Upload
lina-markauskaite
View
108
Download
0
Embed Size (px)
Citation preview
The University of Sydney Page 1
Preparing teachers for knowledgeable action: Epistemic fluency, innovation pedagogy and work-capable graduates
Lina Markauskaite Acknowledgements: Peter Goodyear & DP0988307
Centre for Research on Learning and InnovationSydney School of Education and Social Work
ITEPL@ QUT, Brisbane20 February, 2017
The University of Sydney Page 2
Link to eBook
Context: Epistemic fluencyGrounded (extended) view of cognition and professional knowledge
– Professional expertise is inseparable from capacities to (co)construct epistemic environments that enhance knowledgeable actions
– Such expertise is grounded in embodied, situated professional knowledge work
– It requires mastering professional epistemic tools and ways of knowing (epistemic games)
– Much of this work is done by (co)creating professional (epistemic) artefacts that embody actionable knowledge
The University of Sydney Page 3
Today
1. Actionable knowledge 2. Epistemic tools, games and
fluency3. Assessment artefacts4. Innovation pedagogy 5. Some provocative
suggestions
Our empirical study– nursing, pharmacy, social
work, teaching, school counseling
– 20 professional courses– workplace-related
assessment tasks
The University of Sydney Page 4
Why should teachers come to university?
WORKProfessional
practices (resourcefulne
ss)
RESEARCHEpistemic practices
LEARNINGKnowledge practices (cultures)
Knowledge, but…
Evidence-using
practiceEvidence-producing practice
Knowledge-using
practiceKnowledge-generating
practice
Knowlegeable action Actionable
knowledge
The University of Sydney Page 5
Actionable knowledge
Actionable knowledge is “knowledge that is particularly useful to get things accomplished in practical activities”
(After Yinger & Lee, 1993, 100)
“…knowledge is conceived largely as a form of mastery that is expressed in the capacity to carry out a social and material activity. Knowledge is thus always a way of knowing shared with others, a set of practical methods acquired through learning, inscribed in objects, embodied, and only partially articulated in discourse”
(Nicolini, 2013, 5)
The University of Sydney Page 6
Knowledge(ing): Culture, practice and resourcefulness
(Personal) epistemic-conceptual resourcefulness/fluency
(Local) epistemic practices
(Global) knowledge cultures
Act
iona
ble
know
ledg
e(in
g)
Inno
vatio
n
The University of Sydney Page 7
Epistemic games and toolsas one aspect of epistemic fluency
The University of Sydney Page 8
Epistemic games
“When people engage in investigations – legal, scientific, moral, political, or other kinds – characteristic moves occur again and again”
(Perkins, 1997, 50)
Epistemic games are patterns of inquiry that have characteristic forms, moves, goals and rules used by different epistemic communities to conduct inquiries
(Morrison & Collins, 1996)
RootsWittgenstein: language-game, form of life, family resemblance
Examples– Creating a list– Creating a taxonomy– Making a comparison– Proving a theorem– Doing a controlled experiment– Planning a lesson
The University of Sydney Page 9
Epistemic fluency & functional epistemic games
Epistemic fluency is an ability “to use and recognise a relatively large number of epistemic games”
(Morrison & Collins, 1996, 108)
Functional epistemic games – patterns of inquiry which contribute to the way practitioners generate (situated) knowledge that informs their action
But…“...decision making, problem solving, and like kinds of thinking do not have specifically epistemic goals – goals of building knowledge and understanding”
(Perkins, 1997, 55)
The University of Sydney Page 10
Playing & weaving professional epistemic games
Epistemic games
2. Situated problem-solving
games
3. Meta-professional games
Research games
Producing games
Coding games
Concept combination games
Articulation games
Evaluation games
Making games4. Trans-professional
games
Sense-making games
Exchanging games
1. Propositionalgames6. Weaving
games
5. Translational public games
Conceptual tool-making games
Routine games
Semi-scripted games
Concept games
Public tool-making games
Organising games
Open games
Investigative discourse
games
Decomposing & assembling games
Flexible games
Semi-constrained games
Situation-specific games
Standardisation discourse games
Conceptual discourse games
Informal discourse games
The University of Sydney Page 11
Mastering epistemic tools and professional infrastructure
Epistemic tools
2. Epistemic devices
3. Epistemic instruments & equipment
Epistemic forms
Epistemic concepts
Inquiry strategie
s
Epistemic statements
Data & information
gathering tools
Processing & sense-
making tools
Output generating
tools
Evaluation & reflection
tools
1. Epistemic frames
(Intra) professional epistemes
General epistemic
frames
Domain-specific
conceptual models
Professional perspectives &
approaches
Inquiry structures
Inquiry processes
Problem-solving strategies
The University of Sydney Page 12
Main insights1. Learning to use powerful epistemic tools and play powerful
epistemic games are among those key aspects of professional epistemic practice that could/should be taught at universities
2. Teaching would benefit from much more articulated and precise understanding of its epistemic toolkit
3. Epistemic tools and games could provide a concrete foundation for preparing teachers and for assessing
The University of Sydney Page 13
Assessment objects and artefacts
The University of Sydney Page 14
Learning through making artefacts
We should look for foundations of enduring professional practices, discovery and innovation in objects and artefacts
(After Nicolini, Mengis and Swan, 2012)
1. What is it that students are expected to learn and produce for assessment?
2. How does students’ work on making assessment artefacts help them bridge knowledge learnt at university with knowing in workplaces?
