canberra

Chipman, L. (1999) "The Disintegration of an Industry." Higher Education in Europe. 24 (2), p. 177-186

Coaldrake, P. & Stedman, L. (1998) On the Brink: Australia's universities confronting their future. University of Queensland Press, Brisbane

Foster, E. and Stephenson, J. (1998) "Work-based Learning and Universities in the U.K.: a review of current practice and trends". Higher Education Research and Development. 17 (2) p.155-170

Friere, P. (1983) Education for Critical Consciousness. Continuum Press, New York

Gardiner, R. and Singh, P (1991) Learning contexts of university and work. Department of Employment, Education and Training (DEET), Australian Government Printing Service (AGPS), Canberra

Hartg, G. and Rotem, A. (1995) "The clinical learning environment: nurses' percpetions of professional development in clinical settings". Nurse Education Today 15, p.3-10

Laurillard, D. (1993) Rethinking University Teaching: a framework for the effective use of educational technology. Routledge, London

Martin, E. (1996) The effectiveness of different models of work-based university education (Report No. 19) Evaluations and Investigations Program, Department of Employment, Education, Training and Youth Affairs (DEETYA), Australian Government Printing Service (AGPS), Canberra

Marton, F., Dall'Alba, G. and Beaty, E. (1995) "Conceptions of Learning". International Journal of Educational Research. 19 (3), p.277-300c

McInnis, C., James, R. and McNaught, C. (1995) First year on campus: diversity in the initial experiences of Australian undergraduates. Committee for the Advancement of University Teaching, Canberra

Saljo, R. (1979) "Learning in the learner's perspective: some common-sense conceptions" Reports from the Deaprtment of Education, University of Goteborg, No 76

Salmon, G. (1998) "Developing learning through effective online moderation" Active Learning. 9, p3-8