Informing pedagogy through collaborative inquiry
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Transcript of Informing pedagogy through collaborative inquiry
1SoTL- 2013Katrin Becker
Informing Pedagogy
Through Co-operative
Inquiry
Calls for Collaboration, Triangulation, and Development
Katrin BeckerSat. 8:30-9:30
2SoTL- 2013Katrin Becker
Overview
• Who AM I? • The Usual Scenario• What is Co-operative Inquiry?• How Might We Proceed?• One Case• Lessons Learned• Call to Action• Resources
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Katrin Becker, PhD
Who Am I?
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Genres of SoTL
M. Formal (Quantitative) Meta-Analyses
Group 1:
Reports On Particular Classes
A. It worked!
B. Before & After: Qualitative
Assessments Of Changes In Practice.
Group 2:
Reflections On Years Of Teaching
Experience, Implicitly Or
Explicitly Informed By Other
Scholarship On Teaching
C. Before & After: Quantitative
Assessments Of Changes In Practice.
D. Essays Developing Good
Ideas
E. Summaries Of Expert Knowledge
Gained By Self-Reflection And
Experimentation In Ones Own
Teaching.
Group 3:
Larger Contexts: Comparisons Of
Courses & Comparisons Of Student Change
Across Time
G. Qualitative Studies Designed To Explore A Key
Issue.
F. Integration Of Larger
Frameworks With Classroom & Curriculum
Practice
H. Quantitative Comparisons Of
Different Courses Or Sections
Group 4:
Formal Research
I. Comparisons Of A Wide Array Of
Different Courses Using A Common
Assessment Instrument.
Group 5:
Summaries And Analyses Of Sets Of Prior Studies
J. Experimental Analyses
K. Annotated Bibliographies.
L. Brief, Annotated
Summaries Of Key Findings In The
Research Literature.
Credit: Craig E. Nelson, Professor Emeritus of Biology, Indiana University
5SoTL- 2013Katrin Becker
Genres of SoTL
M. Formal (Quantitative) Meta-Analyses
Group 1:
Reports On Particular Classes
A. It worked!
B. Before & After:
Qualitative Assessments Of
Changes In Practice.
Group 2:
Reflections On Years Of Teaching
Experience, Implicitly Or
Explicitly Informed By
Other Scholarship On
Teaching
C. Before & After:
Quantitative Assessments Of
Changes In Practice.
D. Essays Developing Good Ideas
E. Summaries Of Expert
Knowledge Gained By Self-Reflection And Experimentation In Ones Own
Teaching.
Group 3:
Larger Contexts: Comparisons Of
Courses & Comparisons Of Student Change
Across Time
G. Qualitative Studies Designed To Explore A Key
Issue.
F. Integration Of Larger
Frameworks With Classroom
& Curriculum Practice
H. Quantitative Comparisons Of
Different Courses Or Sections
Group 4:
Formal Research
I. Comparisons Of A Wide Array Of
Different Courses Using A Common
Assessment Instrument.
Group 5:
Summaries And Analyses Of Sets Of Prior Studies
J. Experimental Analyses
K. Annotated Bibliographies.
L. Brief, Annotated
Summaries Of Key Findings In The
Research Literature.
Credit: Craig E. Nelson, Professor Emeritus of Biology, Indiana University
Where I do Most of My Work
6SoTL- 2013Katrin Becker
Situating Co-operative Inquiry in SoTL
Genres of SoTL
M. Formal (Quantitative) Meta-Analyses
Group 1:
Reports On Particular Classes
A. It worked!
B. Before & After:
Qualitative Assessments Of
Changes In Practice.
Group 2:
Reflections On Years Of Teaching
Experience, Implicitly Or
Explicitly Informed By Other
Scholarship On Teaching
C. Before & After:
Quantitative Assessments Of
Changes In Practice.
D. Essays Developing Good
Ideas
E. Summaries Of Expert Knowledge
Gained By Self-Reflection And
Experimentation In Ones Own
Teaching.
Group 3:
Larger Contexts:
Comparisons Of Courses &
Comparisons Of Student Change
Across Time
G. Qualitative Studies
Designed To Explore A Key
Issue.
F. Integration Of Larger
Frameworks With Classroom & Curriculum
Practice
H. Quantitative Comparisons Of
Different Courses Or Sections
Group 4:
Formal Research
I. Comparisons Of A Wide Array Of
Different Courses Using A Common
Assessment Instrument.
Group 5:
Summaries And Analyses Of Sets Of Prior Studies
J. Experimental Analyses
K. Annotated Bibliographies.
L. Brief, Annotated
Summaries Of Key Findings In The
Research Literature.
Credit: Craig E. Nelson, Professor Emeritus of Biology, Indiana University
7SoTL- 2013Katrin Becker
The Usual Scenario
image source: http://www.trialanderroracres.com/
image: mediwiki: Evelyn Simak
8SoTL- 2013Katrin Becker
The Usual Scenario
• Instigated and directed by the instructors or facilitators responsible for course.
image source: http://www.trialanderroracres.com/
image: mediwiki: Evelyn Simak
9SoTL- 2013Katrin Becker
The Usual Scenario
• Instigated and directed by the instructors or facilitators responsible for course.
• Outside researcher.
image source: http://www.trialanderroracres.com/
image: mediwiki: Evelyn Simak
10SoTL- 2013Katrin Becker
The Usual Scenario
• Instigated and directed by the instructors or facilitators responsible for course.
