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THE QUALITATIVE ANALYSIS OF CONCEPT MAPS: SOME UNFORESEEN
CONSEQENCES AND EMERGING OPORTUNITIES
Dr Ian Kinchin Dr Ian Kinchin King’s College LondonKing’s College London
Concept mapping:
A study skill tool to remedy the deficiencies
of a dysfunctional content-driven curriculum
or
A trigger for the development of an authentic student-engaged pedagogy
ATOMISTIC WHOLISTICNETWORKS OF
UNDERSTANDING
UNIVERSITY TEACHING
based on sharing of
based on responsiveness to
aiming for
highlighted by
DYNAMISM
between complementary
CHAINS OF PRACTICE
embedded in
to
based on transmission of
EXPERTISEacquired through
STUDENT LEARNING
emphasising
PRACTICE THEORY
CONTENT
emphasising
DIFFERENCE
along a styles continuum
UNIFORMITY OF UNDERSTANDING
located in
ATOMISTIC WHOLISTICNETWORKS OF
UNDERSTANDING
UNIVERSITY TEACHING
based on sharing of
based on responsiveness to
aiming for
highlighted by
DYNAMISM
between complementary
CHAINS OF PRACTICE
embedded in
to
based on transmission of
EXPERTISESTUDENT LEARNING
emphasising
PRACTICE THEORY
CONTENT
emphasising
DIFFERENCE
along a styles continuum
UNIFORMITY OF UNDERSTANDING
located in
PRACTICE THEORY
CONTENT
emphasising
UNIFORMITY OF UNDERSTANDING
located in
based on transmission of
You can transmit information but not understanding
What content? Practice changes so by the time a student qualifies, first year notes may be obsolete
Learning is personal and idiosyncratic – there is nothing uniform about it
How do you evaluate teaching – knowledge held may be independent of teaching.
The link between theory and practice.
ATOMISTIC WHOLISTICNETWORKS OF
UNDERSTANDING
UNIVERSITY TEACHING
based on sharing of
based on responsiveness to
highlighted by
DYNAMISM
between complementary
CHAINS OF PRACTICE
embedded in
to
based on transmission of
EXPERTISESTUDENT LEARNING
emphasising
PRACTICE THEORY
CONTENT
emphasising
DIFFERENCE
along a styles continuum
UNIFORMITY OF UNDERSTANDING
located in
ATOMISTIC WHOLISTIC
UNIVERSITY TEACHING
based on responsiveness to
to
STUDENT LEARNING
emphasising
DIFFERENCE
along a styles continuum
How can you respond?
How do you know it is happening?
With so many students, how can this be managed?
Do learning styles exist? How can we measure them? How should we modify teaching?Should students adjust
to support their learning?
ATOMISTIC WHOLISTICNETWORKS OF
UNDERSTANDING
UNIVERSITY TEACHING
based on sharing of
based on responsiveness to
highlighted by
DYNAMISM
between complementary
CHAINS OF PRACTICE
embedded in
to
based on transmission of
EXPERTISEacquired through
STUDENT LEARNING
emphasising
PRACTICE THEORY
CONTENT
emphasising
DIFFERENCE
along a styles continuum
UNIFORMITY OF UNDERSTANDING
located in
NETWORKS OF UNDERSTANDING
highlighted by
DYNAMISM
between complementary
CHAINS OF PRACTICE
embedded in
EXPERTISE
based on sharing of
The courage to share knowledge and gaps in knowledge.
Experts do not agree: students need to appreciate uncertainty.
If teaching is dynamic then last year’s notes may not be sufficient with this year’s students.
What are the expectations placed on students and teachers?
The role of intuition?
“Expertise lies in the availability of multiple representations
of knowledge”.
Norman (2005)Medical Education, 39: 418 - 427.
