Bath Spa University College

1
Bath Spa University College

• Using video and web to link distant training
  venues (Secondary Science PGCE)
• Use of laptops to facilitate learning in GTP
• Creative teachers for creative learners (Primary
  PGCE)

On 1 September 2005 the Teacher Training Agency
(TTA) became the Training and Development Agency
for Schools (TDA) and took on an expanded remit.
Visit www.tda.gov.uk for further information. We
are re-branding our literature only when
necessary.
2
Linking distant training venues

• Science trainees in Bath and in Bodmin
• Promote e-learning community
• Save on tutor time and travel
• Link via video conference and discussion boards
• Link Bodmin with 5 partner schools via webcam and
  email

3
Use of laptops for GTP

• Promote e-learning community
• Access BSUC website for learning resources
• Access other useful sites such as SWGFL
• Maintain contact with each other tutors via
  discussion boards email

4
The Creative Primary School CD-ROM and VLE

• Dan Davies and Alan Howe
• Bath Spa University College

5
The Creative Teachers for Creative Learners
Project

• TTA-funded research project
• Support trainees understanding of their own and
  childrens creativity
• Teaching for creativity and teaching creatively
• Outcome interactive discussion resource
  presenting episodes of teaching for creativity
  in different age groups and curriculum areas

6
The Creative Primary School what is it?
Y3 classroom
Y4 classroom
Y2 classroom
Y5 classroom
Y1 classroom
Hall
Reception class
Y6 classroom
Heads office
Staff room
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The VLE Discussion Fora

• Bath Spa UC adopted Blackboard VLE (our version
  Minerva) from Sept 04
• 6 key questions from Creative School CD-ROM as
  discussion boards.
• Volunteer trainees recruited to pilot resource (n
  42)
• Split into two groups for randomized trial
• https//minerva.bathspa.ac.uk/webapps/login

8
Pilot methodology

• Both groups (Autumn and Spring) complete
  initial online questionnaire, eliciting their
  understanding of creativity
• Autumn explore CD-ROM and contribute to
  discussion boards Oct-Dec
• Staff online in rotation to monitor and prompt
  discussion.
• Both groups complete online questionnaire again
  in Dec to compare shifts in perception
• Spring group explore CD-ROM and contribute to
  discussion boards Oct-Dec
• Both groups evaluate resource

9
Examples of online contributions I

• From watching the pupil discuss the various
  options her group could have selected from I
  think there has been a lot of class and group
  discussion prior to them making their decision.
  Probably some lead from the teacher, reminding
  the class that there is no one, right way to
  build a shelter. Building up the topic with lots
  of research activities could have helped the
  pupil's confidence. For example looking at
  different shelters around the world - Bedouin
  tents, Indian TeePees, Thai grass huts.

10
Examples of online contributions II

• I thought that it was interesting when the
  Teacher was discussing how he saw the project
  developing... he discussed the idea of the
  project having points of expansion and
  contraction (not quite the words he used but they
  escape me now!)... I think that you are right
  about the idea of investigating other structures
  in other cultures but I think he had an awareness
  of the idea that kids are very good at using
  other peoples' ideas and he wanted them to both
  have ownership of the direction of the project
  and the ideas that project was made up of and
  this is about being creative.

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Examples of online contributions III

• I noticed that she used 'we' when talking about
  the design options rather than 'I'. In the first
  clip the teacher stressed the collaborative
  nature of the exercise. He said the groups should
  should arrange their tables in a way they 'find
  most useful'. He then stressed twice that the
  'group' should decide how to rank the
  specifications.Creativity as coming from a
  group rather than an individual is new to me and
  contrary to my own educational experience. What
  does anyone think? How does collaborative work
  compare to individual work in the 'creative
  ecosystem'?

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Where next?

• Evaluate results of pilot April 2005
• Revise content of CD-ROM and VLE in light of
  feedback
• Seek further funding to develop and produce the
  package to a professional standard
• Make available to other providers, schools, LEAs
  etc