October 14th - Ann Brown write up
Modified – 20th trying to see it from PQR to see if it highlights another approach to the issues
Each reading of an article is like peeling skin off an onion,
Different things are fond each time as different angles have been taken because new perspectives learnt, a new experience has been had,
The tears I cry between layers is also important
Classroom communities of learning (Feminism could have influence here)
Learner takes charge of learning (that has been the real battle – even learner centred is still controlled by someone else)
Innovative tool = educational environment
Innovative tool ENGINEERED - modeled on design science
25th October – as I read this now I consult SSM for the PQR and to consider systems , think about Engestrom's communities of practise for change, imagine the Logic Model for Evaluations.
This is the third time I have read this article but only now am I picking up the depth and the different angles AND writing it up.
One particle article can be read from so many angles. Depending on the perspective one has one picks up different things.
I have used articles from one module in others and have found that I need to reread the article each time from this different perspective. Notes taken for the others are not of much use. Now this might be my note taking technique… Learning Centre here we come.
I needed to learn the tools and the Subject matter (context)
Brown's Background
– classic learning theorist, classic psychological position
– subject in strictly controlled laboratory setting
– theoretical study of individual learning processes
Context she worked in:
70 – Cognitive Revolution had occurred, shift from behavioural learning theories
Theories were needed to fill the gap
- had been working on memory (not learning)
- studies with training showed strategies worked to improve memory but in the absence of experimenter prompting little evidence of maintenance and transfer
Moved towards
- conceptual change in teachers and students
- "setting up classroom ethos to foster self-reflective learning
Reconceptualisation of what subject was to learn, how this was to be observed an fostered
Realisation that real-life learning takes place in social context, one of these contexts is
classroom
Theory change led to psychologists needing to change methodology
- Metacognition was introduced as a theory, monitoring of memory
- Move from passive to active metaphors of learning
And then to
- concerns with technology, curriculum, assessment
Aim is:
"to work toward a theoretical model of learning and instruction rooted in a firm empirical base"
Developments in learning theory require changes in methodologies
Brown's Epistemology
- interested in learning to learn
- stumbling blocks to learning are (the diseases of schooling (Brown, 1977):
o Inert knowledge (fact acquired but cannot be accessed or transferred)
o Passive learning (don't readily engage in intentional, self-directed action)
- Lead to change in Research Agenda and Focus of Developmental Theory
o Focus on active strategies for learning
o What it means to learn (rote vs understanding)
o Content to acquire (curriculum)
o Context in which they are to acquire it (classroom?)
1970's to 1980's
Behaviour – cognivitive
Memory – metacognition
Passive – active
CONTENT CHANGES - Lists of words etc – coherent content- Acqusition of expertise – disciplined body of knowledge (academic subject area) – required new methodology
From how many items recalled and in what order – to – degress of understanding, nuances of meaning, alternative viewpoints
CONTEXT CHANGES
From 1-2 days, straight didactic teaching, one-on-one outside of social context no collaborative cognition
1980's
reciprocal teaching, (INNOVATION) in groups -Socratic questioning, clarifying, summarizing, predicting for comprehension-monitoring as a strategy
from one-on-one in laboratory TO resource rooms outside of classroom TO groups in classrooms
from a few constrained strategies TO complex explanation, argument, discussion forms
from unconnected passages TO cohesive material students have prepared themselves over time THEREFORE Ownership of Knowledge
COMMUNITIES OF LEARNERS
-reciprocal teaching
-distributed expertise in a community of learners
-collaborative research and sharing of expertise
-change in classroom ethos (see table) to INTENTIONAL Learning Environment
Teachers role changes – active role model of learning, responsive guides to students' discovery, teach on need-to-know
-curriculum – understand few recurring themes deeply (expertise/specialization??)
jigsaw method
into subgroups learn a subtopic
then resplit, one from each subtopic group forms a new learninggroup and each teach each other what they learnt in subgroup
- generate data (artifacts)
observers gathered huge amounts of data
Critical elements to DBR –How does it work?
Classroom must first function smoothly as a learning environment
Else any study is just one on the things that can go wrong
(is this the another problem –DBR being placed ON a problematic classroom,
are they not seeing the participants and therefore the real problems of scale up?
Their stand point is their tool? Feminism could have input here)
Classroom SYSTEMIC whole –
-change one aspect, all others perturbed
-can't study a part inependantly from the whole
INPUTS
"We are responsible for" – who the designers? The experimenters?
Simultaneous changes in the system
-role of teachers/students
-design of curriculum
-positioning of technology
-reconceptualising assessment
a change to one affects all others (multiply confound experiment in experimental psychology)
OUTPUTS
"We are concerned with" outputs therefore need Assessment
-assess impact our learning environment has had
-"aspects LE was set up to foster"
-makes "us" accountable for results of the work done
MIDDLE BLACK BOX (find term for this in engineering/systems theory)
Tension between
-Contribution to a theory of learning that is intended to
-Contribe (inform) to practice
INTERVENTION RESEARCH DESIGN (BETTER NAME THAN DESIGN BASED RESEARCH? IN LATTER FOCUS IS ON DESIGN IN FORMER FOCUS ON INTERVENTION ALL STILL FROM STANDPOINT OF EXPERIMENTER??)