Joseph Novak: Concept mapping
INVERTEBRATE
ANIMALS
VERTEBRATE
can be
MARINETERRESTRIAL
e.g. crabs, lobsters
e.g. beetles,flies
FEATHERSFUR
e.g. robins, penguins
e.g. sheep,cats
COLDBLOODED
ARTHROPODS WARMBLOODED
can be insulated with
aremostly can be
Reducing rich data to a number
= 5/10
= 8/10
= 6/10
= 4/10
= 7/10
= 9/10
= 6.5/10
CONCEPT MAPPING
studentlecturer
visual
verbal
qualitative
quantitative research
teaching
Concept mapping: An integrated mixed method
CONTEXT
CONCEPT MAPPING LEARNING
CHANGE
CLINICAL EXPERTISE
NEW UNDERSTANDING
PRIOR KNOWLEDGE
QUALITY
records enables
visualisation of is
helps reflection
on
occurs within
varies in
influenced by
influenced by from to develop
appropriate to allows rapid response to
from
to supporting DEVELOPING
DEVELOPING EXPERTISE
eg. ovules
SEEDS FLOWERS NECTAR
FEMALEPARTS
POLLEN
MALEPARTS
INSECTS
SEEDS
FLOWERS
INSECTS FEMALEPARTS
POLLEN
MALEPARTS
NECTAR OVULES
SEEDS
FLOWERS
NECTAR
FEMALEPARTS
POLLEN
MALEPARTS
INSECTS
OVULES
produce produce
attract
have
produce
have
attract have have
feed on whichproduce called
whichdevelop
transfer to
attract
with
to transfer
to
from
called
to form
A
C
B
pick up
VIRUSES
CELLS
DISEASES
invade
causing
MEASLES
ANTIBIOTICS
BACTERIA
not treatable with
only kill
such as
CELLSMEASLES ANTIBIOTICS
BACTERIA
caused by
invade killed bycause
VIRUSES
DISEASES
caused by
smaller than
not killed by
work outside
EXPERT
Transformation for student
learning
TEACHING
Supports development towards
Transformation
for teaching
Transformation
Cycle
VIRUSES
CELLS
MEASLES ANTIBIOTICS
BACTERIA
STUDENT
DISEASES
Source: Kinchin & Hay (2007)
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
UNDERSTANDING
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
Source: Kinchin & Hay (2007)
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
Stabilising selection
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
Stabilising selectionPressure of work
Exam regime
Dominant culture
Lack of experience
Anxiety
Fragmented view
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
Stabilising selectionPressure of work
Exam regime
COWDUNG
Lack of experience
Anxiety
Fragmented view
NB. COWDUNG = Conventional Wisdom of the Dominant Group
CONCEPTUAL FRAMEWORKS
CHAINS
SPOKES
NETS
GOAL ORIENTATION
LEARNING READINESS EXPERTISE
NOVICE STRATEGICALLY SUCCESSFUL
STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become may
aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
CONCEPTUAL FRAMEWORKS
CHAINS
SPOKES
NETS
GOAL ORIENTATION
LEARNING READINESS EXPERTISE
NOVICE STRATEGICALLY SUCCESSFUL
STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become may
aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
Strategic teaching-learning cycle
Teacher Student
non-learning
Effective Partial Denture Design(in the context of articulated and surveyed models)
• Saddles– Number and position
• Support– On teeth and/or mucosa
• Retention (Direct)– Using clasps – occlusal / gingival
• Connectors– Bars, plates
• Retention (Indirect)– Needed for free-end saddles
• Simple– Keep margins free– Ease of insertion and removal by patient
joined by
EFFECTIVE PARTIAL DENTURE DESIGN
SUPPORT RETENTION
SADDLESCONNECTORS
SIMPLE
across
requires adequate requires appropriate
TEETH
MUCOSA
on
and/or
DIRECT
INDIRECT
CLASPS
required with free-end …..
using
occlusal gingival
BARSas
keeping the design
INSERTION & REMOVAL
and
for ease of
to maintain
FREE MARGINS
IN THE CONTEXT OF ARTICULATED AND SURVEYED MODELS
STABILITY
PLATES
provides
PATIENT
on
aslinking
increases comfort and usability for
Linear
Network
Biogeography• Historical (How things got like this)
The change in world view from ‘stable state’ to ‘constant change’ –exemplified by:
• Evolution by means of natural selection» Charles Darwin (1859)
• Plate tectonics» Alfred Weneger (1912)
• Ecological (How things are maintained)A range of factors influence the distribution of organisms:
• Climatic - eg. Cycles, change
• Edaphic - eg. Soil pH, drainage
• Biotic - eg. Competition, predation
• Geological - eg. Barriers to dispersal (rivers, mountains).
