Initiating practitioner research into self-organising learning
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Transcript of Initiating practitioner research into self-organising learning
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
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Practitioner research into self-organising learning
Presentation to the ELSIN conference.
University of Antwerp (Belgium), 1 July 2011
Ernst D. Thoutenhoofd & Marieke van Roy
This slideshow is publicly available at slideshare.net/ernstt
Identifying conditions for learning that needs no external authority
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
I love to learn but I hate to be taught | Churchill
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
If children have interest, education takes place | Arthur C. Clarke
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Educational freedom is not about the absence of authority but about authority that carries an orientation towards freedom with it..
| Gert Biesta
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
We live in a sociotechnical world.Cf. Wiebe Bijker (1995) Of bicyles, bakelites and bulbs, MIT.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Our action research project aims at self-organisation as attributes of learning to learn activities.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Learning to learn is a term we use for those phenomena (including
classroom activities) that aim at collective shaping of the process of acquiring competence.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Self-organisation is a term we use for (autopoietic) message-systems that are autonomous, operationally closed and based on non-intentional principles of sociality.
It presents a postsocial metaphysics to explain learning in contemporary contexts.
This perspective derives from Bruno Latour’s actor network theory and Niklas Luhmann’s social systems theory.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Central is the theoretical question to what extent learning can persist as
socially structured activity that needs no particular external authority—such as national curriculum or formal patterns of schooling.
This perspective derives from liberal education insights into the future of education, cf. Gert Biesta’s Beyond learning (2006) and Aharon Aviram’s Navigating through the storm (2011).
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Curriculum, school and formal teaching are intervening variables in a process of lifelong learning that is itself a self-organising principle of modern-day life.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
On the next two slides are references to two examples of self-organising education, located on Youtube:
1. Sign language emergence among deaf learners in Nicaragua (1980s)
2. Hole in the wall experiments for rural/poor children’s education (1990s)
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
View the case of Nicaraguan Sign LanguageProf. Judy Kegl
www.youtube.com/watch?v=pjtioIFuNf8
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
View the hole in the wall experimentsProf. Sugatra Mitra
www.youtube.com/watch?v=OcKMhcsyTvw&feature=related
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
On the next slide is an example of self-organising learning taken from our interview-data, collected in January 2011 among UK teachers participating in the national ‘Learning to Learn’ initiative hosted at the Centre for Teaching and Learning (CfLaT), University of Newcastle upon Tyne.
The quote is by a 6th form History teacher who introduced learning to learn approaches to his pupils.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Learning to Learn initiativeCfLaT, University of Newcastle upon Tyne
I was able just to stand there, literally in the middle, and look at them, and listen to them, and know that I didn’t have to do anything. It was all self-starting, I just stood there and the machine rolled through its process.
It gave me massive freedom, while giving them a big sense of freedom as well. (Hugh)
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
In our own project, 8 teachers in four schools around the university will voluntarily start introducing learning to learn approaches into their professional environment. They are from:
1. An SEN school for learning-disabled children (aged 4-20)
2. A community of primary and secondary schools
3. A community of professional education colleges
4. A regional network of 35 primary schools
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
The teachers involved are conservative about learning to learn findings, but welcoming of practitioner research aimed at making learning skills explicit in their teaching.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
In summary, learning to learn is defined concretely as instruments and techniques aimed at collectively shaping the learning process.
British findings suggest that learning to learn includes initialling conditions for more autonomous learning.
We hypothesise such findings connect learning to learn to self-organisation.
Teachers who volunteered for research in this area are conservative about learning to learn findings, but supportive of its goals.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
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EndFurther reading on the next slide.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 01/07/2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Further reading20
Aviram, Aharon (2011) Navigating through the storm: Reinventing education for postmodern democracies. Sense Publishers.Biesta, Gert (2008) Beyond learning: Democratic education for a human future. Paradigm Publishers. Bijker, Wiebe (1995) Of bicyles, bakelites and bulbs. MIT PressDangwal, Ritu (2009) Learning through teaching: Peer-mediated instruction in minimally invasive education. British Journal of
Educational Technology 40(1)5-22.Kegl, Judy and Ann Senghas (2001) Creation through contact: Sign language emergence and sign language change in
Nicaragua, in DeGraff, Michel (ed.) Language creation and language change: Creolization, diachrony and development. MIT Press.
Latour, Bruno (2006) Reassembling the social: An introduction to actor-network theory. Oxford University Press.Luhmann, Niklas (1996) Social systems. Standford University Press.Mitra, Sugata (2001) Children and the internet: Experiments with minimally invasive education in India. British Journal of
Educational Technology 32(2)221-232.