Educational Design as Conversation

Transcriptie

1 1 Educational Design as Conversation Inter-professional dialogue about the teaching of academic communications skills EATAW Jacqueline van Kruiningen, University of Groningen

2 Grading papers collaboratively (1)

3 Grading papers collaboratively (2)

4 4 workplace based reflective dialogue

5 5 informal learning and authentic conversation

6 6 professional learning communities professional study groups professional conversation groups professional development- en inquiry groups professional learning communities communities of practice teachers professional communities faculty dialogue- / collaborative model

7 Professional development of university teachers: an operational activity with little organizational relevance (Blackwell & Blackmore, 2003, p. 6)

8 Research on teacher learning in HE: still immature Hativa & Goodyear (2002); McAlpine e.a. (2002)

9 9 practical knowledge and interactive cognitions at the workplace

10 10 results processes global descriptions

11 Implicit theories: knowledge we hold but cannot articulate easily (Kane e.a. 2002, p 183)

12 12 discursive turn

13 13 single case study

14 14 macro analysis macro structure

15 k Oplossingsvoorstel m.b.t. kernvraagstuk (r ) 2 Oplossingsanalyse m.b.t. kernvraagstuk,(r ) 3 Oplossingsanalyse m.b.t. kernvraagstuk (r ) 4 Probleemstelling m.b.t. vraagstuk 1 (r ) 5 Probleemanalyse m.b.t. vraagstuk 1 (r ) 6 Probleemstelling m.b.t. vraagstuk 2 (r ) 7 Probleemanalyse m.b.t. vraagstuk 1 (r ) 8 Oplossingsanalyse m.b.t. vraagstuk 1 (r ) 9 Pobleemanalyse m.b.t. vraagstuk 1 (r ) 10 Oplossingsanalyse vraagstuk 1 (r ) 11 Oplossingsanalyse vraagstuk 1 (r ) 12 Oplossingsanalyse m.b.t. vraagstuk 2 (r ) 13 Oplossingsanalyse m.b.t. vraagstuk 3 (r ) 14 Probleemstelling m.b.t. vraagstuk 3 (r ) 15 Oplossingsanalyse vraagstuk 2 (r ) 16 Probleemstelling m.b.t. vraagstuk 1 (r ) 17 Oplossingsanalyse vraagstuk 1 (r ) 18 Evaluatie van oplossing m.b.t.vraagstuk 1 ( ) 19 Probleemstelling m.b.t. vraagstuk 1 (r ) 20 Oplossingsanalyse m.b.t. vraagstuk 1 (r ), met ingebed: 21 (Probleemstellingstelling m.b.t. vraagstuk 1 ( / / )) 22 Probleemanalyse m.b.t. kernvraagstuk (r ) 23 Oplossingsanalyse m.b.t vraagstuk 1 (r ) 24 Probleemstelling m.b.t. kernvraagstuk (r ) 25 Oplossingsanalyse m.b.t. vraagstuk 1 ( ) 26 Oplossingsanalyse m.b.t. vraagstuk 4 (r ) 27 Probleemanalyse m.b.t. vraagstuk 1 (r ) 28 Oplossingsanalyse m.b.t. vraagstuk 1 (r ) 29 Oplossingsanalyse m.b.t. vraagstuk 1 (r ) 30 Oplossingsanalyse m.b.t. vraagstuk 2 (r ) 31 Probleemstelling m.b.t. vraagstuk 3 (r ) 32 Vaststelling oplossing m.b.t. kernvraagstuk (r ) 33 Oplossingsanalyse m.b.t. vraagstuk 2 (r ) 34 Vaststelling oplossing m.b.t. kernvraagstuk (herformulering) (r ) 35 Vaststelling oplossing m.b.t. vraagstuk 5 (afgebroken aanzet) (r ) 36 Oplossingsanalyse m.b.t. vraagstuk 1 (r ) 37 Oplossingsanalyse m.b.t. vraagstuk 4 (r ) 38 Probleemanalyse m.b.t. vraagstuk 3 (r ) 39 Oplossingsanalyse m.b.t. vraagstuk 3 ( ) 40 Probleemstelling m.b.t. vraagstuk 3 ( ) 41 Oplossingsanalyse m.b.t. vraagstuk 3 (r ) 42 Probleemstelling m.b.t. vraagstuk 3 (r ) 43 Oplossingsanalyse m.b.t. vraagstuk 3 (r ) 44 Probleemstelling m.b.t. vraagstuk 3 (r ) 45 Oplossingsanalyse m.b.t. vraagstuk 3 (r ) 46 Oplossingsanalyse m.v.t. vraagstuk 3 (r ) 47 Oplossingsanalyse m.b.t. vraagstuk 5 (r ) 48 Vaststelling oplossing m.b.t. vraagstuk 3 (r ) ( met ingebed 49) 49 (Globale evaluatie oplos. kernvraagstuk (r )) 50 Oplossingsanalyse m.b.t. vraagstuk 5 (r ) (met ingebed 51+52) 51 (Vaststelling v. aspect v. oplossing kernvraagstuk (r )) 52 (Globale evaluatie oplossing kernvraagstuk (r. 2972)) 53 Oplossingsanalyse m.b.t. vraagstuk 6 (r ) 54 Oplossingsanalyse m.b.t. vraagstuk 5 (afgebroken aanzet) (r ) 55 Oplossingsanalyse m.b.t. vraagstuk 6 (r ) 56 Oplossingsanalyse m.b.t. vraagstuk 2 (r ) 57 Oplossingsanalyse m.b.t. vraagstuk 5 (r ) 58 Globale evaluatie oplossing kernvraagstuk (r )