The University of Sydney Page 15
Objects of tasksMotives/Objects
Everyday practices Unusual practices
Fine-tuning skill and knowledge
Key specific skills and knowledge
Eg. Administering reading assessments
Hardest elements of practiceEg. Teaching lessons of most difficult topics
Shaping professional vision
Core inquiry frameworksEg. Using Bloom’s taxonomy question prompts
Hidden elements of professional practice Eg. Seeing social justice in a lesson plan
Making professional artefacts
Artefacts for/in action Eg. Designing a plan
Generic artefacts-toolsEg. Creating guidelines, teaching kits
The University of Sydney Page 16
Assessment artefacts
Cultural artefactsConceptual artefacts Epistemic artefacts
Action
Meaning
Practice artefacts Action
artefacts
Design artefactsAnalytical
artefacts
ReadyKnowledgeable Capable
The University of Sydney Page 17
Main insights
1. Programs should create the right mix of tasks that involve production of cultural, epistemic and conceptual artefacts
2. ‘Unusual’ objects often involve epistemic qualities that we don’t see in everyday objects
3. The value of artefacts comes from knowing involved in production and knowledge they embody
The University of Sydney Page 18
Innovation pedagogyTeachers as constructors of professional tools for knowledgeable action
The University of Sydney Page 19
Learning through innovation
1. A productive way to ‘package’ many aspects of epistemic fluency
2. Developing a special skillset for practical innovation
3. Value of the product
Three modes
of inquiry
Systems thinkingDesign
practice
Responsive action
The University of Sydney Page 20
IV. Constructing shareable principled-practical knowledge products
Making knowledge actionable and action knowledgeableI. Learning methods (epistemic
tools and games) for inquiring into complex social systems
III. Learning to create their own innovation environment
iPad Journey (MLS&T, 2011)
II. Grounding theory and methods in practical sense-making and action
The University of Sydney Page 21
Learning analytics for deep learning
Challenges the students chose to address
Ipad journey: Introducing iPads in a Secondary School
Overcoming isolation in online learning
Learning on-the-go: Mobile learning in higher education
E-type guide: Moving from print to online in higher education
Redesigning learning spaces: Learning through making
Developing students’ creative potential
Google brain: Utilising power of digital knowledge tools for learning
Creating an engaging school
The University of Sydney Page 22
What the students valued…
– Novelty of pedagogical approach
– Motivation and engagement– Teamwork experience– Autonomy and agency– Relevancy of theoretical
knowledge– …
“Really enjoyed the group work challenge, the assessment piece was appropriate and the reflection was a good way to consolidate the learning.” (MLS&T, 2013)
“I learnt far more doing the teamwork than I'd expected to. There was a great exchange of ideas and knowledge. Overall, a different but very rewarding course for me.” (MLS&T, 2013)
“[The best aspect of the course is] the innovative ways that the course is designed to encourage, or actually demand, autonomous learning.” (MLS&T, 2013)
“This unit was a challenge for me, a completely new and different way to learn, but very effective!!” (MLS&T, 2013)
“I really appreciated the benefits of covering (usually) one reading a week and then writing a post which connects it to my work experience.” (MLS&T, 2013)
“The Innovation Challenge gave us opportunity to work as a team on an ill-structured problem, which was highly motivating and great learning experience.” (MLS&T, 2013)
“We can explore and have ideas without pressure” (MLS&T, 2015)
The University of Sydney Page 23
(Re)imagining assessment and ‘measurement’ of readiness1. Using epistemic games and tools as a guide what students
are expected to master 2. Developing professional resourcefulness through
construction of principled-practical professional artefacts-tools
3. An open, ‘live’ database of professional tools constructed by (pre-service) teachers…
4. …and possibly multiple evidence how these tools work in various contexts
The University of Sydney Page 24
Most importantly…
1. Moving away from a ‘blind’ evidence culture to an epistemic culture and practice that values professional ways of knowing
2. Taking pre-service teachers’ capacities seriously and leaving behind a ‘deficit’ view
Related ideas3. Principled-practical knowledge (Bereiter)4. Family resemblance of expertise (Sternberg & Horvath)5. Deliberative expertise (Hatano & Inagaki)
The University of Sydney Page 25
If you are interested...
Email:
Follow our website:https://epistemicfluency.com