• Outside researcher.• The students are the subjects.
image source: http://www.trialanderroracres.com/
image: mediwiki: Evelyn Simak
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What is Co-Operative Inquiry?
All Members• Contribute to work• Are participants in the activity
Heron, 1992
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What is Co-Operative Inquiry?
• Has a say in• Deciding what questions are to
be addressed.• What ideas may be of help.
• Contributes to thinking about how to explore the questions.
• Gets involved in the activity that is being researched.
• Has a say in whatever conclusions the co-operative inquiry group may reach. Heron, 1992
Everyone:
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What is Co-Operative Inquiry?
So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. Heron, 1992
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Participatory Action Research
Co-Operative Inquiry is a form of PAR.
Chevalier, J. M. and Buckles, D. J. (2013) Participatory Action Research: Theory and Methods for Engaged Inquiry, Routledge UK
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Participatory Action Research
Co-Operative Inquiry is a form of PAR.
Chevalier, J. M. and Buckles, D. J. (2013) Participatory Action Research: Theory and Methods for Engaged Inquiry, Routledge UK
The learners are still
primarily treated as subjects.
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What roles do the students play?
All Members• Contribute to work • Are participants in the activity
Heron, 1992
17SoTL- 2013Katrin Becker
What roles do the students play?
All Members• Contribute to work • Are participants in the activity
Heron, 1992
maybe
18SoTL- 2013Katrin Becker
What roles do the students play?
All Members• Contribute to work • Are participants in the activity
Heron, 1992
maybe
19SoTL- 2013Katrin Becker
What roles do the students play?
• Has a say in• Deciding what questions are to
be addressed.• What ideas may be of help.
• Contributes to thinking about how to explore the questions.
• Gets involved in the activity that is being researched.
• Has a say in whatever conclusions the co-operative inquiry group may reach. Heron, 1992
Learner:
20SoTL- 2013Katrin Becker
What roles do the students play?
• Has a say in• Deciding what questions are to
be addressed.• What ideas may be of help.
• Contributes to thinking about how to explore the questions.
• Gets involved in the activity that is being researched.
• Has a say in whatever conclusions the co-operative inquiry group may reach. Heron, 1992
Learner:
21SoTL- 2013Katrin Becker
What roles do the students play?
• Has a say in• Deciding what questions are to
be addressed.• What ideas may be of help.
(maybe)• Contributes to thinking about how to
explore the questions.• Gets involved in the activity that is
being researched.• Has a say in whatever conclusions the
co-operative inquiry group may reach. Heron, 1992
Learner:
22SoTL- 2013Katrin Becker
What roles do the students play?
• Has a say in• Deciding what questions are to
be addressed.• What ideas may be of help.
(maybe)• Contributes to thinking about how to
explore the questions. (maybe)• Gets involved in the activity that is
being researched.• Has a say in whatever conclusions the
co-operative inquiry group may reach. Heron, 1992
Learner:
23SoTL- 2013Katrin Becker
What roles do the students play?
• Has a say in• Deciding what questions are to
be addressed.• What ideas may be of help.
(maybe)• Contributes to thinking about how to
explore the questions. (maybe)• Gets involved in the activity that is
being researched.• Has a say in whatever conclusions the
co-operative inquiry group may reach. Heron, 1992
Learner:
24SoTL- 2013Katrin Becker
What roles do the students play?
• Has a say in• Deciding what questions are to
be addressed.• What ideas may be of help.
(maybe)• Contributes to thinking about how to
explore the questions. (maybe)• Gets involved in the activity that is
being researched.• Has a say in whatever conclusions the
co-operative inquiry group may reach. Heron, 1992
Learner:
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My Proposal
Include the
Studentsas Equal Partners
in Inquiry
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How Might We Proceed?
Need to address:• Ethics issues.• What kinds of questions can we
explore this way?
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One Case
• Master's Level Education Course• Course Topic: Digital Game-Based
Learning (DGBL)• Taught summer 2012 & winter 2013• ~ 35 participants• Reason for Inquiry:
• Experimental Gamified Design
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One Case
• Students were teachers.• Proposed Co-operative Inquiry 1/2-
way through course.
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Lessons Learned
• More Support / Direction• Advance Preparation
• decide on research questions / direction • prepare means of data collection• provide multiple ways to participate• template for publications
• Not Suitable for Novice Learners
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What does it look like?
• Still one P.I. (lead)• Onboarding• Ethics• Data Gathering• Dissemination
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Call to Action
Who's Interested?
Katrin BeckerAdjunct, Computer Science & Information SystemsMount Royal University
32SoTL- 2013Katrin Becker
Resources
• Denzin, N. K., & Lincoln, Y. S. (2000). Handbook of qualitative research (2nd ed.). Thousand Oaks, Calif.: Sage Publications.
• Heron, J. (1992). Feeling and Personhood: psychology in another key. London: Sage.
• Jan, P. (2013). A New Scholarship of Classroom-based, Open, Communal Inquiry. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 23-33.
• MacDonald, C. (2012). Understanding Participatory Action Research: A Qualitative Research Methodology Option. [Article]. Canadian Journal of Action Research, 13(2), 34-50.
• Peer, K., & Martin, M. (2005). The leaner-centered syllabus: From theory to practice in allied health education. The Internet Journal of Allied Health Sciences and Practice, 3(2).
• Richlin, L. (2006). Blueprint for learning : constructing college courses to facilitate, assess, and document learning (1st ed.). Sterling, Va.: Stylus Pub.