university teaching as epistemic fluency: frames, conceptual blending and experiential resources in...
TRANSCRIPT
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University teaching as epistemic fluency: Frames, conceptual blending and experiential resources in teacher pedagogical and ICT choicesLina Markauskaite
CoCo Research CentreThe University of Sydney
2011 May
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Outline
1. Epistemic fluency and teaching2. Conceptual framework3. Unpacking tasks: Frame blending 4. Teacher mental resources5. Next steps
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Expectations from knowledge worker
Working across the boundaries of disciplinary and professional domains
move between the theoretical and the practical integrate knowledge from several disciplines contribute to multi-professional teams
(Argyris ‘98; Sennett ‘06)
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Complexity of learning design & teaching
Domains of knowledge1. Subject matter 2. General pedagogical kn3. Pedagogical content kn4. Knowledge of curriculum5. Knowledge of learners6. Educational contexts7. Educational ends
(Shulman ‘86/7)
Ways of knowing1. Instrumental-analytic2. Communicative-interpretive3. Emancipatory-critical
(Kreber & Cranton ‘00)
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Adding ICT to teacher knowledge bases
TPACK & beyond1. Technological knowledge2. Technological pedagogical kn3. Technological content kn4. Technological pedagogical content5. Etc
(Mishra & Koehler ‘06)
5Source: http://tpack.org/.
“Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, [transactional] relationship between all three components”
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Complex knowledge & epistemic fluency
Epistemic fluency – the capability to work with different kinds of knowledge and switch between different ways of knowing
(Morrison & Collins ‘96)
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Questions
1. How do teachers work with different kinds of knowledge?
2. How much mental effort does knowledge (& ICT) integration require?
3. What sorts of mental resources do teachers use?
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Expert vs. naïve intuition & mental resources
Mental resources - various kinds and forms of knowledge that someone can potentially bring to bear in order to work upon a task (eg. explaining an educational design decision)
Some features Originate from
experience Are not necessarily
coherent Are activated in specific
contexts
Based on Elby & Hammer ’02;diSessa ’93; Minsky ’06
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April 16, 2004
Structures of knowing, action & technology
Human knowledge, thinking and practices, at least in part, could be described by certain characteristic structures and patterns that recur in their thinking and actions
Disciplinary knowledge & inquiry Substantive & syntactical structure
(Schwab ‘67)
Epistemic forms & games (Collins ‘93;
Perkins ‘96)
Pedagogy Teaching script (Leinchardt & Greeno ‘86)
Technology/material Socio-material forms & structures
(Orlikowsky ’07; Hutchins ‘05)
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Conceptual spaces & frame blending
Conceptual spaces (Mental spaces) – selective cognitive configurations of domains of existence
Frame blending – two or more distinct sets of mental resources are brought together in the mind and new conceptual space and frame are created
Some features: Mainly intuitively constructed Minimally explicit Have a referential structure Plays modelling function
Based on Fauconnier ‘94; Turner ‘01
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Kinds of conceptual & frame integration
Single-scope networks
Based on Turner ‘08
Surgeon Butcher
Double-scope networks
“This surgeon is a butcher”
Incompetent
Boxing Business
“Will iPad knock out Kindle?”
Boxing(Products)
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An example: A single-scope network
Frame 1: Select two words to input to the search engine and record your results (the first five URLs)
Frame 2: Interact with the simulation model and figure out how distance is related to speed and time
Blend: Select speed and time values to input to the simulation model and record your results (distance travelled)
Information search frame Simulation frame
Information search frame
Improvisation based on Laurillard ‘08
One frame is selected to organize the blend
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An example: A double-scope network
Blend frame contains elements of both
Frame 1: Select two words to input to the search engine and record your results (the first five URLs)
Frame 2: Discuss with your partner words to input and results
Blend: Discuss with your partner and select the two best words to input to the search engine, then record and discuss your results (five URLs that you and your partner think are the best)
Information search frame Discussion frame
Information search with discussion
framework
Improvisation based on Laurillard ‘08
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Empirical studies
2. Assessment design study 16 professional practice
courses Pharmacy, nursing, education,
social work Focus – assessment design 26 tasks Interviews with teachers Course resources
1. One participant study Postgraduate 1 sem course Modelling and system thinking Mainly online All design resources Class observations 8 retrospective-
epistemological interviews
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Task 1: Teacher guided problem-solving
Teacher guides discussion, students explain and represent different types of feedback in causal loops
Teacher:: Wed 24 Sep 2008 19:39:46 does someone want to label the flowNick: Wed 24 Sep 2008 19:39:48 the cloud is the birthsLeonie: Wed 24 Sep 2008 19:40:11 The cloud is the unlimited source of births?Rita: Wed 24 Sep 2008 19:40:25 and what about the converter?Nick: Wed 24 Sep 2008 19:40:40 birth rate?
