Interagency working on Foundation Degree Interagency working on Foundation Degree curriculum development: using tension and curriculum development: using tension and

aligning motive in the constitution of learningaligning motive in the constitution of learning

Mike DoyleMike Doyle

UCLanUCLan

Research on collaborationResearch on collaboration

Largely under-theorised and ‘captured’ by Largely under-theorised and ‘captured’ by the discoursethe discourse

Corporate theory and liberal humanist Corporate theory and liberal humanist traditions – overcoming barrierstraditions – overcoming barriers

New approaches in socio-cultural theory: New approaches in socio-cultural theory: Activity Theory, Inter-professional working Activity Theory, Inter-professional working (‘new work practices’ Engestrom, 2001) – (‘new work practices’ Engestrom, 2001) – barriers the norm, providing catalysts for barriers the norm, providing catalysts for developmentdevelopment

The Activity System (after Engestrom, 1987)

Expansive Learning CycleExpansive Learning Cycle

Engestrom, 2001(equates with Bateson’s ‘Learning Engestrom, 2001(equates with Bateson’s ‘Learning III’, 1972) – III’, 1972) – ‘where a person or group begins to radically question ‘where a person or group begins to radically question the sense and meaning of the context and to construct a wider the sense and meaning of the context and to construct a wider alternative context’alternative context’

Questioning, analysing, modelling, testing, Questioning, analysing, modelling, testing, implementing and evaluationimplementing and evaluation

Questioning of consensus, awareness of Questioning of consensus, awareness of contradiction within the activity system contradiction within the activity system (partnership), forms the basis of development and (partnership), forms the basis of development and transformationtransformation

Inter-agency expansive learningInter-agency expansive learning

‘…‘…radical exploration is learning that is not yet radical exploration is learning that is not yet there. It is creation of new knowledge and new there. It is creation of new knowledge and new practices for a newly emerging activity; that is, practices for a newly emerging activity; that is, learning embedded in and constitutive of the learning embedded in and constitutive of the qualitative transformation of the entire activity qualitative transformation of the entire activity system’ (Engestrom, 2004:4)system’ (Engestrom, 2004:4)

Practice, activity, generate knowingPractice, activity, generate knowing Methodology interventionist: boundary crossingMethodology interventionist: boundary crossing

Positions, identities and dispositionsPositions, identities and dispositions

College TutorsCollege Tutors University TutorsUniversity Tutors

KnowingKnowing KnowledgeKnowledge

LearningLearning TeachingTeaching

DiagnosisDiagnosis TransferTransfer

SkillsSkills Academic DiscoursesAcademic Discourses

PDPPDP Assignment and Assignment and deadlinesdeadlines

ProgrammeProgramme Modules/semestersModules/semesters

Formative assessmentFormative assessment AssessmentAssessment

Role and IdentityRole and Identity Role and IdentityRole and Identity

BCL 1 - SummaryBCL 1 - Summary

What, why and how structureWhat, why and how structure Questioning: HE- consistency, scheduling, quality of Questioning: HE- consistency, scheduling, quality of

delivery, knowledge transfer, modular deadlines, function delivery, knowledge transfer, modular deadlines, function of assessmentof assessment

Questioning FE – learner starting points, knowledge Questioning FE – learner starting points, knowledge construction, skills development, whole programme, construction, skills development, whole programme, function of assessmentfunction of assessment

Modelling for 2Modelling for 2ndnd intake: thematic approaches to intake: thematic approaches to assessment within semesters with skills embedding; cross-assessment within semesters with skills embedding; cross-modular themes; MLs to lead staff development for module modular themes; MLs to lead staff development for module teams across the collegesteams across the colleges

BCL 2BCL 2

Role and motivation complementarity Role and motivation complementarity between sectors, although hierarchicalbetween sectors, although hierarchical

Hierarchies of expertise and professional Hierarchies of expertise and professional interest/identityinterest/identity

