Welcome to the second module on the BIMM Postgraduate Certificate - - PowerPoint PPT Presentation
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
to the second module on the BIMM Postgraduate Certificate in Further & Higher Music Education 2010-11
Tuesday, 11 January 2011
Tuesday, 11 January 2011
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:
and their application in the classroom;
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effective learning environment, in a variety of settings, with diverse learners;
understanding of student support, showing awareness of relevant legal frameworks and requirements in post-compulsory education;
quality enhancement processes designed to help improve the student learning experience.
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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
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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
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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
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
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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
(Cheltenham: Nelson Thornes Ltd.)
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Look to make the links to our own practice & develop
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.
A couple of weeks on getting to grips with Masters level work & ‘professional knowing’ Look at cutting
theories about teaching and learning Look at the latest evidence on what works in highly effective classroms Put it all together to figure out why it works
And keep on relating everything we are learning to our
cunningly covers the essay ;-) Happiness and joy abounding.
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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 ;-)
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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.
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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 ...
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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)
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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
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Article Summary: Nonaka argues that most Western managers define professional knowledge—and what companies must do to exploit it—too
“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
indispensable for continuous innovation. Nonaka, I. (1991), ‘The knowledge-creating company’, Harvard Business. Review, 69, November-December 1991, pp. 96-104.
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Nonaka’s SECI Model Tacit Knowledge Tacit Knowledge Tacit Knowledge Tacit Knowledge Explicit Knowledge Explicit Knowledge Explicit Knowledge Explicit Knowledge Socialization Internalization Externalization Combination
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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.
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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
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.
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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.
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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
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Nonaka’s SECI Model Tacit Knowledge Tacit Knowledge Tacit Knowledge Tacit Knowledge Explicit Knowledge Explicit Knowledge Explicit Knowledge Explicit Knowledge Socialization Internalization Externalization Combination
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The model is a way of looking at the interplay between tacit / explicit knowledge, and personal / group knowledge For us, here, the ‘group’ can been seen at different levels: those of us in the room, & the wider community of teachers and educational researchers So - what are the implications of this model of learning for us as a group, and how are we going to work with these?
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Please read the folowing presentation (posted on the blog), which looks at some of the issues we have started to discuss tonight: Donald Schon, ‘Educating the Reflective Practitioner’ (presented at the 1987 AERA conference) Please post an evaluative comment on the blog about the article (no guidance this time - it’s not a test, though!). Next week we’ll discuss ‘reading at Masters level’.
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22-23 Jan: We’re going to spend the weekend starting Module 3 - your Action Research Module. It’s worth starting to think about an aspect of your professional practice that you’d like to improve ... 12-13 Feb: This is a teaching weekend ;-) We’re going to ask everyone to deliver a 30 minute session on a music-related topic (can be practical
class.
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