After a stimulating weekend, we have plenty to work with…
There seems to be support for dedicated more structured time to work on the assignments during the schools, perhaps organising module-focused streams for each that can be repeated at each study school. These could take various forms, and people would be able to attend any as they wished; this would allow people to return to particular problematics at different stages of the research process as well.
We agreed that we can make much better use of our own internationality, Interdisciplinarity and location in practice across a wide range of formal and informal education at all levels. We might, for example, organise parallel sessions for colleagues to present on particular dimensions of education in their own contexts, and organise dialogues on comparative themes.
There was also a sense that we should maintain a balance between the encounter with new, inspirational and challenging ideas and research, and allowing proper space and time for working in practice, writing, reviewing, etc. Indeed, the aim should be to combine these in ways that allows us to continually deepen our understandings, make connections between theory and practice and different ideas and contexts, and etc.
There were some ideas for communicating between study schools, including:
There were also ideas about communicating during the schools themselves; in particular, the importance of having at least one organised social evening where everyone is invited to be together. We should think about how the weekends in particular might be organised to allow more people to stay through the Sunday (i.e., shifting Friday afternoon activities to Sunday and beginning on Saturday morning), though we need to find out how this aligns with flight times and etc.
Many people welcome the addition of student bios and photos online, and encourage their publication as soon as possible, as this will be very useful for letting people know about their work beyond the university.
Blackboard can be useful, but is not terribly accessible or intuitive. Let’s organise whatever we are working with (readings, resources, work being presented, etc.) into coherent online and/or paper packs for each study school, and link these where needed to the library.
It was suggested that in general, we build in spaces for broad student consultations and discussions about the programme itself, general-assembly-style forums to share ideas, debate issues, and etc., to supplement the more formal student representative system. This is particularly important now, as the programme is being developed and some people are working with new supervisors. It was also seen as vital that we maintain professional processes for feedback and participatory programme design; i.e. processes that mitigate its personalisation and that support critical collegial dialogue.