Social Experiences and Emotional Intelligence in Learning ( SEaEIL )

1. Social Experiences and Emotional Intelligence in Learning (SEaEIL) A presentation to the Learning and Teaching Network – 24 June2016 Martina A. Doolan, Theo Gilbert m.a.doolan@herts.ac.uk t.1.Gilbert@herts.ac.uk

2. UH Strategic Plan 2015-2020 • This work addresses the University’skey strategic objectives: • “Research- Informed- Teaching” • “Developing students with the knowledge, skills and attributes to succeed in business and the professions”

3. Project Funded • The award of £1,500 under SSAHRI Multi-Disciplinary Research Grants Competition 2016 • Collaboration between researchers from UH Schools of Humanities and Computer Science

4. Aims • To understand the type of group based practices that help learners to engage in emotionally intelligent group learning. • To explore how to enhance students’ individual and combined group emotional intelligence and potential impacts on team effectiveness.

5. Issue • The Royal Academy of Engineering estimates that between 2012-2020 the industry will need: • 830,000 new science, engineering and technology graduates • 450,000 technicians • emphasising the demand for both technical and “graduate” skills. Royal Academy of Engineering (2012). Jobs and Growth: The Importance of Engineering Skills to the UK Economy.

6. Competencies Diamond A., Walkley L., Forbes P., Hughes T., Sheen, J. (2008) Global Graduates: Global Graduates into Global Leaders. Association of Graduate Recruiters (AGR), The Council for Industry; and Higher Education (CIHE); CFE Research and Consulting

7. Progress? • “Perception gap: 93% of businesses believe strong people skills deliver commercial impact / 51% of graduates believe people skills get in the way of getting the job done” (Hay Group Report, 2015) • “Over half (57%) said that young people are lacking basic ‘soft’ skills, such as communication and team working, to succeed in the working world” (British Chamber of Commerce, 2014)

8. Conceptual Framework • Social Constructivist approach • Collaborative learning (Dillenbourgh, 1999; Doolan, 2013) to complete set tasks • Social Learning • Situated in social context (Lave and Wenger, 1991) • Sense of belonging (Wenger, 1998) • Emotional Intelligence • Compassion: The noticing and or anticipating distress and/or disadvantage to others and a commitmentto reducing it(Bates, 2005; Goetz et al, 2010)

9. Computer Science Module • 280 first year students incl. control group • Allocated into groups of 4 -6 • Remained in these groups throughout the module (unless agreed otherwise) • Completed 12 Mini-Projects (Formative) • Final Group based Coursework (Summative) • 100% in-module assessment

10. Method • Content Analysis of individual student reflections that address 4 questions • 20% Sample (out of 280), selected randomly • Statistical analysis in performance at critical thinking (per individual and group): a comparison with the control group ++++

11. “How did I enhance the social experiences of other members?” Courage Listening Body Language Encouragement

12. “How did other members enhance my social experiences?” Respect Extra Curricular Support Conflict

13. “How did I enhance the learning experiences of other members?” Respect Support Sharing

14. “How did other members enhance my learning experiences”? Sharing Support Critical Thinking Social Media

15. One of the Outcomes • A toolkit to support development of emotional intelligence in team work. • What would this look like for you?

16. References Bates, T. (2005). The expression of compassion in group cognitive therapy. In P. Gilbert (Ed.), Compassion:Conceptualisations, research and use in psychotherapy. (pp. 369 – 386). Black, P., & Wiliam, D. (2006) Developing a theory of formative assessment. In Gardner J. (eds.) Assessment and learning 2006. pp. 81-100. Sage, London. The British Chamber of Commerce. Young people need more support to make transition from education to work Available at: http://www.britishchambers.org.uk/press-office/press-releases/young-people-need-more-support-to-make-transition-from-education-to-work,-says-bcc.html Diamond A., Walkley L., Forbes P., Hughes T., Sheen, J. (2008) Global Graduates: Global Graduates into Global Leaders. Association of Graduate Recruiters (AGR), The Council for Industry; and Higher Education (CIHE); CFE Research and Consulting Dillenbourg, P. (1999) What do you mean by collaborative learning? In: Dillenbourg, P. (eds.) Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series (1999). General Learning Press, New York. Doolan, M. A. (2013) A Pedagogical Framework For Collaborative Learning in a Social Blended E Learning Context in Wankel, C. (eds.): Web 2.0 and Blended Learning Technologies. Emerald Group Publishing Ltd Bingley. Goetz, L., Keltner, D. & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review. Psychological Bulletin,136(6), 351-374. Hay Group Report. Available at: http://www.haygroup.com/uk/ Lave, J. & Wenger, E. (1991) Situated Learning Legitimate Peripheral Participation. Cambridge University Press Cambridge. Royal Academy of Engineering (2012). Jobs and Growth: The Importance of Engineering Skills to the UK Economy. Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.