A Learning Development perspective on good academic practice

1. Integrity and Identity - the Academic and the Student. A Learning Development perspective on good academic practice http://www.beds.ac.uk/__data/assets/pdf_file/0007/257569/Guest-editorial.pdf John Hilsdon Plymouth University

2. Keeping it Real! • Paraphrasing Dewey (1938): • we learn what we do • it is essential to have a ‘real’ question John Hilsdon, Plymouth University 2013

3. Identity and Values • Learning Development • Academic literacies • Students as partners in learning, research and knowledge production • Identities of participation • Academic integrity- • Social practices • Legitimacy conferred by participation / engagement John Hilsdon, Plymouth University 2013

4. Identities of participation … in practice “Practice entails the negotiation of ways of being a person in that context […] In this sense, the formation of a community of practice is also the negotiation of identities.’ (Wenger 1998 p.149) “It is a mistaken dichotomy to wonder whether the unit of analysis of identity should be the community or the person. The focus must be on the process of their mutual constitution.”(Wenger, 1998, p.146) John Hilsdon, Plymouth University 2013

5. Identities of participation … in practice “… learning is characterised by activity that specifically changes who we are by changing our ability to participate, to negotiate meaning - and this ability is configured socially with respect to practices, communities and economies of meaning where it shapes our identities” (Wenger, 1998, p. 226) John Hilsdon, Plymouth University 2013

6. The challenge …. “The challenge remains for us to ensure that students have greater agency in curricular discourse. Then perhaps we can move towards a vision of shared curriculum planning that is not a radical new proposition, but rather one which Dewey posed back in the early 20th Century, but which has not yet been substantively addressed in higher education”. (Bovill and Bulley, 2011) John Hilsdon, Plymouth University 2013

7. The classroom as a “Third Space” …. “ … integration of knowledgesand discourses drawn from different spaces - the construction of “third space” that merges the “first space” of people’s home, community, and peer networks (often marginalized) with the “second space” of the discourses they encounter in more formalized institutions such as work, school … space which is privileged or dominant in social interaction, these spaces can be reconstructed to form a third, different or alternative, space …” (Moje et al, 2004 p.41) John Hilsdon, Plymouth University 2013

8. What now? “Remember then: there is only one time that is important - now! It is the most important time because it is the only time when we have any power”. Leo Tolstoy "Three Questions" John Hilsdon, Plymouth University 2013

9. Is Three Really a Magic Number?Triads for learning … • This session will offer participants the opportunity to experiment with the use of a structured group activity called 'triads', which involves participants working in groups of three. The exercise involves an explicit focus on three roles, which each participant will occupy in turn. These roles are: 'speaker', 'listener' and 'observer'. We will consider the potential of the activity for both supporting ‘active learning’ and more specifically for peer-support to make best use of classroom time for effective and authentic participation in learning. John Hilsdon, Plymouth University 2013

10. Triads observer listener speaker John Hilsdon, Plymouth University 2013

11. Speaker rôle • express relevant content / view / understanding • offer clarification / reformulate • seek feedback John Hilsdon, Plymouth University 2013

12. Listener rôle • give full attention • check understanding / seek clarification • give feedback John Hilsdon, Plymouth University 2013

13. Observer rôle • facilitate overall process (e.g. timekeeping; feedback) • make notes of significant points / connections (N.B. legibly – to give to speaker!) • offer further questions, insights or suggestions after listener’s feedback John Hilsdon, Plymouth University 2013

14. Triad work: suggested model 1) allocate rôles 2) speaker/listener carry out timed task 3) observer facilitates feedback and debrief: asks speaker to comment on experience asks listener to comment on experience offers own comments / shares notes and chance for final feedback from others John Hilsdon, Plymouth University 2013

15. References Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18) Oxford: The Oxford Centre for Staff and Educational Development, p176-188. Dewey, J. (1938) Experience and Education. New York: Kappa Delta Fuller, Alison (2007) Critiquing theories of learning and communities of practice. In Hughes, Jason; Jewson, Nick; and Unwin, Lorna (Eds) (2007) Communities of Practice: Critical Perspectives. London: Routledge Moje, E., McIntosh Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., and Collazo, T. (2004) "Working Toward Third Space in Content Area Literacy: An Examination of Everyday Funds of Knowledge and Discourse" Reading Research Quarterly39.1. University of Michigan, Ann Arbor, Michigan, USA (2004): 38-70. Tolstoy, L. (2008) What Men Live By & Other Tales: Stories by Tolstoy. Arc Manor. Wenger, E. (1998) Communities of Practice. John Hilsdon, Plymouth University 2013