Linear
Network
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
Directional selection
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
Alternative view
Professional identity
Recognition
Directional selection
CONCEPTUAL FRAMEWORKS
CHAINS
SPOKES
NETS
GOAL ORIENTATION
LEARNING READINESS EXPERTISE
NOVICE STRATEGICALLY SUCCESSFUL
STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become may
aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
CONCEPTUAL FRAMEWORKS
CHAINS
SPOKES
NETS
GOAL ORIENTATION
LEARNING READINESS EXPERTISE
NOVICE STRATEGICALLY SUCCESSFUL
STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become may
aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
Scholarly teaching-learning cycle
Teacher Student
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
exist as exist as
selects appropriate aspects of
needs to construct a dialogue with
Disruptive selection
student teacher
CONCEPTUAL FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
EXPERTISE
NOVICESTRATEGICALLY
SUCCESSFUL STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
exist as exist as
selects appropriate aspects of
needs to construct a dialogue with
Disruptive selection
Alternative view
Professional identity
Recognition
student teacherStudents and teachers develop different
views - leading to a mismatch in expectations
CONCEPTUAL FRAMEWORKS
CHAINS
SPOKES
NETS
GOAL ORIENTATION
LEARNING READINESS EXPERTISE
NOVICE STRATEGICALLY SUCCESSFUL
STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become may
aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
CONCEPTUAL FRAMEWORKS
CHAINS
SPOKES
NETS
GOAL ORIENTATION
LEARNING READINESS EXPERTISE
NOVICE STRATEGICALLY SUCCESSFUL
STUDENTS
ACADEMIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held by held by
requires motivation towards
needs guidance to
become may
aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
Mismatched teaching-learning cycle
Teacher Student
KNOWLEDGE FRAMEWORKS
CHAINSSPOKES NETS
GOALORIENTATION
LEARNING READINESS
NOVICEHOLISTIC
exist as
can be elaborated as
may collapse under stress to reform
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of indicative of
held by held as held as
requires motivation towards
needs guidance to
become
may aspire to
can contextualize
needs to construct a dialogue with
exist as exist as
selects appropriate aspects of
CLINICAL TECHNICAL
UNDERSTANDING
CHAINS NETS
GOALORIENTATION
CLINICAL TECHNICAL
HOLISTIC
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of
held as held as
can contextualize
selects appropriate aspects of
may aspire to
UNDERSTANDING
CHAINS NETS
GOALORIENTATION
CLINICAL TECHNICAL
HOLISTIC
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of
held as held as
can contextualize
selects appropriate aspects of
joined by
EFFECTIVE PARTIAL DENTURE DESIGN
SUPPORT RETENTION
SADDLESCONNECTORS
SIMPLE
across
requires adequate requires appropriate
TEETH
MUCOSA
on
and/or
DIRECT
INDIRECT
CLASPS
required with free-end …..
using
occlusal gingival
BARSas
keeping the design
INSERTION & REMOVAL
and
for ease of
to maintain
FREE MARGINS
IN THE CONTEXT OF ARTICULATED AND SURVEYED MODELS
STABILITY
PLATES
provides
PATIENT
on
aslinking
increases comfort and usability for
Effective Partial Denture Design(in the context of articulated and surveyed models)
• Saddles– Number and position
• Support– On teeth and/or mucosa
• Retention (Direct)– Using clasps – occlusal / gingival
• Connectors– Bars, plates
• Retention (Indirect)– Needed for free-end saddles
• Simple– Keep margins free– Ease of insertion and removal by patient
may aspire to
= EXPERTISE
UNDERSTANDING
‘economy of performance’ vs. ‘ecologies of practice’
“The notion that expertise is associated with a qualitative transition from a conceptually rich and rational knowledge base to one comprised of largely experiential and non-analytical instances is a radical departure from conventional views of clinical competence”.
Schmidt et al. (1990: 619)Academic Medicine, 65(10): 611 – 621.
still
CHAINS
GOALORIENTATION
CLINICAL TECHNICAL
indicative of
held as
Effective Partial Denture Design(in the context of articulated and surveyed models)
• Saddles– Number and position
• Support– On teeth and/or mucosa
• Retention (Direct)– Using clasps – occlusal / gingival
• Connectors– Bars, plates
• Retention (Indirect)– Needed for free-end saddles
• Simple– Keep margins free– Ease of insertion and removal by patient
Clinical competence may be demonstrated within this chain of practice.
It may require the intentional neglect of uncertainty within the underlying understanding in order to facilitate decision-making.
However, the chain cannot evolve with understanding unless it is related to the wider network.
NETS
HOLISTIC
indicative of
held as
joined by
EFFECTIVE PARTIAL DENTURE DESIGN
SUPPORT RETENTION
SADDLESCONNECTORS
SIMPLE
across
requires adequate requires appropriate
TEETH
MUCOSA
on
and/or
DIRECT
INDIRECT
CLASPS
required with free-end …..
using
occlusal gingival
BARSas
keeping the design
INSERTION & REMOVAL
and
for ease of
to maintain
FREE MARGINS
IN THE CONTEXT OF ARTICULATED AND SURVEYED MODELS
STABILITY
PLATES
provides
PATIENT
on
aslinking
increases comfort and usability for
UNDERSTANDING
The holistic view of the subject facilitates a knowledgeable appreciation of the discipline, but may lack the degree of goal orientation required that allows selection of the most appropriate chain within a given clinical situation. Such an individual may hold academic expertise (a holistic view of the discipline), but not clinical expertise (to apply that understanding to practice).