The idea is that I put the boxes up on the whiteboard with the variables in them, and I add one arrow each time and I get the class to discuss whether they think that if one variable changes, the other variable would change in the same direction or in a different direction and that determines whether there's a plus or a minus next to that arrow. Then at the end we go through and talk about…
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ICT as a replaceable unproblematic substituteTask 1: Teacher guided problem-solving
Teacher:: Wed 24 Sep 2008 19:39:46 does someone want to label the flowNick: Wed 24 Sep 2008 19:39:48 the cloud is the birthsLeonie: Wed 24 Sep 2008 19:40:11 The cloud is the unlimited source of births?Rita: Wed 24 Sep 2008 19:40:25 and what about the converter?Nick: Wed 24 Sep 2008 19:40:40 birth rate?
I'd probably just use a physical whiteboard. I'd probably get discussion, I'd probably get someone up there as a scribe <…> it's structured very much the same…
…whiteboard is a whiteboard…
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ICT as a replaceable unproblematic substituteTask 1: Teacher guided problem-solving
Teacher:: Wed 24 Sep 2008 19:39:46 does someone want to label the flowNick: Wed 24 Sep 2008 19:39:48 the cloud is the birthsLeonie: Wed 24 Sep 2008 19:40:11 The cloud is the unlimited source of births?Rita: Wed 24 Sep 2008 19:40:25 and what about the converter?Nick: Wed 24 Sep 2008 19:40:40 birth rate?
PedagogyGuided discussion &
representation
TechnologyChat & whiteboard
Create qualitativerepresentations while discussing in class
Discipline Modelling concepts
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Task 2: Independent learning following step-by-step instructions
Students learn to build models in Stella using step-by-step written instructions and use the chat to consult with the teacher
Teacher:: Wed 24 Sep 2008 19:39:46 does someone want to label the flowNick: Wed 24 Sep 2008 19:39:48 the cloud is the birthsLeonie: Wed 24 Sep 2008 19:40:11 The cloud is the unlimited source of births?Rita: Wed 24 Sep 2008 19:40:25 and what about the converter?Nick: Wed 24 Sep 2008 19:40:40 birth rate?
Constructing the Model 1. Open STELLA by double-clicking on the STELLA icon. 2. STELLA has several layers and operating modes. For this tutorial we need to be in the Modeling mode. Click on the earth icon. It should change to a model icon. 3. You should now have a blank area, a window, labeled "STELLA." Note each of the icons and the names for each icon.
…They're quite detailed steps in how to use the software to build this particular model so it's not left up to them to figure it out. <…> That's what they do, they do that on their own computers, they end up with a model at the end. They can ask questions anytime during the class through the chat, or they can email me outside class.…
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ICT as a replaceable problematic substituteTask 2: Independent learning following step-by-step instructions
Teacher:: Wed 24 Sep 2008 19:39:46 does someone want to label the flowNick: Wed 24 Sep 2008 19:39:48 the cloud is the birthsLeonie: Wed 24 Sep 2008 19:40:11 The cloud is the unlimited source of births?Rita: Wed 24 Sep 2008 19:40:25 and what about the converter?Nick: Wed 24 Sep 2008 19:40:40 birth rate?
Constructing the Model 1. Open STELLA by double-clicking on the STELLA icon. 2. STELLA has several layers and operating modes. For this tutorial we need to be in the Modeling mode. Click on the earth icon. It should change to a model icon. 3. You should now have a blank area, a window, labeled "STELLA." Note each of the icons and the names for each icon.
…I don't think it would have made any different with them if they were face-to-face or online.
