2 Peter Checkland (1999) Systems thinking,systems practice I can see diversity, complexityconfusion and ambiguity, but Ican use it to create a systemfor learning.I can create a systematic world.I can engineer this system tomake it work in the way Iwant it to.
3 constructive alignment seeks to make explicit the system for teaching & learning* what the teacher does to learnand promote learning* what students do to learnand promote their own learning1. in professional learning we areall teachers and all learners2. project team - proactive agent -stimulate, facilitate, coordinateand consolidate collective learning
4 imaginative curriculum learning system we are all learners existingcodifiedknowledgenetworkmembersfacilitatorsour collectivetacit knowledge
5 motivations for learning Some beliefsthat developing knowledge about the curriculum incontemporary higher education to help teachersand institutions that want to examine, reflectup on and develop their thinking and practice,was a worthwhile thing to try to do.the importance of imagination and creativity in designing and implementing a curriculum and desires to promote creativity in students’ learningthat others share these beliefs and would beprepared to work with us.
6 conceptions of learning * learning is a collaborative process achievedthrough cooperative sharing of ideas/knowledge* it emerges through the process-you can’t plan everything* we construct meaning through the process ofworking with the problem - modelling is animportant way of communicating meaning.* in this emergent situation alignment is acontinuous and iterative process in whichall participants share responsibility
7 imaginative curriculum goals * develop knowledge and information about thecurriculum in contemporary HE* raise awareness that this information exists* encourage and facilitate its use within institutionaland subject communitiesoutcome aims* products - new or adapted knowledge/information* changes in thinking within network* new infrastructure/capacity to help others changetheir thinking and practices* creating the conditions for emergent outcomesa deeper and better sharedunderstanding of curriculum
8 imaginative curriculum and modes of knowledge production Gibbons et al. (1994)Mode 1 disciplinary knowledge* the scientific form of knowledge production.* developed within a disciplinary, primarily cognitive context* controlled by strong cognitive and social norms andprocesses that must be followed in the production,legitimation and diffusion of knowledge of this kind.Mode 2 transdisciplinary knowledge* created in transdisciplinary, social and economiccontexts and organized around a particular application :utility is central to production* produced through continuous negotiation withina heterogeneous constituency* derived from a continuous succession of transient andemergent problem working contexts and situations.
9 teaching and curriculum making through the lens of complexity theory THE EDGEOF CHAOSCHAOSRATIONALLYPLANNEDWORLDREAL TIME PROBLEMWORKING. CONTINUOUSCHANGE AND ADAPTATION.CREATIVE INNOVATIONAND INVENTIONMode 2 Transdisciplinaryknowledge productionMode 1 Disciplinaryknowledge productionRalph Stacey (2000)
10 imaginative experiment in collaborative learning 2 concept mapsWhat would systematic knowledgeabout the curriculum look like?LEARNING SYSTEMknowledgeable network3 researchHow do HE teachers developknowledge for teaching?What knowledge would be useful?GCothernetworksLEARNING PROCESSSCs80+4 knowledge building (codified & tacit)Knowledge development plan5 codify knowledge, develop,pilot and test embryonic web sitePrinciples of information givingweb sitePRODUCTSinformationresources6 evaluationAre we moving in the right direction?7 knowledge useHow do we help people to use it?
11 Research studies (M. Oliver and C. McGoldrick) teachers work with multiple conceptions of the curriculum1 The absence of curriculum2 Curriculum as content map or syllabus3 Curriculum as programme map – structures/connections4 Curriculum as process - pedagogy as well as contentand structure5 Curriculum as the totality of the students’ learningexperiences. Includes concepts, knowledge, techniquesand values of their particular disciplines.6 The hidden curriculum7 The lived curriculum - an emergent performancearising out of interactions with students.The way a teacher will work with the idea of CAwill be strongly influenced by their conceptions
12 curriculum conception 1 - rational planning model alignment of intentions, content, processes and resultsresearch,planning,review,enhancementconceptionsphilosophyrationalelearninggoalsteaching& learningmethodscontentassessment