CHAINS
NETS
can be combined to create
can be viewed as competing
allows selection of most appropriate
indicative of indicative of
can contextualize
UNDERSTANDING
KNOWLEDGE STRUCTURES
organised as organised as
EXPERTISE
requires purposeful oscillation between
embedded in
COMPETENCE
requires purposeful oscillation between
21
3
Learning Quality
Dis
cipl
ine
His
tory
Geo
grap
hy
Life
Sci
ence
s
Chains of practice Networks of understanding
Textual analysis Social context
Fieldwork techniques Environmental science
Laboratory protocol Physiology
Relates to
Relates to
Relates to
Relates to
VIRUSES
CELLS
DISEASES
invade
causing
MEASLES
ANTIBIOTICS
BACTERIA
not treatable with
only kill
such as
CELLSMEASLES ANTIBIOTICS
BACTERIA
caused by
invade killed bycause
VIRUSES
DISEASES
caused by
smaller than
not killed by
work outside
EXPERT
Transformation for student
learning
TEACHING
Supports development towards
Transformation
for teaching
Transformation
Cycle
VIRUSES
CELLS
MEASLES ANTIBIOTICS
BACTERIA
STUDENT
DISEASES
Source: Kinchin & Hay (2007)
EXPERTISE
Transformation for student
learning
TEACHING
Supports development towards
Transformation
for teaching
Transformation
Cycle
joined by
EFFECTIVE PARTIAL DENTURE DESIGN
SUPPORT RETENTION
SADDLESCONNECTORS
SIMPLE
across
requires adequate requires appropriate
TEETH
MUCOSA
on
and/or
DIRECT
INDIRECT
CLASPS
required with free-end …..
using
occlusal gingival
BARSas
keeping the design
INSERTION & REMOVAL
and
for ease of
to maintain
FREE MARGINS
IN THE CONTEXT OF ARTICULATED AND SURVEYED MODELS
STABILITY
PLATES
provides
PATIENT
on
aslinking
increases comfort and usability for
Effective Partial Denture Design(in the context of articulated and surveyed models)
• Saddles– Number and position
• Support– On teeth and/or mucosa
• Retention (Direct)– Using clasps – occlusal / gingival
• Connectors– Bars, plates
• Retention (Indirect)– Needed for free-end saddles
• Simple– Keep margins free– Ease of insertion and removal by patient
STUDENT
Effective Partial Denture Design(in the context of articulated and surveyed models)
• Saddles– Number and position
• Support– On teeth and/or mucosa
• Retention (Direct)– Using clasps – occlusal / gingival
• Connectors– Bars, plates
• Retention (Indirect)– Needed for free-end saddles
• Simple– Keep margins free– Ease of insertion and removal by patient
joined by
EFFECTIVE PARTIAL DENTURE DESIGN
SUPPORT RETENTION
SADDLESCONNECTORS
SIMPLE
across
requires adequate requires appropriate
TEETH
MUCOSA
on
and/or
DIRECT
INDIRECT
CLASPS
required with free-end …..
using
occlusal gingival
BARSas
keeping the design
INSERTION & REMOVAL
and
for ease of
to maintain
FREE MARGINS
IN THE CONTEXT OF ARTICULATED AND SURVEYED MODELS
STABILITY
PLATES
provides
PATIENT
on
aslinking
increases comfort and usability for
Effective Partial Denture Design(in the context of articulated and surveyed models)
• Saddles– Number and position
• Support– On teeth and/or mucosa
• Retention (Direct)– Using clasps – occlusal / gingival
• Connectors– Bars, plates
• Retention (Indirect)– Needed for free-end saddles
• Simple– Keep margins free– Ease of insertion and removal by patient
joined by
EFFECTIVE PARTIAL DENTURE DESIGN
SUPPORT RETENTION
SADDLESCONNECTORS
SIMPLE
across
requires adequate requires appropriate
TEETH
MUCOSA
on
and/or
DIRECT
INDIRECT
CLASPS
required with free-end …..
using
occlusal gingival
BARSas
keeping the design
INSERTION & REMOVAL
and
for ease of
to maintain
FREE MARGINS
IN THE CONTEXT OF ARTICULATED AND SURVEYED MODELS
STABILITY
PLATES
provides
PATIENT
on
aslinking
increases comfort and usability for
Good teaching
Exemplary teaching
Standard teaching
TEACHING
joined by
EFFECTIVE PARTIAL DENTURE DESIGN
SUPPORT RETENTION
SADDLESCONNECTORS
SIMPLE
across
requires adequate requires appropriate
TEETH
MUCOSA
on
and/or
DIRECT
INDIRECT
CLASPS
required with free-end …..