…what was most difficult was the first year for me to try and figure out how I would teach how to use software online…
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ICT as a replaceable problematic substituteTask 2: Independent learning following step-by-step instructions
Teacher:: Wed 24 Sep 2008 19:39:46 does someone want to label the flowNick: Wed 24 Sep 2008 19:39:48 the cloud is the birthsLeonie: Wed 24 Sep 2008 19:40:11 The cloud is the unlimited source of births?Rita: Wed 24 Sep 2008 19:40:25 and what about the converter?Nick: Wed 24 Sep 2008 19:40:40 birth rate?
PedagogyDemonstration & hands on
with software
Discipline Model building
software
TechnologyChat & whiteboard
Independent learning using step-by-step
instructionsConstructing the Model 1. Open STELLA by double-clicking on the STELLA icon. 2. STELLA has several layers and operating modes. For this tutorial we need to be in the Modeling mode. Click on the earth icon. It should change to a model icon. 3. You should now have a blank area, a window, labeled "STELLA." Note each of the icons and the names for each icon.
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Task 3: Researching learning process
Students identify and classify instances of decision-making in discussion logs and create a wiki analysing knowledge-building process
They have to find these things we call “knowledge nuggets” or “process nuggets”<…> they identify that moment, they classify it according to a taxonomy we have on the website <..> specific knowledge is about conceptual change, chain change processes, integrating theory with evidence, reflecting on their own experience <…> There's a lot of links between pages and all the rest
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ICT as an irreplaceable unproblematic enablerTask 3: Researching learning process
[without technology] it just doesn’t work <…> you couldn't have the same type of assignment
Sometimes I put more instructions but I don't change the task itself…
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PedagogyLinking theory & practice
Discipline Analysis of knowledge
change
TechnologyWiki pages & logs
Write a wiki report linking data, theory
& interpretation
ICT as an irreplaceable unproblematic enablerTask 3: Researching learning process
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Teacher:: Wed 24 Sep 2008 19:39:46 does someone want to label the flowNick: Wed 24 Sep 2008 19:39:48 the cloud is the birthsLeonie: Wed 24 Sep 2008 19:40:11 The cloud is the unlimited source of births?Rita: Wed 24 Sep 2008 19:40:25 and what about the converter?Nick: Wed 24 Sep 2008 19:40:40 birth rate?
Constructing the Model 1. Open STELLA by double-clicking on the STELLA icon. 2. STELLA has several layers and operating modes. For this tutorial we need to be in the Modeling mode. Click on the earth icon. It should change to a model icon. 3. You should now have a blank area, a window, labeled "STELLA." Note each of the icons and the names for each icon.
Task 4: Inquiry-based model exploration
Students follow given guidelines to analyse the model and answer questions about system behaviour
They had three questions. <…> They all have access to the model. They change numbers in the model, they run the model, they see how the graph looks at the end, and then they discuss what that might mean in terms of the answer to the question.
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Teacher:: Wed 24 Sep 2008 19:39:46 does someone want to label the flowNick: Wed 24 Sep 2008 19:39:48 the cloud is the birthsLeonie: Wed 24 Sep 2008 19:40:11 The cloud is the unlimited source of births?Rita: Wed 24 Sep 2008 19:40:25 and what about the converter?Nick: Wed 24 Sep 2008 19:40:40 birth rate?
Constructing the Model 1. Open STELLA by double-clicking on the STELLA icon. 2. STELLA has several layers and operating modes. For this tutorial we need to be in the Modeling mode. Click on the earth icon. It should change to a model icon. 3. You should now have a blank area, a window, labeled "STELLA." Note each of the icons and the names for each icon.
ICT as an irreplaceable troublesome enablerTask 4: Inquiry-based model exploration
[I]f you don't have some sort of visual aid do that <…> it's not something you would normally physically see…
I had to think about how I would present this information <…> I've been thinking about that for the past 6 months or so…
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Teacher:: Wed 24 Sep 2008 19:39:46 does someone want to label the flowNick: Wed 24 Sep 2008 19:39:48 the cloud is the birthsLeonie: Wed 24 Sep 2008 19:40:11 The cloud is the unlimited source of births?Rita: Wed 24 Sep 2008 19:40:25 and what about the converter?Nick: Wed 24 Sep 2008 19:40:40 birth rate?
