Mapping a Journey

Narrating the Transformation of a ‘Research Methods’ Module at Masters Level

Dr Andy Cramp

Terminology is value laden...

Background to our case study

• University directive - revalidation of all Level 7 (M Level) modules

• Opportunity to rethink our approach to our Masters Education programme

• Challenge historical delivery methods, rethink ways of working with our students part time working teachers

• Work with participants completely online for a least one module of the programme

The ideology of ‘co-construction’ (1)

• The quality and development of higher order thinking is prepared by the co-constructive patterns and distinctive properties of social interaction (Reusser, 2001)

• Mutual understandings

• Peer co-operative dialogue

• Designing effective collaborative learning environments

The ideology of ‘co-construction’ (2)

• Askew and Lodge (2000) - the co-constructivist approach as an opportunity for learners and teachers to share expertise and experiences within a context of mutual respect.

• One of the key aspects of co-construction is the development of effective collaborative learning environments.

Connectivism (Siemens, 2004)

Diversities of opinion

Nurturing and maintaining connections

essential for continual learning

CurrencySeeing incoming

information through the lens of a shifting reality

ways of learning are altered when new tools are used

http://www.connectivism.ca/

Why start with Research Methods? (1)

Influential and manageable starting point for our changes

All students progressing to the MA award will complete the module

Often regarded as a dull module

Why start with Research Methods? (2)

Wagner et al (2011): ‘As yet limited attentionhas been given to developing the sort of‘pedagogical culture’ in research methods thatis well established in a number of otherdisciplines (Coombs and Rybacki 1999;Newstead 2009). By pedagogical culture werefer to the exchange of ideas within a climateof systematic debate, investigation andevaluation surrounding all aspects of teachingand learning in the subject.’ (p75)

Virtual methods of education present major challenges...

technological change and resource commitments

organisational change

pedagogical rethinking

new relationships between academics and support and administrative colleagues

Challenges

Laurillard (2002) comments universities capable of adapting to changing environments will understand the importance of 'an internal learning conversation that allows it to learn from experience, and adapt to its environment' (p215).

We tried to create an influential internal learning conversation by involving in the design of the module:

• the Dean the of the School of Education (SED)

• The Associate Dean for teaching and Learning (SED)

• The Associate Dean for Blended Learning in the

• Two research active ‘champions’ in the field of digital literacies: eportfolio and Gaming

• A Professor of Education who leads the Education research centre

• library staff

Paulo Friere and Donald Schon use the notion of generative words/themes - emotive words that

resonate and provide a focus for change:

Empowerment

EngagementLearner centred

Growth

Learning conversation outcomes

• Use University VLE

• Use the approach of 9 Learning Episodes (LEs)

• Senior colleagues to develop LEs to extend their understanding

• Same template for each LE –video introduction/activity/annotated reading/links to assessment

We soon realised we were talking about our own development more than we were the development of

the module

Transformations

Double-loop learning occurs when error is detected and corrected in ways that involve the modification of an organization’s underlying norms, policies and objectives (Argyris and Schön 1978)

Transformations

‘we can digitise materials’

‘we need to challenge and engage learners online’

Transformations

‘Distance Learning is cheaper’

‘Open Learning widens participation’

Transformations

‘There are some really easy-to-mark online tests we can use’

‘Formative assessment can be shared online in participant clusters‘

Transformations

‘Easy for tutors to mark formative tasks’

‘Participants can collaborate together on formative tasks and feedback to each other’

Transformations

‘Once participants start talking to one another the tutor won’t need to do much’

‘The tutor will need development and training to learn how to develop engaging communities

online’

Transformations

‘Tutors can use the VLE to monitor who takes part in clustered activities’

‘Tutors accept that many behaviours exist online and ‘lurking’ is a natural part of learning online’

References (1)

• Argyris, C., & Schön, D. (1978) Organizational learning: A theory of action perspective, Reading, Mass: Addison Wesley.

• Askew, S. and Lodge, C. (2000) 'Gifts, ping-pong and loops – linking feedback and learning' In S. Askew (ed.), Feedback for Learning. London: RoutledgeFalmer

• Laurillard, D. (2002) Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: RoutledgeFalmer.

References (2)

• Reusser, K. (2001) ‘Co-constructivism in Educational Theory• and Practice’. In N. J. Smelser (Ed), P. B. Baltes (Ed)

International Encyclopedia of the Social & Behavioural Sciences. London: Pergamon

• Siemens, G (2004) Connectivism: A Learning Theory for the Digital Age. http://www.elearnspace.org/Articles/connectivism.htm

• Wagner, Claire ; Garner, Mark; Kawulich, Barbara (2011) 'The state of the art of teaching research methods in the social sciences: towards a pedagogical culture', Studies in Higher Education, 36: 1, 75-88