Developing the role and effectiveness of teacher support staff through an innovative online graduate programme.
Ian Terrell
Gina Revill
Jane Down
Ultralab at Anglia Polytechnic University
Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 16-18 September 2004.
Abstract
This case study research looks at the impact of an innovative, full-time online learning programme at graduate level for support staff. The paper will report on early indications of the outcomes of learning based upon approaches to adult and self-directed learning, learning from reflection, and collaborative action research, undertaken in an online learning community, called “Ultraversity”. The research was undertaken at Ultralab and funded by the Teacher Training Agency. Data has been collected through surveys, an analysis of work produced by support staff for the programme, analysis of an asynchronous online “focus” group discussion, and by telephone interviews. The research attempts to identify and classify the impact on teaching assistants and their work, as well as on the teachers, and the institutions they work in. Ways in which the learning of pupils has been developed will be explored. The research gives some indications of the ways in which highly skilled support staff can impact on schools, as well as highlighting some effective processes of learning online.
Introduction
The BA (Honours) Learning, Technology and Research degree, which was launched in 2003, is part of the ‘Ultraversity’ project conceived by ULTRALAB, a research unit based at Anglia Polytechnic University, with an aim of increasing access for full time workers who have not had the opportunity of going to University, through building an online learning community within an Higher Education programme.
The first cohort recruited approximately 300 students, mainly from the education sector, the biggest group being school support staff with a variety of titles and roles including Teaching Assistants, Learning Support Assistants, and ICT Technicians.
This paper is concerned with the impact the first year of study has had upon the school support staff, and on their workplace, in particular:
· The development of knowledge and skill in the use of ICT
· Understanding of teaching and learning
· Changed perception of role
· Perception of self, career and aspirations
· Online communication, networking and community support
· The development of reflective practice
· Impact on other adults in workplace and working relationships with other colleagues
· Impact on pupils
· Role of workplace advocate
The information has been gathered from surveys conducted at the end of each semester, online community discussions, telephone interviews and examination of students’ work selected from a random sample group.
In keeping with the philosophy of the programme, students are referred to as ‘researchers’ and tutors as ‘learning facilitators’.
The learning model for the programme
The programme is underpinned by pedagogic principles, derived from a number of associated discourses on learning summarised by terms including:
· Learning from experience, critical reflection and action enquiry
· Collaborative discourse in online learning communities
· Self directed adult learning
Learning from experience, as outlined by Kolb (1984), Winter (1989) and others, is appropriately for a work-based degree, at the core of the approach. Action enquiry methodology guides the researcher’s research and learning activities following the model proposed by Stenhouse (1975), Carr and Kemmis (1986) and Elliot (1991, 1993). Critical reflection as outlined by Kolb (1984), Barnett (1990, 1997, 2000), and Bradshaw, Powell and Terrell (2002), are integral to the learning processes developed by the degree and can be found in all of the modules undertaken. A key component of year one of the programme is to introduce, develop and enhance the skills of learning and enquiry for greater autonomy and independence in later work.
In practical terms, and more specifically, this means using learning journals to collect and reflect upon critical incidents at work, electronic assessment portfolios as a means of collecting items for assessment and reviewing progress, electronic ‘Individual Learning Plans’ for researchers to take control of their learning within the framework given, and online learning communities for discourse between researchers, facilitators, and experts.
Harisim et al argued, as long ago as 1995, that online communication was emerging as a major educational force, providing opportunities for communication, collaboration and knowledge building, all of which are hallmarks of lifelong learning (Harisim 1995). Considering the rapid change in technology since 1995 this view may have been somewhat optimistic as far as learning in higher education in the UK is concerned. Many initiatives in e-learning have focused upon the creation and delivery of electronic content.
Ultralab have developed expertise in creating vibrant communities of practice online over many years and several large-scale projects, including, Learning in the New Millennium, Talking Heads, and Virtual Heads projects. The experience of developing Ultralab Learning: a community of enquiry since 1992 has led to the Ultraversity community. (Seewww.ultralab.net)
Ultralab’s experience in developing these online communities, in non-credit bearing environments have proven to be a powerful further stimulus and influence focusing upon collaborative discourse about practice in online communities. This is distinguishable from notions of e learning found elsewhere where tutor directed delivery of content is the main focus and purpose of the digital media. Content does not form the basis of this degree course. The degree aims to promote learning primarily through brief stimuli leading to discussions in the online community to which researchers belong. Researchers are encouraged to direct and lead the discussion and select appropriate foci. Participants, facilitated by Ultralab staff, can share ideas, ask questions and encourage and teach each other, ideally drawing on each other’s strengths. For example, the topic of the use of music in learning and its effects on behaviour management is but one example of such a topic originating from the community. This led to exchanges and suggestions of the kind of music that works best.
Coomey and Stephenson (Stephenson 2001) note the mechanism of empowering learners online to construct and structure opportunities to move from specific tasks to more open-ended and strategic ones. Thus teacher controlled learning opportunities can be replaced by learner managed ones. The work of Lave and Wenger (1991) and Wenger (1998), Bradshaw, Powell and Terrell (2003, 2004), Hart (2003), Heppell and Ramondt(1998) on the importance of learning as a social action through the negotiation of meaning informed the planning of the degree. Self-direction and choice was a further element of the design of the programme which also took account of the work of Knowles (1990) and others in adult learning.
