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IATL Peer Dialogue on Teaching Scheme

IATL expects all those who teach on IATL modules to engage at least annually with the IATL peer dialogue scheme. Staff who teach are paired by IATL and can focus upon a specific teaching event (such as a lecture, seminar, tutorial, webinar, lab demonstration, research supervision or something else where students are present) or on something that is not an event (such as, interdisciplinarity, student engagement or blended delivery).

The pair conducts two dialogues. Each participant owns one dialogue and the subject is chosen by the owner (it does not to have to be the same as the partner's). Again this is to ensure the dialogue is truly useful.

The pairing of staff is managed centrally by IATL although staff suggestions for partnerships are welcomed if staff have a preference. As it stands, all staff to date have preferred to be coupled by IATL who chose pairings to ensure a mix, for example, of disciplines so it can support interdisciplinary teaching, type of module, and years of experience with IATL.

The IATL scheme gives the dialogue participants flexibility in capturing the dialogue. It does not need to be a prescribed form. Participants are free to use the medium they want (e.g. podcast, journal, portfolio, etc.) for documenting their journey. This was introduced after IATL gathered feedback from participants about peer dialogue and found many of them reported that they felt constrained by the forms and that forms made the process very formal and less spontaneous (and ultimately less useful).

Regardless of the form in which the dialogue is captured, the dialogue remains confidential, but participants are invited to share their learning as part of the IATL monthly convenors meeting, if they wish. In addition, at the end of each module, convenors must fill in a module report for the department and the external examiner. As part of it, they reflect on what worked, what didn't and they are invited to share the outcomes of the dialogues (again, only if they wish).