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Enhancing the impact of ‘practitioner inquiry’ within the OU

Maggie Coats & Anne Adams. Enhancing the impact of ‘practitioner inquiry’ within the OU. Practice-based Professional Learning Centre (PBPL). Introduction. Maggie Coats.

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Enhancing the impact of ‘practitioner inquiry’ within the OU

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  1. Maggie Coats & Anne Adams Enhancing the impact of ‘practitioner inquiry’ within the OU Practice-based Professional Learning Centre (PBPL)

  2. Introduction • Maggie Coats Recently retired from Centre for Outcomes Based Education (COBE) at Walton Hall; has worked on curriculum, staff and learner development in the OU both centrally and regionally. Anne Adams Lecturer / educational researcher in OU CETLs. Research into learning technology has been conducted within many domains. Over the past few years she was an invited speaker at the ‘Royal Society of Medicine’, ‘GOOGLE’, ‘Royal College of Surgeons’, ‘Microsoft’ and the ‘HEA’.

  3. OVERVIEW • Examples of various uses within the OU Action Research and ‘practitioner inquiry’ – an introduction • Applying the method & implications • Practitioner Inquiry in COLMSCT & the wider world

  4. Action Research – a definition:Action research is simply a form of self-reflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices and the situations in which they are carried out. (Carr and Kemmis 1986)

  5. Types of Action ResearchTechnical: more effective/efficientPractical: improving own practiceEmancipatory: leading to autonomy and freedom

  6. Three levels of Action Research First person - inquiry into own practice Second person – with others into issues of shared concern Third person – a wider community of enquiry (Reason 2001)

  7. Practitioner inquiry within the OU:Higher Education Learning DevelopmentLOTA-related AL inquiriesAcademic Literacies project LOTA embedding inquiries

  8. ACTIONRESEARCHPROCESS Question Next Cycle PLAN AND PREPARE REVIEWAND REFLECT TAKE ACTION OBSERVEAND RECORD

  9. Practitioner Inquiry in COLMSCT & the wider world

  10. WHAT ARE YOUR RESEARCH OBJECTIVES (COLMSCT objectives) • Improve your practice • Improve others practice • Change systems and procedures • Change over-arching mind-sets / approaches and beliefs

  11. OBJECTIVES • Improve your practice easier than others. • Changing OU systems and procedures hard but not as hard as mind-sets / approaches / beliefs

  12. ARE numbers what you need to make an impact????

  13. PIAGET

  14. MAJOR influence across disciplines: • Development psychology, Education, Historical studies of thought and cognition, Evolution of human intelligence, Primatology, Philosophy, Artificial Intelligence (AI) • Internationally conferences & Societies • The ‘Jean Piaget Society’ • Basis of many educational structures

  15. PIAGET Theories based on a hand-full of in-depth case-studies with own students (AR) • Same was true of Freud • developed a whole discipline • mostly based on a handful of case-studies with own patients (AR)

  16. BINET Inventor of Intelligence test

  17. Case-studies more depth, valid - BUT - testing large numbers of current intelligent levels reached to give extra teaching where needed. • Initial test were v. disappointing (1896) • 1905-1908 developed Binet-Simon BUT said “Don’t take to literally, inherent margin for error” • Binet developed teaching techniques to help increase scores on tests.

  18. Cyril Burt (UK) – BELIEF in innate intelligence / pre-determined by heredity - Adapted Binet test • Twin tests to prove innate • Thousands tested, 11+ based on innate abilities. • Standford/Binet (US) black innate inferiority. • Statistics & test claimed FRAUDULENT • Jensen continuing innate black IQ inferiority

  19. Would you be convinced to change your teaching practices by a 8 /10 cats prefer approach?

  20. OR Would you need a convincing argument / story as to why you need to change?

  21. Convincing stories can stand on their own and are made stronger by numbers BUT numbers without that story are pointless.

  22. IN CONCLUSION: • What is PI appropriate for • How has it impacted within the OU • Who do you want to impact • What is the best way to approach it

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