A Centre for Distance Education seminar on Developing Teachers at a Distance, conducted by Dr Ayona Silva-Fletcher and Dr Kim Whittlestone from the Royal Veterinary College (http://www.live.ac.uk/html/people.html)

1. MSc in Veterinary Education
Developing teachers at a distance
Ayona Silva-Fletcher, BVSc MSc PhD MA (Med Ed) FHEA
Kim Whittlestone, BVetMed MRCVS MA (Med Ed) FHEA
asilvafletcher@rvc.ac.uk
kwhittlestone@rvc.ac.uk
www.live.ac.uk/html/MScVetEd.html
20/06/2012

2. Workshop overview
 Background
 Key concepts & process
 Example teaching video‟s
• Your thoughts
• How we give feedback
 Patchwork texts in observation
• Examples for analysis
 Challenges & changes
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3. Background
 MSc in Veterinary Education
• Launched September 2009 (Diploma)
• PGCert September 2010
• DL version PGCert September 2011
Student Developing
learning
Learning materials
Evaluating
and Teaching Self- Evaluating
regulated educational
improving methods learners literature
practice Principles Current
and
Practice Issues
Assessing Developing
Integrated Developing
student educational
curriculum skills
strategies
learning
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4. The ‘terrifying territory’ of Reflection
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5. What matters most is how you see
yourself…
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http://flagwallpapers.com/ambitious-cat-with-mirror/

6. Patchwork texts
A „patch‟ is a short discursive and
reflective essay
Patch 2 Patch 3
Patch 1 Patch 4
Final
assignment
Dalrymple, R and Smith, P (2008) The Patchwork Text: enabling discursive writing and reflective practice on a foundation module in
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work-based learning. Innovations in Education and Teaching International 45, 47-54

7. Teaching observations
Face-to- Pre-obs
Observation Discussion
Post-obs
patch patch
face
Pre-obs Video Skype Post-obs
Distance patch recording discussion patch
What? So
Why? what?
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8. Example teaching video
 How would you feedback on this session?
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9. Thoughts and comments
 The feedback sandwich
• Reinforcing statement
• Corrective statement (don‟t use the word „but‟ to start this)
• Reinforcing statement
 The “Pendleton model”
• Learner states what was good
• Teacher states areas of agreement and elaborates on good performance
• Learner states what could have been improved
• Teacher states what they think could have been improved
 The reflective feedback conversation
• Like Pendleton model, but stronger emphasis on learner stating what could
have been improved, exploring areas for improvement and getting
feedback from the teacher on their suggestions
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PENDLETON, D., SCHOFIELD, T., TATE, P. & HAVELOCK, P. 1984. The consultation: an approach to teaching and learning.
Oxford: Oxford University Press.

10. Example teaching video 2
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11. Patchwork text exemplars
 Compare and contrast the two students
• Reflective capability
• Use of literature
• Planning / change of practice
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12. Challenges & changes
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13. Challenges
 Explaining the process
 Permission to video
 Scheduling f2f
 Video files too big to send
 Form filling!
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14. Changes
Face-to- Pre-obs
Observation Discussion
Post-obs
patch patch
face
Pre-obs Video Skype Post-obs
Distance patch recording discussion patch
New Discussion
Pre-obs Video Post-obs
(F2F or
combined patch recording patch
Skype)
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15. Take home messages
 Teaching observations can be done effectively at a
distance
 Guidelines & instructions need to be really detailed
and clear!
 Participants regard this as one of the most
valuable experience in the course.
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16. MSc in Veterinary Education
Thank you!
Ayona Silva-Fletcher, BVSc MSc PhD MA (Med Ed) FHEA
Kim Whittlestone, BVetMed MRCVS MA (Med Ed) FHEA
asilvafletcher@rvc.ac.uk
kwhittlestone@rvc.ac.uk
www.live.ac.uk/html/MScVetEd.html
20/06/2012