NEED TO FIND PQR HERE? Do P By Q in order to achieve R
Inform practise by Intervention Research design in order to impact the Learning environment?
Could do with some SSm here
P: Intervene in the classroom setting BY
Q introducing (an intervention) a practise that is based on a theoretical rationale for why it will work that (will be under the control of learners – hawthorne effect – current theory)
R In order to achieve improved (cognitive productivity) Learning
P Intervene in the classrrom
Q by introducing a practise that is based on a theoretical rationale
R in order to achieve improved learning
P Disseminate it
Q by extracting/couching/?????
R in order for it to be sustainable in ordinary school setting without the support of the experimenter
E – hopefully with minimal expense
E
E
The CONSTRAINT for an EFFECTIVE intervention is :
- whether it can migrate from experimental classroom, to average one where it is operated by and for average learners and teachers
- - provide realistic technology and personal support
RELIABILITY and GENERALISABILTY (REPEATABILITY) achieved through
Interventions work by recognizable standards
Based on theoretical descriptions that delineate WHY they work.
CLASSROOM VS LABORATORY
Tradeoff between experimental control – richness and reality
Brown likes to switch between both (DBR still doing this? Development occurs in laboratory testing in classroom ie reiterative design??
Noticing to using / surface to deep (knowedge based not developmental ) to use for 5024 Ass 3?? Laboratory work that motivates classroom work
Classroom work that motivates laboratory practice – something observed in classroom tested in laboratory – evaluate wether developmental trend can be reproduced under experimental control – sensitized to watch for it laboratory
BARTLETT EFFECT
Viewing the data through the eyes of ones theory (relates to 5024)
à resulted in (maybe too strong a term) Brown suggesting keep all work for someone else to review later
Keep all data to be reviewed by others at a later date –
HAWTHORNE EFFECT
Any intervention has positive effects because of the motivational attention the subjects receive from the experimenter
Brown argues not applicable BECAUSE – specificity of practice and improvement
Brown argues improvements came from Hawthornes experiments NOT because of motivational attention BUT because of worker's PERCEPTIONS of conditions improving, changes in their interests or in control of their conditions of work
Best improvement came when workers felt they were consulted
à resulted in Brown seeing importance of students being consultants/coinvestigaors of their learning
Brown has rephrased Hawthorne effect – The BROWN-HAWTHORN Effect that she wishes to achieve in her classroom.
If investigators hope not to have an effect (controlled situation etc) results in "socially contrived situation of their own making"
MUST NOT SEE SITUATION AS SYSTEM OF INTERDEPENDENT ELEMENTS
Thelearningeffectsare not even simple interactions,but highly interdependentoutcomes of a complexsocialandcognitiveinterventio
improvedcognitiveproductivityunder the control of the learners,eventuallywith minimalexpense, and with a theoreticalrationalefor why thingswork.
P: Intervene in the classroom setting BY
Q introducing an intervention that is based on a theoretical rationale for why it will work
R In order to achieve improved cognitive productivity that is under the control of the learners
E – hopefully with minimal expense
DEWEY EFFECT
ZPD Vygotsky – beyond the readiness to learn principle
DISCOVERY LEARNING –generating knowledge is motivantional and Share expertise
REALITIY PRINCIPLE
Consider a DBR intervention from this perspective to understand it better.
- Now I just go in and read and underline with annotation tool and notes…..
I really need to get a method.
3- CATWOE
Ø C: are the customers affected by the transformation (T)
Ø A: are the actors who do the activities which the transformation (T) needs
Ø T: is the transformation/change required
Ø W: is the worldview of the activity system
Ø E: is the environmental forces or factors that transformation would be affected by such as certain policies or time constraints
Ø O: are the owners of the transformations who could stop or change it
4- Three EEEs
a. Efficacy: to determine whether the objectives match the outcomes of change
b. Efficiency: resources are used in a considerable manner (with the least number of resources)
c. Effectiveness: to determine if the change contributes to a longer-term goal
Carrying out Analysis One (The intervention itself): At this stage, you need to identify three parties in relation to the problem:
a. “Client(s)”: is the person/people who initiated the intervention and without whom it would have not been in action
b. “Practitioner”: is the person/people who examine the problem
c. “Owners”: are the people affected by the intervention. This could also include the practitioner(s).
3-
Carrying out Analysis Two (Social): At this stage you will examine the “culture” of the problem to see how “culturally feasible” it is.
Ø Roles can be formal or informal:
o Formal roles, such as heads of department, senior managers and professors, are roles assigned formally by an authority.
o Informal roles, such as role-models, are roles that are attached to certain people due to their personal characteristics.
Ø Norms are the behaviors and patterns of actions associated to certain people due to the role they have. For example, a head of department could be associated with dressing, talking, smiling or sitting in a certain manner.
Ø Values are criteria by which “behavior-in-role” is judged. For example, a head of department is expected to make good decisions that would feed into the interest of the department’s staff. Not doing so would result in criticism and dissatisfaction from people.
5- Carrying out Analysis Three (Political): This stage is concerned with analyzing the powers that come into play in change and how they influence change. These are expressed in terms of “commodities” that enable power and how these commodities are “obtained, used, defended, passed on, or relinquished”.
Examples of commodities:
Ø Access to important information
Ø Access to important authorities
Ø Having a history of achievements/ effective leadership etc
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