'Shared listening': using a World cafe approach as a revision tool in a final year undergraduate programme

Authors

  • Jackie Farr University of Greenwich

DOI:

https://doi.org/10.21100/compass.v4i8.78

Keywords:

Assessment

Abstract

World Café was developed originally in the 1990s as a method to harvest collective knowledge through discussion, conversation and ‘shared listening’ (Brown, 2002). This case study considers its use as a revision tool for a final examination. ‘Circulating focus groups’ (Ritch & Brennen, 2010) revealed lack of background reading or full immersion in the topic by individuals; early saturation of topics and over-confidence or sketchy knowledge resulting in incomplete information. The process required close management by the ‘host’ (tutor) and was useful for students with dyslexia. Whilst it appears to be a liberating experience for students, there remains an argument about both the nature of University assessment and the need to support and prepare students for exams.

Author Biography

Jackie Farr, University of Greenwich

Dr Jackie Farr taught Physical Education (PE) in mainstream secondary schools in Kent before moving into special education as a residential Head of PE in a school for children with physical disabilities and complex medical needs. She moved from teaching to sports development, holding county and regional management posts in disability sport and was a member of the coaching staff of the Great Britain Paralympic swim team.Dr Farr has published training materials on inclusion in sport and PE and worked as an equity trainer for Sport England. Additionally, she has acted as a lead trainer to a number of governing bodies of sport in their development of both child protection in sport and equity policies. Within the University of Greenwich, she is responsible for the teaching of swimming practical areas and co-ordinates undergraduate courses in sports policy and practice, sports development, sports equity and sport and disability.

References

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Compass: The Journal of Learning and Teaching

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Published

12/18/2013

Issue

Vol. 4 No. 8 (2013): Compass: The Journal of Learning and Teaching

Section

Case Studies

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