using
occlusal gingival
BARSas
keeping the design
INSERTION & REMOVAL
and
for ease of
to maintain
FREE MARGINS
IN THE CONTEXT OF ARTICULATED AND SURVEYED MODELS
STABILITY
PLATES
provides
PATIENT
on
aslinking
increases comfort and usability for
Effective Partial Denture Design(in the context of articulated and surveyed models)
• Saddles– Number and position
• Support– On teeth and/or mucosa
• Retention (Direct)– Using clasps – occlusal / gingival
• Connectors– Bars, plates
• Retention (Indirect)– Needed for free-end saddles
• Simple– Keep margins free– Ease of insertion and removal by patient
CONTENT
STRUCTURED
RELATES CONTENT & STRUCTURE
TRANSFORMATIVELEARNING
CYCLEMEMORISATION
ROTE LEARNINGthe simple repetitionof ‘taught narrative’
MEANINGFUL LEARNING the gradual emergence of ‘expert’ status as a consequence
of shared negotiation of understanding
NOVICENOVICE (emerging expert)
EXPERT (teacher)
[1]
[2]
[3]
[4]
[5]TRANSFORMATIVE
LEARNINGCYCLE
MEMORISATION
ROTE LEARNINGthe simple repetitionof ‘taught narrative’
MEANINGFUL LEARNING the gradual emergence of ‘expert’ status as a consequence
of shared negotiation of understanding
NOVICENOVICE (emerging expert)NOVICE (emerging expert)
EXPERT (teacher)EXPERT (teacher)
[1]
[2]
[3]
[4]
[5]TRANSFORMATIVE
LEARNINGCYCLE
MEMORISATION
ROTE LEARNINGthe simple repetitionof ‘taught narrative’
MEANINGFUL LEARNING the gradual emergence of ‘expert’ status as a consequence
of shared negotiation of understanding
NOVICENOVICE (emerging expert)
EXPERT (teacher)
[1]
[2]
[3]
[4]
[5]TRANSFORMATIVE
LEARNINGCYCLE
MEMORISATION
ROTE LEARNINGthe simple repetitionof ‘taught narrative’
MEANINGFUL LEARNING the gradual emergence of ‘expert’ status as a consequence
of shared negotiation of understanding
NOVICENOVICE (emerging expert)NOVICE (emerging expert)
EXPERT (teacher)EXPERT (teacher)
[1]
[2]
[3]
[4]
[5]
After Kinchin and Hay (2007)
“What should be asked of the … student is not that s/he learn, by heart, and in all their detail, all the facts current during his/her time as a student: that will be of little service in his/her later professional
life when many of them will have changed. Of far greater importance will be a knowledge of the structure within
which those facts are organised and the relationship of the facts among
themselves”.
David and Brierley (1985)Major legal systems in the world today: An introduction to the comparative study of law.
Future directions
SOUND
SOUNDPITCH
VIBRATIONS
DECIBELS
TEMPO
NOISE
PITCH
VIBRATIONS
DECIBELS
TEMPO
NOISE
SOUND
PITCH
VIBRATIONS
DECIBELS
TEMPO
NOISE
SOUNDhas
ishas
has
is
Links tend to be trivial and repetitive
SOUND
SOUNDvaries
SOUNDvaries
moves
SOUNDvaries
moves
is measured
SOUNDvaries
moves
is measured
causes
varies
moves
is measured
causes
detectedSOUND
varies
moves
is measured
causes
detectedSOUND
PITCH
VIBRATIONS
DECIBELS
POLLUTION
EARS
Smartpen technology
Allows a focus on the process of construction
Threshold concepts
13
4
12
10
1
2
3
4
13
4
12
1
2
3
4
5
13
4
12
1
2
3
56 7
8 9
4242 126126 127127 128128 129129
42
126
127
128
1294242
126126
127127
128128
129129
rote learning disjunctureemergence of new meaning
chain chain elaborated chain collapse spoke
c)
conc
epts
link
ed
to e
xpla
in m
eani
ng
conc
epts
list
ed b
ut u
nlin
ked
so
that
mea
nin
g is
lack
ing
Source: Hay, Wells and Kinchin (2008)
Dr Ian Kinchin Dr Ian Kinchin King’s College LondonKing’s College London Helsin
ki
Septem
ber 2008