16 16 5 studies: a micro-ethnographic, conversation-analytical (CA) perspective

17 17 minimal responses interactive turn completions evaluative sequences tag questions verbalisations

18 18 Verbalisations repeats in second position reformulations in second position formulations as first parts of a formulation-decision pair

19 19 Verbalisations repeats in second position reformulations in second position formulations as first parts of a formulation-decision pair

20 20 formulations as first parts of a formulation-decision pair in topicalising sequence expansions

21 Topicalising sequence expansions 21 (031003/2503) Dutch version AI: en e:h >ik denk dat het voor studenten wel heel v- heel informatief is als er< n- n- heel ko:rt (0.3) e:hm hh e:h beoordelingsform u[lier]tje is. [wat ze dan AM: [ja [dat ze weten AI: terug kunnen [krijgen. AM: hoe ze het [hebben gedaan. spe[cifiek DM: [zo van je presentatie was goed maar [je (onverstaanbaar) DH: [> JA JA ja< maar dat [kan] ik wel doen, AM: [ja AI: ja= AM: = oke ja dat [ze ook weten waar om die neg en of DH: [ik bedoel. (.) maar dus stel dat je AM: [waarom die zes. DH: [bijvoorbeeld zegt van. (.) als we nou het geheel zien he

22 Topicalising sequence expansions (031003/2503) English version 22 AI: and eh I think that it will be v very informative for the students if there will be a very short ehm hh ehm assessment[form which [they then can AM: [yes [that they know AI: get back AM: how they dit it, specifi[cally DM: [like your presentation was good but [your ( ) DH: [yes yes yes but that i [can do that AM: [yes AI: yes= AM: = oke yes so that [they also know why this nign or DH: [i mean but so suppose that you AM: [why that six DH: [for example say like if we would see the whole

23 23 It seems useful to work with student-assessmentforms, so that they:

24 Topicalising sequence expansions (031003/2503) English version 24 AI: and eh I think that it will be v very informative for the students if there will be a very short ehm hh ehm assessment[form which [they then can AM: [yes [that they know 1 AI: get back AM: how they dit it, specifi[cally DM: 2 [like your presentation was good but [your ( ) DH: [yes yes yes but that i [can do that AM: [yes AI: yes= AM: = oke yes so that [they also know why this nign or 3 DH: [i mean but so suppose that you AM: [why that six DH: [for example say like if we would see the whole

25 25 1. get to know HOW they did it (expansion 1) 2. with regards to what ISSUES they performed well or or less (expansion 2), and 3. WHY they performed well or less (expansion 3)

26 expanding, completing, refining faculteit der letteren previous contributions 26 offering partly new content to react to advancing step by step developing new views on possible solutions

27 27 teaching of academic writing Writing [ ] is situated in a community of common skills, knowledge and cultural practice, and from this theoretical perspective, students have to be taught and trained within the community of practice, not by external experts. (Dysthe 2001, p. 6).

28 28 Judging whether a text is successful or not, depends on what sort of cultural filter is t seen through. Huckin (1996, p. 72)

29 29 About preparing students for professional writing

30 30 because because you start with a vague idea, you really don t know how things will work out, but it can grow, because you are here, because you discuss things together. That has been very valuable of course.

31 31 As staff developers and teacher educators, we are concerned with supporting new academics on their journey to becoming excellent teachers. To do this we need to understand how adults and in particular university teachers, learn to teach. (Kane e.a. 2002, p. 182)

32 32