Presentation on theme: "1 in vivo Quality of in vivo learning Dr Thomas Groenewald Thursday 2 October 13:30 Teacher Education at."— Presentation transcript:
1 in vivo Quality of in vivo learning Dr Thomas Groenewald Thursday 2 October 13:30 Teacher Education at a Distance
2 Suggests cross-pollinating … in vivo terminologies & meanings theoretical foundations DoE & HEQC imperatives placement mistaken for learning reflection & reflexive competence work-, career- & life readiness “enculturating” accompaniment
3 in vivo, noun [pronounced: in vee-voh] Derived from the Latin vivus, meaning (with)in the living, means that which takes place within the living organism/organisation, occurring or made to occur within a natural [or real-life] setting, as opposed to in vitro which is outside of the organism in an artificial container (laboratory or simulated environment) adjective: within a living organisation, learning derived from real-life experience(s) adverb: in the living organisation, experience within real-life
4 At the 2006 conference of the Southern African Society for Cooperative Education … delegates felt that uniformity in terminology of that part of an academic programme, which concerns the learning by students, from experience within the occupational field, is a necessity. Refer to 3_107.pdf for the findings of research about terminology in use.
5 Different sub-cultures, different systems of terms … Teaching practice Clinical training (derived from the Greek klinikos, meaning bed or training at the bedside) Residency Accompaniment Pupillage Rotations Elective Field work Internship / intern Articles Apprenticeship Clerkship Supervision Mentoring (protégé) Precepting Work-based learning
6 … and sub-cultures attach different meanings to terms Learnerships Experiential training Work-integrated learning Cooperative programs Observation Learning at work, for work and through work Learn to earn Practicum/placement Service learning Life-long learning Learning society Communities of Practice Action learning Participation Continuing professional development Problem/project-based learning Workplace learning
7 A multitude of theoretical foundations Stimulus-response behaviourism Stages of cognitive development Psychoanalytical Humanist social interaction process Situative – interacting with community Co-emerging enactivist Constructivist Cultural critical / resistive Neurobiological
8 Synopsis of Department of Education & Higher Education Quality Committee imperatives Curriculum design: integrated & structured Orientation & preparation of students Obligation to place students for experience Learning agreements & management Mentoring/workplace supervision Recording of progress & communication Monitoring in situ: formative assessment Summative assessment & adequate administrative/infrastructure support
9 Merely placing students in real-life settings (hoping they will learn) is often mistaken for a complete learning activity, which it most certainly is not!
10 Enhance quality through reflection Reflection illuminates, help see more clearly Reflection- in -action (while doing it / in vivo) Reflection- on -action (action replay / ‘post-mortem’ in the light of the outcomes) Piecing together pieces of real-life and derive ways of knowing / making sense
11 Reflexive competence Descriptive writing Descriptive reflection Dialogic reflection Critical reflection Thoughtful records, journaling, learning logs – material for reflecting Attempts to provide explanations, main ideas/learning points Discourse with self to explore possible reasons – double- entry journal & learning logs Finding/giving reasons, taking into account the bigger context – metacognition
12 In vivo for work/service-, career- and life readiness Work/service readiness: graduateness with employable propositional-, practical- and experiential knowledge Career readiness: transferable knowledge and able to re-learn & re-invent selves Life readiness: Continue to learn (lifelong) and adaptable in a changing world with new challenges
13 “Enculturating” Thriving in unpredictable & continuously changing environments calls for knowledge agility –Physically adept at movement & –Mentally adept in choosing appropriately Scaffolding, coaching & fading
14 Accompaniment, derived from French accompagner, with both instrumental and expressive meanings Creator of a learning environment Goal to accompany the student on a learning path of self-reliance and independence Must awaken interest for the occupation Care for and respect students Feedback to bring about deep-holistic learning Enable active engagement of the student Diagnose misunderstandings & correct