PDP and local adaptationPDP and local adaptation Greater self-confidence and recognition of Greater self-confidence and recognition of

identity and expertise by college tutorsidentity and expertise by college tutors

BCL 2 double bind episodeBCL 2 double bind episode

FE opinion leader – MaryFE opinion leader – Mary DOL: writing and delivering modulesDOL: writing and delivering modules

Try teaching what you are writing and then work out how you Try teaching what you are writing and then work out how you need to change it…it’s handed down , and unless you need to change it…it’s handed down , and unless you actually go in and try to teach it to the type of students that actually go in and try to teach it to the type of students that are coming into the college three hours a week …try to are coming into the college three hours a week …try to

deliver this module to them yourselfdeliver this module to them yourself

Supportive FE interventionSupportive FE intervention

The Module Leaders’ expectations are The Module Leaders’ expectations are unrealistic. They are not aware of the unrealistic. They are not aware of the problems that you are facing with that problems that you are facing with that particular type of learnerparticular type of learner - Helen - Helen

……adapting to what you have been given…to adapting to what you have been given…to suit the students. You supplement it in ways suit the students. You supplement it in ways the students can understand it.the students can understand it.

I might go in one week and decide that I will I might go in one week and decide that I will completely change the next sessions completely change the next sessions because I have noticed they have missed because I have noticed they have missed something.something.

You have to go where they want to take you, You have to go where they want to take you, because it’s important to them…you might because it’s important to them…you might start off with something that dominates the start off with something that dominates the whole of the class because they want to talk whole of the class because they want to talk about it, they want to relate it back to their about it, they want to relate it back to their experience…you have to go with that…experience…you have to go with that…that’s given them something to bring back to that’s given them something to bring back to the next session: it’s about flexibility, but that the next session: it’s about flexibility, but that isn’t implied within the modules.isn’t implied within the modules.

In listening to that I am thinking increasingly In listening to that I am thinking increasingly that the sessions at the colleges shouldn’t that the sessions at the colleges shouldn’t be so rigid.be so rigid.

You have to have a structure… I think at the You have to have a structure… I think at the local level we have to take that on-board…local level we have to take that on-board…where at the chalk face we are delivering it , where at the chalk face we are delivering it , we are getting to know what works and what we are getting to know what works and what doesn’t. If we feed that back doesn’t. If we feed that back (to the Module (to the Module Leaders)Leaders) they need to take that on-board, they need to take that on-board, and not say ‘no you can’t’…not that they and not say ‘no you can’t’…not that they have.have.

I would need a full day and an evening to I would need a full day and an evening to deliver significant parts of Asset Building.deliver significant parts of Asset Building.

Jean’s response is Jean’s response is We’ll have to be flexible for different We’ll have to be flexible for different

modules – you couldn’t talk at someone for modules – you couldn’t talk at someone for three hours.three hours.

I mean it must be difficult for them (FE I mean it must be difficult for them (FE tutors) to have that concrete information in tutors) to have that concrete information in their handbooks and not really have the their handbooks and not really have the forum to deliver it in. I don’t know how you forum to deliver it in. I don’t know how you get round that.get round that.

Jean: So that would work from your point of Jean: So that would work from your point of view – to have more formal delivery at the view – to have more formal delivery at the University?University?

Susan: I think when they come into the Susan: I think when they come into the University and you do keynote lectures to University and you do keynote lectures to them, I think that would be useful.them, I think that would be useful.

When in a community of practice the distinction When in a community of practice the distinction between production and adoption of meaning between production and adoption of meaning reflects enduring patterns of engagement among reflects enduring patterns of engagement among members – that is, when some always produce members – that is, when some always produce and some always adopt – the local economy of and some always adopt – the local economy of meaning yields very uneven ownership of meaning yields very uneven ownership of meaning. This situation, when it persists, results in meaning. This situation, when it persists, results in a mutually reinforcing condition of both marginality a mutually reinforcing condition of both marginality and inability to learn. (Wenger, 1998:203)and inability to learn. (Wenger, 1998:203)