Welcome to the second module on the BIMM Postgraduate Certificate in Further & Higher Music Education 2010 - 11 Tuesday, 11 January 2011
Module 2: Linking Theory & Practice in Post-Compulsory Education. The full module outline is on the blog at: http://neillthew.typepad.com/pgcert10/ Tuesday, 11 January 2011
Course learning outcomes Linking Theory and Practice in Post-Compulsory Education - 20 Credits @ Masters Level - over 2 terms By the end of the course, a successful participant will be able to: 1. Critically evaluate a range of pedagogic models and their application in the classroom; 2. Critically evaluate a range of models and practices of feedback and assessment; Tuesday, 11 January 2011
Learning Outcomes 2 3. Critically analyse the creation of a positive & effective learning environment, in a variety of settings, with diverse learners; 4. Demonstrate a critically reflective understanding of student support, showing awareness of relevant legal frameworks and requirements in post-compulsory education; 5. Demonstrate a purposeful engagement with quality enhancement processes designed to help improve the student learning experience. Tuesday, 11 January 2011
Assessment - 3 parts: 1 - A short (anonymized) case-study which shows your critically reflective understanding of student support and your awareness of relevant legal frameworks and requirements in post-compulsory education, involving your work with an individual student or with a small group. (Suggested length = 750 words) Assesses LO4 - Demonstrate a critically reflective understanding of student support, showing awareness of relevant legal frameworks and requirements in post- compulsory education Tuesday, 11 January 2011
Assessment 2 2 - A short critical account of your engagement with a quality enhancement process (such as the end-of-course BIMM course evaluations), discussing what changes you plan to your course delivery, why, and what impact this is intended to have on the student learning experience. (Suggested length = 500 words) Assesses LO5 - Demonstrate a purposeful engagement with quality enhancement processes designed to help improve the student learning experience Tuesday, 11 January 2011
Assessment 3 3 - An essay in which you make an explicit claim for your achievement of Learning Outcomes 1-3, through writing a critical evaluation of a range of educational models / theories in relation to your own practice. The essay must take account of all three specified learning outcomes. (Suggested length = 2,500 words) Assesses learning outcomes 1,2 & 3 - the ones on models and application of pedagogy / feedback & assessment / & creating an effective learning environment Tuesday, 11 January 2011
Key Information! The maximum permitted length for all three pieces in total is 4,000 words . Hand-in date: Friday 2nd September, 2011, 5 p.m. Key Texts: Biggs, J. & Tang, C. ( 2007 ) Teaching for Quality Learning at University ( 3rd edition ) ( Maidenhead: Open University Press ) Petty, G. ( 2009 ) Teaching T oday ( 4th edition ) ( Cheltenham: Nelson Thornes Ltd. ) Tuesday, 11 January 2011
W e have, for the next two terms ... a cunning plan ; -) W e have lots of time - so we have ample space for exploration and the chance to pursue what becomes interesting to us. And keep on relating Look to make the everything we are A couple of links to our own learning to our weeks on getting practice & develop to grips with own teaching! our skills. Masters level work - Which, btw, & ‘professional Look at the latest cunningly covers the knowing’ evidence on what essay ; -) works in highly Happiness and joy Look at cutting e ff ective classroms abounding. - edge contemporary theories about Put it all together to teaching and learning figure out why it works Tuesday, 11 January 2011
After that ... After that, it’s going to be left delightfully open for us to decide what we’d like to look at in more depth As usual at Masters level, this process of exploration will include some student led seminars next term, and everyone will be asked to lead (or co-lead) a seminar session - Can’t wait ;-) Tuesday, 11 January 2011
Working at Masters Level - some initial thoughts ... This involves working at the forward edge of developing knowledge in the field ‘Social science’-type knowledge is always developing, and therefore contested and uncertain You will be required to make reasoned judgments & evaluate competing knowledge claims This requires a sophisticated understanding of the status / nature of ‘models’ and ‘theories’ You will increasingly be required to become a producer of knowledge, not just a consumer of it. Tuesday, 11 January 2011
