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Constructing Knowledge Through Talk:

Constructing Knowledge Through Talk: Unpacking the dynamics of group interaction in problem-based learning. Gillian Hendry, School of Psychological Sciences and Health, University of Strathclyde Supervised by Dr Sally Wiggins and Dr Tony Anderson.

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Constructing Knowledge Through Talk:

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  1. Constructing Knowledge Through Talk: Unpacking the dynamics of group interaction in problem-based learning Gillian Hendry, School of Psychological Sciences and Health, University of Strathclyde Supervised by Dr Sally Wiggins and Dr Tony Anderson Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  2. A quick overview… • About me • Background information • Research aims • Current work • Future plans Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  3. Who am I? • University of Strathclyde undergraduate/ postgraduate • Supervision by Dr Sally Wiggins (latterly by Dr Tony Anderson) • Undergrad & postgrad dissertations • RA appointment: implementing PBL into psych curriculum • HEA funded: 2012 Doctoral Programme (first intake) • 2012-2015: Investigating group dynamics and interactional practices in the heart of problem-based learning (PBL) sessions Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  4. What is PBL? Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  5. What is PBL? • A way of learning through team work, based upon a ‘problem’ or scenario • Stems from medical education in the 1960s in Canada; focus on creating deeper, more transferable knowledge • Through PBL, individuals should obtain knowledge of the subject area, as well as key employability skills • Three key characteristics: • Self-directed learning/ real life problems/ collaborative knowledge construction Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  6. What is PBL? 1. Begin to unpack the problem 7. Report and reflect, teach each other, apply new knowledge, address the problem. If necessary, repeat the 7 steps. 2. Define any ‘unknowns’ 7 steps (pilfered from Maastricht University) 3. Brainstorm: discuss different ways to potentially solve the problem 6. Perform individual tasks 5. Define and delegate tasks 4. Make a systematic review of possible ways to address the problem Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  7. In addition… • Facilitator (lecturer/ class leader) steps out of role of ‘expert’, and instead questions and guides group as they work through the problem • Roles such as ‘chair’ and ‘scribe’ are assigned, to ensure group stays focused on task • Very different from traditional lecture-taught classes, but applicable in many disciplines Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  8. What is PBL? Problem Facilitator Students Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  9. Current work • While there is growing empirical research to demonstrate that PBL ‘works’, there is limited research on the processes involved in understanding exactly how it works • Using discursive psychology will allow a close examination of the mechanisms through which collaborative learning takes place • Discursive psychology has already been successfully applied to teaching and learning contexts, including some pilot work in group tutorial settings (e.g. Benwell & Stokoe, 2002; Clouston, 2007) Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  10. Methodology Discursive psychology/ Conversation analysis • Focuses on psychological themes and how these are constructed, attended to and understood in interaction (Edwards & Potter, 1992) • What does a compliment do? • Opposed to more traditional cognitivist approaches to language; treats talk as a social action instead of a ‘window’ into one’s mental state • Personality traits • Uses studies of naturally occurring conversation to critique the way topics have traditionally been conceptualised in psychology, and offers a new way of understanding Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  11. Research aims • To identify the discursive strategies through which students engage in knowledge construction and collaborative learning. • To create concrete and practical guidelines which can be used to support effective PBL development in other classes, for both students and staff. Innovative teaching!! • To apply psychological research on learning and teaching (cf. Upton & Trapp, 2010) to further the empirical grounding on which approaches such as PBL are based. Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  12. Keeping busy… • 1st semester: data collection • Around 45 hours’ worth of video footage from two fourth year psychology classes • Transcribing footage • Early stages of analysis • Using Discursive Psychology to highlight areas of interest; what can we learn about group interaction? Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  13. An example • PBL Group 1, October 2012 • Group are reporting their findings back to each other… Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  14. An example: using roles Ava: …when it’s really a societal issue with homosexuality which needs to be addressed, em so finally- Ella: actually Ava, I was thinking like just to keep my time, Ava: mm hm Ella: you’ve actually spoken for nearly five minutes already Ava: oh Ella: so um Raymond: hehheh Ella: just think- Ava: strengths and weaknesses Ella: yeah ‘cause we’re-we’re gonna be talking about strengths and weaknesses like together anyway Ava: okay Ella: so if we could maybe- Ava: yeah Ella: would that make more sense? Annabel: [yeah Kate: [yeah Ella: to kind of- Annabel: talk about the strengths and weaknesses of both papers together Ava: no that’s fine Ella: yeah, is that okay? Ava: yeah yeah! Annabel: just about the findings and stuff Ava: interrupting my flow heh Kate: hehhehheh Ava: nah it’s cool ((ALL CHUCKLE)) Ella: I had to, I had to, it told me so! interruption trying to finish her point hesitancy implying agreement conflicting responses justifying actions Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  15. Future plans • Continue transcribing/ reading/ coding/ more transcribing/ more recording/ theming/ more reading/ analysing/ moremore transcribing… • Succinct preliminary analysis by end of year 1 (Sept 2013) • Future collaborations: • with other Strathclyde departments using PBL (DMEM) • with other institutions (University of Abertay, Coventry University) Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

  16. That’s all folks! Contact: Gillian HendryPhD ResearcherSchool of Psychological Sciences and HealthUniversity of StrathclydeGraham Hills Building (6.54)40 George StreetGlasgow G1 1QE gillian.hendry@strath.ac.uk/ 0141 548 2873 References: Benwell, B. & Stokoe, E. (2002). Constructing discussion tasks in university tutorials: Shifting dynamics and identities. Discourse Studies. Vol. 4 (4): 429-453. Clouston, T. (2007) Exploring methods of analysing talking in problem-based learning tutorials. Journal of Further and Higher Education. Vol. 31 (2): 183-193. Edwards, D. & Potter, J. (1992). Discursive Psychology. London: Sage. Upton, D. & Trapp, A. (2010) (Eds.) Teaching Psychology in Higher Education. Chichester: BPS Blackwell. Gillian Hendry, University of Strathclydegillian.hendry@strath.ac.uk

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