How many times have you said, “Oh I’d love to try…” or “I’d love to visit…” or “I wish I could learn…”? Well a life list is a nudge in the direction of achieving these things.
A life list or some people say bucket list) or wish list is simply a list of all the things you’d like to achieve, and writing them down in a list is a way to gather these thoughts and encourage you to begin making things happen rather than just wishing your life away.
I wrote my life list just before my 30th birthday when I suddenly realised that I hadn’t done any of the things I had assumed I would have done, before turning thirty (at 29, 30 seems like some sort of huge mile stone).
So now I am beginning to achieve and experience these things and I’m still adding more to my list. My list is really varied, all different experiences in their own right and all for different reasons and sometimes, one experience leads to another. For example; through studying Gaelic, I then learned about a Gaelic college on the Isle of Skye, instantly I thought, I want to go there and spend time in a Gaelic speaking environment to help my confidence and ability at the spoken word.
Go to a TED conference
Get a university degree
Cycle from Glasgow to Edinburgh
Be placed in a beer competition
Win a gold in a beer competition
Travel based goals
Visit New England
Spend the holidays in a snowy country
Renew my passport
Order a meal in another language in the relevant country
I’m taking a bit of a detour today to talk about some research I’m currently wrestling with. It seems to constantly be at the front of my thoughts and I see it rear its head at every opportunity so seems fitting that I share it here too.
The short blurb for this is I am currently researching “teaching presence” (that’s the very simplistic way to describe it, and when I started this project I really thought it was going to be that simple but I have taken so many twists and kinks along the way that at one point I wasn’t even sure I was going to get the answers I was looking for and if I should even carry on. I’m glad to say that perseverance won out and I’m back on track.
Let me explain.
Teaching presence, that concept of how a teacher makes their presence felt rather than just seen. Sounds simple enough? Or maybe you are thinking “really Eli, but the whole thing is that you can see the teacher in the classroom so why would you even discuss this in terms of teaching presence being felt?” And that’s ok, I think that is a completely legitimate question to ask. So lets break down my thoughts around this project a bit.
Teachers come in many different shapes and sizes, as the phrase goes, some teach in a classroom with 30 students or less, some teach in a lecture theatre with 500 student, some do lots of one on one time, for some there are too many students to offer that service so need to focus on one to many. Then you have the teachers who teach online, where technically, they aren’t there at all. So what are the factors that connect teaching presence with all these different teachers?
I wanted to look into this for practical purposes, I’m interested in online teaching (different form learning) and specifically I want to look into how teachers can take their experience and skills from one type of teaching (in a classroom or studio specifically) and then use this to create equal feelings of the teacher and presence in an online course.
There are two ways to look at this, you can view the perspective of the student, how does the student perceive the teacher, the teaching and their experience of both and this is probably the most common way that this has been investigated. However, I am really interested in the other way, to look at the teacher and what is their perception. I think this could make for some really interesting findings. For instance, how does a teacher perceive their identity as a teacher? What makes them say the label “teacher” fits? Again as an example, if very simplistically we talk about the teacher feeling like a teacher when they stand at the front of the class and teach their students. It could be the act of being infront of the class, or the interaction or response from their students. Maybe it’s seeing the student wrestle with a problem and then overcome it.
So now if we take that teacher out of their usual classroom and stand them in an empty room with only a video camera in front of them and ask them to teach… Can you see where I am going with this? If there are no students visibly present, what cues are there that your message is getting across?
In turn this idea of visual or felt presence as why opens up to investigation into how. Are there set things a teacher does that creates presence, if there is, do all teachers do them or do them all, do teachers do different things depending on environment, class size etc? And what happens when you change on of the factors that determine the how?
It’s all very interesting and could take so many paths. I’m starting with the basic concept of teaching… lets find out the why and how and I’ll update you all on my findings, I promise.
I’m taking a bit of a detour today to talk about some research I’m currently wrestling with. It is taking up most of my life at the moment so seems fitting that I share.
The short blurb for this is I am currently researching “teaching presence”, and when I started this project I really thought it was going to be that direct but I have taken so many twists and kinks along the way that at one point I wasn’t even sure I was going to get the answers I was looking for.
Let me explain.
Teaching presence, that concept of how a teacher makes their presence felt rather than just seen. Sounds simple enough? (You might have heard of this in connection with the Community of inquiry framework (COI)). Ok lets add in that the teacher is teaching online, so now how does this fare, the teacher is (technically) not “there” nor are the students because synchronicity is varied. So what is “thereness”? What actually is presence come to think of it? Should I have said that the teacher was “not” there?
I started out thinking the COI framework would be a great way to look at this, especially since it was written with online in mind, but when you work in an art college you very quickly realised things might not be that simple. So my research took a bit of a kink and became much more about how teachers create teaching presence in an online course, with the added twist of studio teaching. I’m very early days yet so I’m currently basking in the fun of having lots of questions I get to investigate and try to find answers to but I promise I’ll keep you up to date and share any good discoveries and conundrums along the way.
I am very happy to say the crisis is over. Although lets be honest, the shape of the world right now means I have no right to use the word crisis when I talk about something as trivial as not writing a blog post. Sheesh! Perspective, right? Let’s instead refer to this as a momentary lack of fun! Which has been fixed!
But hey ho, all I mean is that the fact that I am now putting pen to paper (or fingers to keyboard) means I am once again enjoying the experience of sharing my thoughts and feelings with the world at large through this blog. Let me catch you up. If you are just joining us…. I had writers’ block, well let’s be more correct about this, I thought I had writers’ block. I thought there was a huge drama happening because I couldn’t think of anything to write about. But some very sensible and useful advice from other bloggers yesterday reminded me that actually, I don’t have to write at all.
The advice went something like this…
write if you have something to say
Sometimes things are only obvious when they slap you upside the head 🙂
See, this all came about cause I had a seriously fun morning yesterday chatting with James Lamb, Lorna Campbell and Karen Howie about blogging and the how’s and why of our blogging lives. A fantastic morning where the pastries were actually the least exciting part (oh but that was a lovely almond croissant).
I don’t want to give too much away and ruin things just yet, so I’ll eave it there with only this. Keep an eye on the teaching matters podcasts for some fun with blogging and I’ll chat more when it’s live. If I have something to say about it, of course.