TLU Resources

The value of Learning Communities, especially those that work across disciplines, is that they facilitate a sharing of expertise, knowledge and experience. Accessing ‘the wisdom in the room’ is often cited as the purpose of sharing in such communities. The word ‘dialogue’ in its original Greek form represents a process where new wisdom and insight is reached between two people which could not have been reached by either party on their own. Such a process inevitably involves the reconciling, fusing or synthesis of two or more, often conflicting, ideas or viewpoints often in an effort to clarify and articulate a common goal for the group. This seminar explored the need, nature, cause and value of conflict in the synthesis of new ideas, knowledge and learning. Participants interrogated the effectiveness of one of the most popular tools for understanding and dealing with conflict i.e. the Thomas Kilmann Conflict Mode Instrument. In workshop format, participants explored their own preferred approach to conflict and used the Kilmann model to experiment with alternative approaches to conflict in order to promote meaningful dialogue in learning communities. Teaching and Learning Practice can be enhanced when people learn to better engage with colleagues, who have conflicting viewpoints, in a way that allows for all voices to be heard and that cultivates the positive restlessness which leads to new insights, consensus and action. On completion of this seminar participants had: Gained an understanding of the nature and importance of conflict in developing creative learning communities Became familiar with the Thomas Kilmann Conflict Mode Instrument Became more aware of their own preferred approach mode Had explored and practiced alternative conflict modes with peers

"Vygotsky’s (1978) theory of social constructivism highlighted the importance of the contribution of others to every individual’s learning. With the increasing use of ICT and the internet, learning communities can expand beyond geographical limitations leading to new and exciting educational dimensions and learning opportunities across schools, colleges, communities and cultures. The term ‘learning community’ has become increasingly common in education usage and can mean many different things, from bringing members of the local community in to the college to collaborative learning among students or lecturers. Colleges today are complex, interwoven, interactive environments where learning flourishes when there is a spirit of openness and transparency and where lecturers are more likely to adopt a collegial approach incorporating shared leadership and authority thereby facilitating the work of the students. In colleges that are learning communities, everyone is a learner, and everyone is a teacher. This seminar explored how a coaching skill set can be used to enable learning institutions to develop the skills of enquiry, collaboration, sharing of practice and critically evaluate beliefs about teaching and learning. The overall aim of the seminar was to enhance the quality of professional communication and dialogue one of the four domains underpinned by the National Professional Development framework’s values. The seminar employed a blended learning approach involving experiential learning techniques complimented by facilitated debriefs, group discussions and short presentations. The main objectives of this seminar were that participants would have: Deepened their understanding of the nature and benefits of peer coaching. Gained a heightened awareness of how coaching skills can be used to enhance individual and group learning. Gained insight into how a departmental wide peer mentoring model is evolving in CIT. Increased their knowledge and expertise in the use of coaching skills in their professional roles. Have practiced their coaching skills in challenging situations. Constructed an action plan to utilise the workshop content to improve their peer coaching skills so they can better support their peers and engage in purposeful conversations regarding professional development, development of learning communities and communities of practice."