[PPT] - Innovative Pedagogies for Lifelong Learning SUSS Faculty Learning PowerPoint Presentation

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Innovative Pedagogies for Lifelong Learning

SUSS Faculty Learning Symposium 17 November 2018

Helen Bound Reflecting on & changing our practices takes courage, helped by having some different ways to talk & think about our beliefs and practices

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Today we will consider…

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Lifelong Learning in times of change Being & becoming Our beliefs about learning: implications for practice Using learning spaces

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LLL in times of change

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u Gig economies u Growth of non-permanent

work

u Technology & Automation u Growing range of different

forms of production

LLL

§ More than learning to ‘do’ § More than economic impact § More than a focus only on the individual § More than formal courses § More than knowledge as a commodity

Includes:

► Meeting the needs & aspirations

f individuals and society

► Learning to be

► Learning to learn ► Deep understanding ► Ability to co-construct

knowledge

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Learning to be - being & becoming

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Professional identity

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As educators…

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As educators we:

Seek to develop our learners’ professional identity

Is being and becoming a …… explicit in the curriculum AND in our enactment of the curriculum?

What does it mean to be and become a…?

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What do you want your graduates to be and become? Go to mentimeter https://www.mentimeter.com # 950621 What do you want your graduates to be and become? q use short phrases q enter at least 2 phrases

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Being & becoming for changing contexts

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Being & becoming what? ü Agile navigators of change ü Transdisciplinary boundary crossers ü Knowledgeable, caring practitioners ü Critical analyers of problems & solutionists ü Etc.

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So… In what ways do our beliefs about T&L support being and becoming for changing contexts?

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Participation

Learners ‘take part’ in the context

and learn through this process

Identity is constantly evolving

through participating with others in various contexts

Learners are actively engaged in

active sense-making, knowledge co-construction…

Acquisition

Learning as a product with a

identifiable outcomes

Content & concepts the

individual makes sense of

Individuals accumulate

knowledge – like commodities

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Where would you place yourself?

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Participation

Learners ‘take part’ in the context

and learn through this process

Identity is constantly evolving

through the process of learning and participating with others in various contexts

Learners are actively engaged in

active sense-making, knowledge co-construction…

Acquisition

Learning as a product with a

identifiable outcomes

Content & concepts the

individual makes sense of

Individuals accumulate

knowledge – like commodities 1 2 3 4 5 6 7

Go to mentimeter https://www.mentimeter.com # 950621

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Thinking about spaces of learning

Work Classroom

Tech-enabled spaces

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To work here…

listen for:

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Development of meta-cognitive capability

Asking questions
Taking notes,

photographs

Reflection

Affordances: Culture & Structure

Setting challenges
Support / guidance
Trust
Team work
High expectations
Belief in the trainees
Sharing, dialogue

Capabilities developed:

Planning
Being organized
Team work
Innovation (thinking
f new things)
Confidence
Performing
The future…

The individual journeys

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What is learning?

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a process contributing to an increased capability to act differently and create different relations in and with the environment Being & becoming

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culture and learning are intertwined (Lave & Wenger, 1991; Engeström, 1999, 2001), where learning is:

understood as a process of becoming increasingly capable
gaining recognition as a member of the community and/or
rganisation at the individual level,
learning is situated in a network of relations where knowledge and

skills, authorities, resources and artefacts are distributed (Hager 2013: 90).

Learning and working are interdependent. We learn constantly

through engaging in conscious goal-directed everyday activities – indeed, as we think and act, we learn. (Billett, 2001, p.21) Thus, “learning is deeply social - meanings, purposes and efficacies are moulded by organisational and cultural factors.”

Chia, (2017). Why “culture” and “learning” in SMEs? IAL.

Workplace learning

What do such theories of learning mean for T&L practices?

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Students in classes with traditional stand-and-deliver lectures are 1.5 times more likely to fail than students in classes that use more innovative pedagogies (Freeman et al, 2014). Molding learners to regurgitate

Input Output

How pedagogically sound is the lecture format?