Constructing the Model 1. Open STELLA by double-clicking on the STELLA icon. 2. STELLA has several layers and operating modes. For this tutorial we need to be in the Modeling mode. Click on the earth icon. It should change to a model icon. 3. You should now have a blank area, a window, labeled "STELLA." Note each of the icons and the names for each icon.
ICT as an irreplaceable troublesome enablerTask 4: Inquiry-based model exploration
Discipline System structure &
behaviour
Explore models that allow to see system
structure & behaviour
TechnologyModelling software
PedagogyInquiry-based learning
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Mental Resources: Linking pedagogy & ICT tools
The whiteboard feature which is the main different feature of that I use because everyone can see it that can actually do an activity as a group. I can put things up there quickly <...> and then get them to do a bit more each time. It's pretty flexible like that.
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Mental Resources: Linking discipline with pedagogy & ICT
That was an important concept <…> I went looking for materials rather than developing it myself for the first time. I wanted to use something that someone else had developed because the idea for doing it in this online setting in groups was new enough.
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Mental resources: Integrating discipline with pedagogy & ICT
[S]tudents are able to either download the model or interact with an online model simulation, but <…> those students couldn't see that there was this extra carrying capacity and were confused about why there were these different behaviours…
This year I made the models myself…
I changed the questions slightly. The idea behind the question was still the same, but I changed the wording and I gave them more specific things <…> - much more guidance.
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Sources of Mental Resources
How did you come up with this design?
…it just made sense to me …I don't remember why I thought it was a good idea …the chat was probably because I watched Fred in the
first year …the research says that they're going to remember
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Intuitive epistemic resources
Robust foundations p-primKnowledge of the discipline
involves key concepts and skills
Definitions are not tricky. They're things you need to know…
Speed p-primKnowing means speed in
applying knowledge in specific tasks
There's being able to fairly quickly and simply decide on the feedback loops in the causal loop diagram…
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Intuitive pedagogical resourcesClarity p-primInstructions, explanations,
examples should be clear …I use some of them [examples
from X book] to look at transfer because there are really good examples and really good ways of explaining that.
Building-on p-prim The instructional principle of starting
from a simple concept or task and making it gradually more complex
…There's nothing new in each causal loop diagram, they're just a bit more complicated, but there's nothing new in the system dynamics language that describes them and they build on each other….
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Combining resources
That [diagram] related it back to what they'd done in class [anchoring p-prim] so they could see the difference between the two models [application-variation p-prim]. The week that we did behavior and structure I kept repeating [reiteration p-prim] this is what behavior is, this is what structure [explicitness p-prim] is, so that was the point of doing that over and over again [repetition p-prim] because I knew they could easily forget [remembering p-prim]
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Concluding comments
1. Frame blending requires more mental effort
2. Technology tends to be important when it contributes to the organising (disciplinary) frame
Next steps3. How does teacher’s design thinking match
forms embedded in design resources?4. How one could assist teachers to use
intuitive resources in productive ways?
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Professional practice tasks: Single-scope
Pedagogical frameDescriptive-analytical-reflective
artefacts (7/26)
Report about aboriginal officer Analysis of a lesson plan Analysis of a community
pharmacy Medication information report Maze: Critical practice
reflection
Professional frameProfessional ‘design’ artefacts
(13/26)
E-Resource for language learning
Arts lesson plan Disease management service Behaviour assessment & plan Dispensing role play
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Professional practice tasks: Double-scope
Design of ‘rare’ artefacts for practice (3/26) Artist case study for teaching Nursing guidelines Nursing pre/post operative
assessment and teaching plan
‘Educationalised’ practice (3/26)
Action learning project Arts lesson role play Family assessment
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Next stepsWhat is the epistemic structure of “structuring devices”?
What are cognitive features of artefacts?
ExamplePrimary Activity handout
Secondary-Inscriptional Guide for teacher
-Functional Medication review & plan
-Conceptual Justification of recommendations
Tertiary (Epistemic)
Design of a new service
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Next steps
What do students make from these forms?
… But if I just say to them, with no headings, just write a report on this kid – oh dear, believe me, brrr.... Because a psychological report has a certain structure and that’s pretty well established.
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Thank you
Acknowledgements Peter Goodyear ARC grant for Epistemic Fluency project