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On groups and teams

In the latest workshop on the management programme I am participating in we spent some time looking at the difference between a group and a team in the workplace. In our learning sets we were given 30 minutes to prepare a short presentation on this topic. Our group chose to illustrate this difference using the idea of a relay race. We ran two races around the room, one as a group and one as a team. In each race the baton being carried represented a task.

BXP135656 by tableatny, on Flickr
Creative Commons Attribution 2.0 Generic License  by  tableatny 

In the group’s race the runners encountered problems with lack of direction, dropping of the baton, lack of support and self preservation or competitiveness – they finished last. In the workplace this might represent the achievement of the task but with a poor result.

In the team’s race the runners communicated better, using each other’s names, they passed the baton in the right order, gave each other support and motivated each other – they won the race. In the workplace this might represent not only the achievement of the task but to a high standard.

Following this activity there was a lot of discussion about whether it was always necessary to work in a team in the workplace. In some cases, particularly working as a subject librarian, I find that the team I am in works most often as a group of individuals, each supporting our own departments in slightly different ways dependent on their needs. The important thing in this case though is that when it is required we can pull together to work effectively as a team.

Copyright and the CLA

Yesterday I attended a seminar run by Sarah Brear from the Copyright Licencing Agency. I think I know about copyright, but every time I’m asked a question about it I doubt myself. I am therefore always keen to refresh my knowledge. The session was principally about the licence our university subscribes to and what is permitted (and perhaps more importantly not permitted) under its terms, but also covered the basics of copyright.

I’m not going to regurgitate the whole session for you but pull out a few things I noted down that were either interesting, or new to me. I’ve divided them into two sections, those relating to copyright generally and then more specifically under the Basic HE Licence.

Copyright

Ownership – Sarah addressed the issue of ownership, in this case relating to the creation of work for an institution by an individual. The owner is generally whoever paid for the work’s creation. So, if as part of my job (that I am paid for) I wrote a paper my institution would own the copyright of that document. There may however be some exceptions stated in an individual’s contract.

Fair dealing – there is no definition of this in law. It is not a right, but a defence that you can use if accused of infringement. It should not be confused with fair use which is a US concept and is more generous than fair dealing.

Exceptions
These are general principles, but when applying them you should still make an assessment of each individual case:

  • work copied by hand in preparation for instruction
  • work used in examinations; for questions and answers, but not if either is to be published afterwards unless clearance has been granted
  • work used in criticism or review for news reporting


The CLA Basic HE Licence

The CLA provides indemnity for subscribers so that if an individual (staff or student) infringes copyright it would be the individual, not the institution who faced prosecution, providing the institution can demonstrate good practice under the licence.

Distance learning students can access materials made available under the licence but overseas campuses, and the students attending them, are not covered as standard under the licence.

Window on Teaching

The Window on Teaching series at Warwick is run by the Library’s Teaching Grid. Speakers are invited from the teaching community to discuss and share information on current teaching practice and innovation.

I try to attend as many as possible that are of interest and relevance. Most recently I attended a session run by Emma King from the Learning Development Centre on game-based learning, and specifically the potential for the use of controller free technology (e.g. Microsoft Kinnect) in learning.

One of the best things about the series is that all sessions are recorded and the videos made available online. An email from the Teaching Grid team yesterday is what has prompted this post as it reminded me the videos from the latest events are now available.

Of particular interest to me is the session run by Nick Wake from the business school who gave a demonstration of a smartphone app he has developed to support student learning. Recently I’ve been working on a variety of online tutorials to deliver information skills to undergraduates and I can really see the potential of developing an app like this to support the tutorial and allow students to engage with it in different ways.

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