Summary
At the end of the introductory day the new group is consulted to see whether they would like to be included in the formation of a WhatsApp (or other social media type platform) group. The purpose of this group will be for the group to support each other in between taught elements of the programme. It might be a place where the students can informally discuss the teaching content and assignments. We also suggest that it can be used as a platform for setting up a buddy system for assignments where the students pair up to proof read each other’s work prior to submission (eg: checking referencing and typos, critiquing etc) It is also suggested that it is an opportunity to practice the attitudinal qualities of mindfulness in particular compassion for all members of the group.
Theory
Social Pedagogy Theory: Social pedagogy is essentially concerned with well-being, learning and growth. It is underpinned by the idea that each person has inherent potential, is valuable, resourceful and can make a meaningful contribution to their wider community if we find ways of including them. This requires that we also tackle or prevent social problems and inequality. http://www.thempra.org.uk/social-pedagogy/
The intention is to foster connection and inclusion and responsibility for learning within the framework of the group as community.
Measurable Benefits
- Fosters connection and support.
- Facilitates independent learning and peer teaching/mentoring.
- Builds professional networks beyond university.
How it Works
- Provide a rationale and invitation to the group at the conclusion of induction days.
- Facilitate a discussion to name, discuss and agree the focus for the group eg: course related sharing and support including pairing up to proofread each other’s written assignments.
- Ask for a volunteer from the group to set up the group (or groups if working with a larger cohort).
Practical Example
Wellbeing Pedagogy: Invitation to form a cohort/module What’s App Group
PG Dip Mindfulness Based Cognitive Therapies and Approaches created a student group which they used to consult around assignments and learning, to offer support, share papers and resource, knowledge and experience and to pair up to proof read written work and coordinate group activities. Both cohorts continued to network beyond the programmes into higher level research and professional practice.
Individual Perspective
As a Programme Lead, I have found this pedagogy supportive of collaborative and independent learning which has contributed to building confidence and resilience amongst both cohorts. The group added a further dimension to university embedded handbook, TQA, tutorial, supervision and student wellbeing service. The group was very inclusive and supportive. It was important to be very clear about the voluntary nature of this and name that this might not be chosen by everyone as we have different learning preferences. Students were asked to approach the group administrator in order to be added and the terms of engagement ie: course related queries and support were made clear. Also that if people found the group unhelpful that anyone at any time was invited to leave the group. It is important to give the group time to name, discuss and agree these terms of reference.