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Assumptions about T&L: traditional - innovative

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Traditional assumptions Innovative T&L assumptions Learning is teaching knowledge, skills, attitudes Learning is embodied: use of senses, feel knowing in their bodies. The practices of a vocation / profession encompass being & becoming Learning is a product, measured in behavioural standards or outcomes Learning is ‘transferred’ Learning is a process incorporating social, cultural and political dimensions resulting in new sets of relations in a

setting. Learning is not ‘transferred’ from one

environment or setting to another, it is recontextualised. Learning happens within the confines of the educational institution Learning happens through engaging with work practices and through iterative movement between the spaces of the educational institution and work Learning is a lock step process Practices in context are complex, multiple and varied requiring complex understandings, interpretations and judgements that are built into learning experiences Knowledge is static & held by the ‘experts’ Knowledge is dynamic, distributed across tools, sites and

people. It is co-constructed

Theory and practice, technical & generic ‘skills’ are institutionally separated Learning in work settings is integrated into the total learning experience, theory and practice are not separate but enacted together The educator does the work of ensuring learners learn Learning is designed such that learners learn and take responsibility for the strategic work of learning to learn.

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Example 1

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Workplace Learning and Performance (a Masters unit) Throughout learners are expected to read and contribute actively to class & group dialogue bringing theory and practice, technical & generic skills together Learners identify a WPL issue L’s Identify their stakeholders, design data collection tools to inquire into the learning affordances in their w’place in relation to their issue. L’s conduct stakeholder analysis Analyse the w’place affordances and write this up for the first assessment for early feedback Design learning intervention(s) and develop plan + evaluation plan. Peer feedback is given and meta-frames are provided to evaluate their interventions Assessment: 2 reports capturing above + contribution to knowledge co-construction Brings work practices into the classroom Expects & demands sharing, critical thinking, knowledge co-construction Uses an inquiry-based approach Introduction of meta-frames, use of self & peer assessment contribute to L2L capabilities To be & become: ü Knowledgeable workplace learning solutionists ü Nurturing people developers ü Critically aware, and agile change agents ü Curious inquirers

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Example 2: Iterative movement between classroom & work settings

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Early in the course, students spend 2 hours X 2 in a workplace Their tasks are to observe

§ Types of patient conditions § Lifting techniques § How practitioners communicate with their patient

Becoming a (physio) therapy assistant

BEFORE THESE SESSIONS, learners are taught observational techniques

Learners are asked to watch a video to identify the lifting techniques Sharing & listing of what each participant ‘saw’ Discussion of what seems like good practice and what is not Input by educator of the principles of good practice (filling in any gaps in what learners have identified) Watch another video and share what is seen this time Compare with first experience Discussion of what helped them ‘notice’/’see’ what they saw Repeat for communication with patients Teaching L2L through ü Observation techniques ü Peer sharing ü Valuing learner input – the voice of the learners ü Naming up what helps learners to ‘see’ ü Working with principles

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Example 3: Classroom, work & tech- enabled spaces

Becoming a (physio) therapy assistant

1. Learners take photos and notes in their allocated work settings
Types of patient conditions
Lifting techniques
How practitioners communicate with their patients
2. Upload their photos and notes into a tech space (WhatsApp-fit for purpose

software where can tag etc.)

3. Groups made up of members from different work settings:
Compare & contrast - what is similar and what is different across different

sites

What surprised them
What questions they have
4. Groups share
5. Discussion of what surprised and why
6. Linking theory and practice e.g. pros and cons of different lifting techniques for

patient and practitioner

7. Research on lifting techniques - critically analyse

Ethical issues – being & becoming W

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k s e t t i n g T e c h

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n a b l e d s p a c e C a n b e t e c h

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Teaching L2L & deep understanding ü Integrating theory & practice ü Integrating technical & generic ü Iterative engagement with authentic material ü Developing some inquiry strategies

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Experience Information Knowledge Building

Multiple iterations and

pportunities

Deepening of understanding at individual and group level Metacognition Changed identities

Deep understanding for transitions across different contexts

Bound, Chee, Chow, Wang & Chuen, 2018

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Acquisition Participation

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l e d g e b u i l d i n g learners work with authentic problems, are posed challenges and as a result learners engage in inquiry

Monologic Dialologic

learners work with authentic problems learners choose the authentic problems learners engage in inquiry

Educator as expert & source of knowledge Educator as facilitator, critical questioner +* ROLE OF EDUCATOR Educator as facilitator, scaffolder increasingly handing over responsibility to learners* Learner is passive recipient Learner actively engaged, part of community, problem solver, critical questioner, reflexive ROLE OF LEARNER Learner actively engaged, part of community

Continuums – beliefs & practice

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In conclusion

Learning to be and become is a constantly evolving process Start with the end in mind – what do you want your graduates to be and become? We have a responsibility to our learners to enable them to develop abilities to navigate changing contexts We have access to a range of learning spaces – let’s use them well