What makes Action Research tick?

These notes started with me asking myself “Why are students allergic to research?” Ask new students about research, and they’ll see it as a bookish pursuit, which invariably means sitting down and concentrating, neither of which are overly popular. There’s also an assumption that research is at the planning stage- before the exciting ‘doing’ stage,…

The Community is the Curriculum: Rhizomatic Learning

Preface “I am convinced that the best learning takes place when the learner takes charge” Seymour Papert Looking at how we structure higher education and the taxonomies we use to support that structure led me to wonder how far our understanding of teaching and learning is led by those structures. Frameworks, Units, Projects, Tasks, like…

A MOOC Point: Universities go freemium?

I wrote this article over 3 years ago on halogenic.me but it’s a useful intro to the history, so I’ve copied it over here…. In the US, 2012 was the year of the MOOC or Massive Open Online Classroom. The surprise development of free courses at the likes of the Higher Education elite like Yale, Stanford and Harvard…

The CONVERSATIONAL FRAMEWORK: Spotlight on Teaching

Note: This is a draft exploring some ideas. Diana Laurillard talks about teaching as a ‘Design Science’ not as a craft, or art. With readily available learning designs or pedagogical patterns teachers can share what works and build on the knowledge of others. I want to examine the ways in which the teacher interacts with…

Heutagogy

To me, there’s an attractive teleological progression from Pedagogical to Andragogical frameworks, but I also think part of our job in HE is to make ourselves less relevant to the student in the long run. Knowle’s Andragogy still has a program of study outlined by the teacher, – it’s still teacher managed. So to me,…

Andragogy

Education has traditionally been seen as a form of transmission, of broadcast. It was always the teacher and the institution who decided what the learner needed to know, and how knowledge and skills should be transmitted. This is to be expected since Pedagogy concerned itself initially with teaching children- empty vessels to be filled. Although…

Good CoP, Bad CoP #1: When Communities of Practice go bad

  “The Cartesian worldview of “I think, therefore I am” seems to be finally giving way. A next step, “We participate, therefore we are,” better captures today’s ethos, we think” John Seely Brown and Estee Solomon Gray, Creating a Learning Culture: Strategy, Practice, and Technology (2003)  I first heard the term Communities of Practice (CoP) used in…

Good CoP, Bad CoP #2: the Business of Communities of Practice

The business of Communities of Practice I found it interesting that Etienne Wenger was initially surprised to see that the first people who adopted Communities of Practice were Businesses and not Education. They saw that their typical learning strategies based around schooling- bundling people off to training courses- were not working. So I decided to…

Of Makers and Martians

One of the texts we were encouraged to look at as part of HEA ADAM was the TED talk “The maker mind” by Jen Ryan at TEDxDirigo Generate in 2013. I saw this in the same week I saw Ridley Scott’s “The Martian” and was struck by some connections. To Marx, class consciousness was needed…

The 8 VFX Studio Habits of Mind

I discovered early on that new students like lists. There’s something comforting in the fact you are reducing uncertainty of any domain into a finite group of steps. Of course it’s not only students. Education is the same- 5 minds for the future,  Seven Myths of Education, and even the Trivium whilst we’re at it! So…

Bloom’s Sandwich

In creative media courses these days, Bloom’s taxonomy, when expressed hierarchically like in the image below, (a la Maslow?) can look like a batenburg cake. I worry about the phenomena of “Bloom’s empty sandwich”, where students are remembering, understanding and creating, but have little time for the filling of applying, analysing or evaluating. This cauterisation of certain…

Opening salvo: reflection on current practice

I’m a product of a career path that went from being employed by many education institutions who wanted me to help them marry industry practice with course content. I’ve been an intermediary between industry and HE- interpreting vocational practices and “levelling” them or simulating them. I’d written hybrid training/education courses (which I’d now label as…