Hence, from these pedagogic principles and practical requirements of Anglia Polytechnic University’s quality assurance requirements, a pathway was created for the first cohort. Essentially the pathway is a shell of generic modules, which can be adapted to meet the individual researchers’ own context, learning needs and job role. Researchers negotiate the coherence of their curriculum in their work context at a modular level with their learning facilitator. There are six 20 credit modules in each of the first 2 years. In the third year, in which the generic graduate skills are built, the course consists of three 30 credit modules, one 10 credit, and one 20 credit module.
A further imperative for the team was to create a process that led to learning but also collaborative change and improvement. Hence, the final stage of the degree was created around the concept of an exhibition of work in a public place, informing peers and the wider community of lessons learned on the programme.
The impact of the programme on participants and their institutions
Initial feedback from two online surveys conducted at the end of the first semester, in December 2003, and again at the end of the second semester in April 2004, suggest that the programme is having an overwhelmingly positive impact on researchers. In semester one, 88% of researchers reported that they enjoyed the programme, and 77% said that they were more confident in their role. 85% agreed with the statement that the programme was developing thinking about their work role, and this increases to 93% in the second semester, where 89% had been helped to make links between literature and practice. 81% were beginning to make some impact as a result of studying the programme. Increased confidence with using ICT is also evidenced, with 86% reporting in semester two that they were using ICT more in their workplace. Further confirmation is found in the analysis of researcher assignments, telephone interviews and focus group discussions.
The development of knowledge and skill in the use of ICT
Many researchers have increased their use and understanding of ICT and its place in their work. Most, excluding ICT technicians, had not used a computer much, or had only accessed basic programmes, before starting this course, and they were required to use a variety of software quickly. One researcher states that ‘during my communications with my facilitator I have learnt to send attachments with my e-mails’, and with support, in the first semester, they were asked to use online community software, present their assignments electronically, uploading them into the electronic assessment portfolio developed by the Ultraversity team.
The only time that I’d ever used computers was at work and then just to use the programs already on there for the pupils, so starting a degree course that is entirely online, as a complete novice, was a huge step for me.
One researcher says in her first report, that she managed to ‘conquer’ her ‘fear of computers and learnt how to use a lot of the online tools’.
Another lists a set of new skills, typical of many researchers:
My IT skills have improved. This helps me at work as one of my duties at school is working on the computer for many activities. I have learnt how to insert clipart, word art, textboxes, colour fillings, columns and also learnt how to do a word count. I have also learnt how to size digital photographs and how to copy them to disc. I have learnt how to write a report on Word.
As well as these basic skills, being part of this programme affected researchers' conceptual understanding of the place of ICT in learning. Many, such as the following two researchers, describe how the internet has become a source in research:
To understand the term e-learning I used search engine www.google.com to find information relating to e-learning.
Since joining the online community I have visited a number of websites to download relevant information to assist my research work
Through conducting research into behaviour management, a researcher describes how new skills with technology could be used for behaviour management:
The child constantly fidgeted, touched others, called out, rolled around on the floor and then decided to go for a walk. This child is unable to focus on a task for very long, so I’ve decided to put a few strategies in place for him in my classroom. They are: For me to take a photo when he’s doing good sitting and he keeps the picture with him on the carpet. I will use this as a prompt- saying I know you can do good sitting as I can see you doing it in the photo.
The same researcher has developed an interest in how ICT can be used for teaching and learning:
From researching my role I am aware of my strengths, weakness and the need to have opportunities to attend courses, I realised the areas that I would really like to research are: gifted and talented, ICT numeracy and ICT for special needs
This increased confidence and understanding has allowed those on the course to make connections with others in the same role:
I have become more confident with sending emails, attachments and I’m using it more to communicate with other fellow researchers
Changed perception of role
One of the first modules researchers had to complete was a description and analysis of their job role. This proved to be a significant turning point for many as they began to reflect upon what they were employed to do and how best to fulfil this. It also highlighted tensions between job descriptions and actual duties or expectations.
Many researchers began to look into official school documents-many never having made themselves aware of information and regulation at this level. One researcher outlines how she approached this module:
To begin I looked at School policies to see if they affected the way I should do my job & who was responsible for the policies. To [research the wider role of a teaching assistant] I decided to look at how the learning Support Department fitted in to the whole School & how different staff saw the role
Most researchers have clearly benefited from researching their role, as the following quotes illustrate:
I have had a unique opportunity to research my position. I have established what I am expected to do, what my strengths are and what my weaknesses are
Throughout this activity I have been questioning myself - Do I fit this description? Have I the right attributes? What skills do I need to learn?
The process of completing the early Learning Activities proved to be a worthwhile task as it required me to reflect and analyse the range of responsibilities and competencies needed to fulfil my role. The process of consulting colleagues and my line manager raised my understanding of how others perceive my role. It also made me work out the direction I wish to take with my work which has changed considerably since I took up the post. I had not at any time considered my role in the contexts described
I have learned what teacher’s expect from someone in my role, and that roles vary from school to school, but with one main function in mind: to aid children in their learning. I have found out how my role has changed over the years from being a ‘paint pot washer’ to an important member of an education team. Through work shadowing, I understand how all aspects of school life are extremely important in the smooth running of the school. I have learned how much my colleagues value my role within school life, and how valued I am as a professional. Finally I have learnt to use self-review tools within school in order to further my knowledge and skills
In many cases, researchers have reported an increased sense of self-esteem gained through articulating the many facets of their role as support staff, and discovering that their work is valued by colleagues and students: