Date: 26/09/2018

Facilitator: Gray

Minuter: Lærke

Time-keeper: Cara

Agenda:

Intro

• Name round
• Consensus introduction postponed to later class

Adding non-registered people to the Learn page

• Consensus reached

Christine Love-Rodgers (librarian) to speak about resource list

• Resource list could be an outcome of the course
• Resource list available through learn and external resource list search
• Use ‘My Collection’ to add resources; suggest to course moderator
• Looking into possibility of students directly adding resources
• Discussion points:
  • how to organize list?

Suggestion: organizing it after week

Question: can it be shown both thematically and by week?

Answer: use tags

• how will we use it if all students have access?

Discussion in whole group: How do we use the resource list

• tags are a great tool
  • create a set of key-word tags to use
    • google document or interactive documents on Learn
  • Question: who can tag?
  • Sophia will investigate how it works and a decision on how we use it will be made later
• depends on structure of the course
• comment section to mark what resources are useful
• noting down what recourses we use in discussion
• essential readings – perhaps split into subgroups
  • to provide common basis for discussion
  • idea: a number of readings available and discuss readings in groups of who did them
    • organic way of deciding what readings are used
  • comment system
    • question: will pushing to make comments on resource list take away from class discussion?
    • Suggestion: comments will be a great resource for future users of the list
    • Suggestion: comments to be made after discussion in class
    • Suggestion: all readings should have a comment about why it is added to list

Break – 5 min

Split into groups and discuss readings

• LACK OF TIME => decision on removing this from agenda
  • Temperature check and reasons from ppl who want to discuss readings
    • Basis for what we are talking about
    • Hear people’s opinion on readings
    • Space for reflection about readings
  • Suggestion: go round and hear people’s reflections from readings instead of groups (10 min.)
  • Temperature check on readings
    • Reservation: would prefer groups
  • Decision: popcorn round of reflections for 10 min
• Sophia: recap of readings
  • ‘Practicing what we preach’ & article by Hausman
• Round of reflection/interest in readings
  • Glorification of statistics
    • What is the role of statistics in university? Their truth-value?
  • University using statistics as grounds for taking land etc.
  • Data collection & ethics

Generating ideas about assessment

• Suggestion: separate into smaller groups
  • Decision: yes, each group takes notes and updates Learn
• Question: do we need to take attendance?
• Notes from one group (Lærke)
  • Value:
    • interdisciplinary group projects: same topic looked at in diff. angles in diff. classes
    • less structure in what the product should be; not assessed on form, but on context
    • open essay questions, no word limits, think critically about question
    • research projects, making own thesis
    • open format
    • different formats
    • long-term projects
    • team work
    • study groups and exam groups
  • Do not value:
    • Only essays
    • Specific essay questions, expected to use specific readings
    • Two hour exam format; only teaches memorization
    • Individualistic exam forms – loneliness
  • South Korean system:
    • Multiple choice tests
    • Professors expect a structure, a specific answer
    • Doesn’t encourage critical thinking
  • Points from groups:
    • Peer-review system
    • Reflection
    • Attendance – how is it defined? Present or engaged? Send in apologies?
    • Weekly prompts turned into essay – example from Gender Studies course
    • Feedback – ongoing, when needed
    • Anonymity – pros and cons, myth of impartiality

Minutes 26 September 2018 / The future of our university by blogadmin is licensed under a Creative Commons Attribution CC BY 3.0