The social development of knowledge So, this is about exploring, creating & questioning knowing together ... A lot of the ideas we looked at last term really emphasised individual learners (and their differences) Yet, we learn in social contexts, & often in groups And we, as a group, have certainly learned together So, how can we start thinking about group learning? And our group learning in particular? But also our student groups as well, of course ... Tuesday, 11 January 2011
A useful idea? Tacit & Explicit Knowledge Michael Polanyi classified human knowledge into two categories: Tacit knowledge - personal - hard to formalize - hard to communicate and share with others - subjective insights / intuitions / hunches - rooted in our own actions and experiences Explicit knowledge - codified knowledge that can be transmitted - can be expressed in words / numbers / rules etc - can be shared formally & systematically - academia emphasises this kind of knowing. See: Polanyi, M. (1966) The Tacit Dimension (London: Routledge & Kegan Paul) Tuesday, 11 January 2011
Developing Professional Knowledge Together Polanyi’s idea has been developed in the work of Ikujiro Nonaka - a Japanese business thinker & academic - who is interested in the interplay between tacit and explicit knowledge in professional group situations Key texts by Nonaka: Nonaka, I. & Takeuchi, H. (1995) The knowledge creating company: how Japanese companies create the dynamics of innovation ( New York: Oxford University Press) Nonaka, I. & Konno, N. (1998) ‘The concept of "Ba”: Building foundation for Knowledge Creation’ California Management Review Vol 40, No.3 Spring 1998 Tuesday, 11 January 2011
Nonaka’s view of useful knowledge Article Summary: Nonaka argues that most Western managers define professional knowledge—and what companies must do to exploit it—too narrowly. They believe that the only useful knowledge is “hard” (read “quantifiable”) data, and they see the company as a kind of machine for information processing. Nonaka shows another way to think about knowledge and its role in business organizations, drawing on examples from successful Japanese companies such as Honda, Canon, NEC, and Sharp. Managers at these companies recognize that creating new knowledge is not simply a matter of mechanistically processing objective information. Rather, it depends on tapping the tacit and often highly subjective insights, intuitions, and ideals of employees. The tools for making use of such knowledge are often “soft”—such as slogans, metaphors, and symbols—but they are indispensable for continuous innovation. Nonaka, I. (1991), ‘The knowledge-creating company’, Harvard Business. Review , 69, November-December 1991, pp. 96-104. Tuesday, 11 January 2011
Nonaka’s SECI Model Taci t Taci t Knowledg e Knowledg e Taci t Explici t Socialization Externalization Knowledg e Knowledg e Explici t Taci t Internalization Combination Knowledg e Knowledg e Explici t Explici t Knowledg e Knowledg e Tuesday, 11 January 2011
The four stages in the SECI model Socialization = transmission of tacit knowledge through interactions of individuals. Largely through direct contact & joint activities. You can acquire knowledge without language - e.g. through copying, observing, imitation, practice. Tuesday, 11 January 2011
The four stages in the SECI model Externalization = identifying tacit knowledge so it can be made explicit and made into comprehensible forms understandable by others. First - tacit knowledge needs to be identified and articulated. It often helps to use images / figurative language / narratives / metaphors to begin this process. Dialogue and listening are important here. Ideally, all members of the group contribute to the formation of the whole group’s mental world. Second - the identified knowledge needs to be translated into understandable and transmissable forms. Tuesday, 11 January 2011
The four stages in the SECI model Combination = developing more complex sets of explicit knowledge. Creating, communicating & diffusing systematic kowledge. 3 key processes: Capturing and integrating new explicit knowledge into your current knowledge structures. Disseminating & sharing new knowledge to group members. Editing, questioning & processing new knowledge. Tuesday, 11 January 2011
The four stages in the SECI model Internalization = the conversion of newly created explicit knowledge into the group’s (expanded) tacit knowledge As individuals, we have to identify the knowledge relevant to ourselves from within the group’s knowledge Tuesday, 11 January 2011
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