Presentation on theme: "Peter Checkland (1999) Systems thinking,systems practice I can create a systematic world. I can engineer this system to make it work in the way I want."— Presentation transcript:
Peter Checkland (1999) Systems thinking,systems practice I can create a systematic world. I can engineer this system to make it work in the way I want it to. I can see diversity, complexity confusion and ambiguity, but I can use it to create a system for learning.
constructive alignment seeks to make explicit the system for teaching & learning * what the teacher does to learn and promote learning * what students do to learn and promote their own learning 1. in professional learning we are all teachers and all learners 2. project team - proactive agent - stimulate, facilitate, coordinate and consolidate collective learning
imaginative curriculum learning system we are all learners existing codified knowledge facilitators network members our collective tacit knowledge
motivations for learning Some beliefs that developing knowledge about the curriculum in contemporary higher education to help teachers and institutions that want to examine, reflect up 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’ learning that others share these beliefs and would be prepared to work with us.
conceptions of learning * learning is a collaborative process achieved through cooperative sharing of ideas/knowledge * it emerges through the process- you can’t plan everything * we construct meaning through the process of working with the problem - modelling is an important way of communicating meaning. * in this emergent situation alignment is a continuous and iterative process in which all participants share responsibility
imaginative curriculum goals * develop knowledge and information about the curriculum in contemporary HE * raise awareness that this information exists * encourage and facilitate its use within institutional and subject communities outcome aims * products - new or adapted knowledge/information * changes in thinking within network * new infrastructure/capacity to help others change their thinking and practices * creating the conditions for emergent outcomes a deeper and better shared understanding of curriculum
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 and processes that must be followed in the production, legitimation and diffusion of knowledge of this kind. Mode 2 transdisciplinary knowledge * created in transdisciplinary, social and economic contexts and organized around a particular application : utility is central to production * produced through continuous negotiation within a heterogeneous constituency * derived from a continuous succession of transient and emergent problem working contexts and situations.
teaching and curriculum making through the lens of complexity theory THE EDGE OF CHAOS CHAOS Mode 2 Transdisciplinary knowledge production Mode 1 Disciplinary knowledge production Ralph Stacey (2000) RATIONALLY PLANNED WORLD REAL TIME PROBLEM WORKING. CONTINUOUS CHANGE AND ADAPTATION. CREATIVE INNOVATION AND INVENTION
imaginative experiment in collaborative learning other networks GC LEARNING SYSTEM knowledgeable network 2 concept maps What would systematic knowledge about the curriculum look like? 3 research How do HE teachers develop knowledge for teaching? What knowledge would be useful? 4 knowledge building (codified & tacit) Knowledge development plan SCs web site PRODUCTS information resources knowledge use How do we help people to use it? 5 codify knowledge, develop, pilot and test embryonic web site Principles of information giving 6 evaluation Are we moving in the right direction? LEARNING PROCESS
Research studies (M. Oliver and C. McGoldrick) teachers work with multiple conceptions of the curriculum 1 The absence of curriculum 2 Curriculum as content map or syllabus 3 Curriculum as programme map – structures/connections 4 Curriculum as process - pedagogy as well as content and structure 5 Curriculum as the totality of the students’ learning experiences. Includes concepts, knowledge, techniques and values of their particular disciplines. 6 The hidden curriculum 7 The lived curriculum - an emergent performance arising out of interactions with students. The way a teacher will work with the idea of CA will be strongly influenced by their conceptions
curriculum conception 1 - rational planning model learning goals content teaching & learning methods assessment research, planning, review, enhancement alignment of intentions, content, processes and results conceptions philosophy rationale
guidance and support resources administration management brokerage history politics pressures for change teacher perceptions of teaching & learning teaching process teacher learning content assessment design principles & requirements policies QA learning outcomes feedback evaluation and enhancement conception 3 - organic, holistic and emergent model working with many interrelated factors