Reflection & Discussion aura Engaged Excellence in Research and Teaching Practices Reflection & Discussion Research 1, Session 20, Facilitated Discussion

Agenda Time Activity Responsible Person(s) 10:00am – 10:10am (10 minutes) Joining GoToWebinar  Introduction to the protocol Learning Outcomes   Co-facilitator(s) 10:10am -10:40am (30 minutes) Recap on the key concepts of R1 intervention Importance of reflection How to provide constructive feedback The whole group Facilitator(s) & Co-facilitator(s) 10:40am – 12:00 (1h 20minutes) Group work in small groups within each institutions Report on each group discussion to the whole group Whole group

Protocol for Online Discussion To contribute to the discussion, please raise your hand Keep your contribution short to allow everyone to participate Respect others’ opinion Mute yourself while listening to others to avoid background noise

#aura2018, #AURAR1 or @aura2018

Learning Outcomes: Today’s facilitated discussion aims to enable you to: Review key concepts covered during AURA R1 Provide constructive feedback to and discuss your colleagues' perspectives on research approaches in an online collaborative space and across institutions Illustrate your learning journey from the perspective of an adult learner Explain and evaluate how the exposure to different research approaches informed your research from the perspective of a researcher

Pre-Group Work - Poll

Recap Session Recap Session Image retrieved from: http://comps.canstockphoto.com/

The importance of reflection Experiential activities were used throughout R1 Kolb’s experiential learning cycle and the ORID questioning process How has this reflective process impacted the way you view your own practice? Locating oneself as an adult learner is an ongoing process and potentially change the way we think, do, act. The AURA programme is underpinned by principles of collaboration and co-creation

The importance of reflection The importance of Reflection: Continued Highs / lows: “I have learned how to critically evaluate an article, search literature and to search its credibility”.(AURA learning participant) “I am still not sure how to conduct citizen-led research in my field” (Aura learning participant) “I feel I did not clearly comprehend how to contextualize my research objectives” (AURA learning participant) “I felt challenged when I compare how certain aspects have been taught and how I teach the same concepts. I plan to remodel my teaching along the lines that I experienced in the session”. (AURA learning participant)

How to provide constructive feedback Through questions promoting a two-way conversation rather than statements representing a more didactic/top-down approach  Try to make it a positive process & experience Confirm/Acknowledge your peers’ efforts Talk about the positives first Suggest how improvements can be made Never criticise Be specific

Group Work In small groups (20 min): Assign a specific role to each member of your group Discuss the two questions Refer to the checklist during you discussion Be prepared to report back to the wider group Receive feedback on your report by each group

Group Work Continued: Roles Group work - Roles Group Work Continued: Roles Rapporteur I = takes notes during break out session Rapporteur II = reports highlights of the group discussion to the wider group relying on the notes taken by rapporteur 1 Observer = observe the dynamics of the group and report on this at the end Facilitator = facilitate discussion making sure everyone has a chance to talk and share

Group Work Continued: Checklist Group work - Checklist Group Work Continued: Checklist Topic Yes/No Additional comment/suggestion The group has explained if and how their research has shifted in practice:   To what extent have they met the brief (assess) If there are gaps, what are they? Do you have an opposing or enriching viewpoints? If so, what is it? What does an increased emphasis on holistic approaches mean for research?  Did they mention one issue or challenge? Did they mention a success? Is this a valid example(s)?

1st Question: How has research shifted in practice? Are you aware of examples where research has taken on a more holistic orientation or where distinct orientations have been applied or combined? How do the conceptual frameworks enable you to think about their research practices? Does the distinction between taking a holistic/systemic approach to a research problem compared to taking an analytical enable you to change the way you think about your research and how it should be conducted? Do these approaches relate to whether a problem is ‘wicked’ or ‘tame’? Do you think that taking a highly participative or even citizen-led approach for conducting the research may be more appropriate for certain types of problem, for example exploring or modelling a research topic/problem? How will your practices adapt to meet these research paradigms?

2nd Question What does an increased emphasis on holistic approaches mean for research?  What areas do you need to work on in order to build your capabilities to implement new research paradigms to your own practice?

Report your group discussion to the wider community Rapporteurs from each group report on their group discussion to the wider group Each group from both institution provides feedback to their peers’ highlights Refer to the Checklist for Peer Discussion to provide constructive feedback to your peers

Wrap-up Wrap-up Highlights of the facilitated discussion Questions

The content is authored by: Professor Mark Hepworth, Professor in People’s Information Behaviour, Centre for Information Management, Loughborough University m.hepworth@lboro.ac.uk This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.