What does equal participation in the classroom look like?
The icebreaker activity by Tim and John was a very interesting and delightful surprise! It used a simple roll of knitting wool to spark a lively conversation. Each time someone wanted to speak, they passed the wool, creating a physical representation of our growing integrated connections. Within just five to ten minutes, the room was filled with a vibrant web of ideas and laughter. This engaging activity not only bridged the gap between the participants but also ensured everyone had an equal opportunity to know each other before diving into the serious and heavy workshop.
Timeline Group Activity
Next, Tim and John handed out colourful A4 papers that listed significant events, policies, educational trends, and innovations in Higher Education (HE). Using our existing knowledge, we had to arrange these papers on a timeline Tim created on the wall, spanning from 1950 to 2020. We worked together to place everything correctly.
Since I had limited knowledge of HE policies and events globally, I relied on my group members to sort out the timeline and I tried to figure out anything that I might remember. Luckily, recent events like Brexit, the Covid-19 pandemic, and the George Floyd murder were easier to place and are becoming general knowledge for everyone.
Once all the A4 papers and additional post-its were up, we looked one more time and discussed the timeline, with some of us sharing personal experiences related to specific events. John also provided insights and historical context for many events and Tim also gave us some inputs in the context of HE. It was initially overwhelming, but ultimately, it was a great way to see how education has evolved from traditional lecture-based learning to online + blended, and hybrid learning models.
Based on all the timelines we have witnessed throughout the years how HE policies and strategies in the UK aim to keep universities strong, relevant, and adaptable. For example, during the pandemic, many UK universities switched to online and blended learning approaches and embraced digital platforms. HE staff responded brilliantly by embracing these challenges. They even offered their buildings for vaccine programs and to house medical staff, and their research and development efforts played a crucial role in finding solutions, including vaccines.
I believe that by promoting a lifelong learning environment and remaining responsive to societal and economic changes, HE institutions can stay relevant, empowering individuals to advance and driving societal progress.
References:
Gillard, D. (1998). Education in the UK: a history
Available at: https://www.education-uk.org/history/timeline.html [Accessed 10 March 2024].
Mackinnon D and Statham J. (1999). Education in the UK: facts and figures. Hodder and Stoughton/Open University (3rd Edition).
McInch, A. (2022), “Developments in the UK Educational Policy Context”, Working-Class Schooling in Post-Industrial Britain (Emerald Studies in the Sociology of Education), Emerald Publishing Limited, Leeds, pp. 27-46. https://doi.org/10.1108/978-1-80043-468-420221003