Presentation by Graham Baker AHOD and Inge Aben
Presentation by Graham Baker AHOD and Inge Aben SL UWE/FBL/OS Work Based Enquiry Led Learning In Class: A critical look at Self-directed learning June 2018
The course o ILM level 7 - EWBL PG module Leadership and Change o Format o Self directed: own project in the workplace = focus and vehicle for learning own small investigation own literature research own input through peer learning in learning sets o Assessment : presentation in the workplace (assessed but not marked) reflective essay own leadership and change learning (marked)
Issues and challenges o o Power Peer learning Student as consumer Avoiding challenge
Power o o Introduction Who has power who is the expert? (French and Raven, 1954) Competing Discourses (Foucault, 1981) Power struggles within the group o Our experience o Doing it their way even if it is not the way that is expected form the course o Student centred but we are accountable to ILM o Expecting to be trained
Peer learning o Competitive versus collaborative nature of the classroom When self directed, there is a risk that peer learning suffers (Brookfield, 2005); Individual assessment, goals hinder collaboration; Minimal guidance – minimal learning (Kirschnner, Sweller and Clark, 2006) challenging the notion that SDL achieves deep learning (Boud, 1988) o Our experience: Organising a room for the afternoon – but no one stays Creating a shared resource on BB – but no one contributes
Student as consumer o understand HE primarily as a commodity (Molesworth et al. , 2009) o a lack of critical perspective (Nixon et al. , 2018) o “ Today I am waiting, again. After 4 previous attempts to get this presentation sorted, I am again waiting. . Does self-direction mean we are giving the signal, unknowingly, we are there for them regardless, we are their servants? ” o My afternoon in Caerleon
Risks a lack of challenge o Does the learner know best how they learn and what they need to learn? - Tendency to do what is easy (Kirschner and Merriënboer, 2013), because not knowing causes anxiety (Vince, 2010) - Protection of interests, views, beliefs (Brookfield, 2005, p. 85) and ‘can end up serving repressive interests’; - Getting away with superficiality (no deep learning) o Our experience Reflective essay on motivation using Maslow and Herzberg but no reflection on own leadership, motivations, no critical engagement with theory or self, no change, no deep learning; Rejection of difference as being relevant. Bottom-line
Self directed learning – the positive feedback Impact on leadership development Its not all doom and gloom ‘ the blinker are gone” ‘I have grown into my leadership boots’ Allows for deep learning and acts as a threshold concept as it allows individuals to deeply engage with their own drivers or values
Self directed learning- the final legend? (Kirschner and Merriënboer, 2013) o Your thoughts and experiences? o Some of our next steps: Additional guidance, second-order scaffolding (Kirschner and Merrienboer, 2013) Longer peer learning sessions (Schedlitzki and Witney, 2014) Consider a group project or presentation to create a shared goal as opposed to only individual goals (Nokes-Malach et al. , 2015) -…………….
References • • • • Brookfield, S. D. (2005) The Power of Critical Theory for Adult Learning and Teaching. Maidenhead: Open University Press. Collinson, D. and Tourish, D. (2015) Teaching leadership critically: new directions for leadership pedagogy. Academy of Management Learning and Education. 14 (4) pp. 576 -594. Edwards, G. , Elliott, C. , Iszatt-White, M. & Schedlitzki, D. (2013) Critical and alternative approaches to leadership learning and development. Management Learning Foucault, (1918) The Will to Knowledge. The History of Sexuality: 1. London. Penguin French, J. and Raven, B. (1954) The bases of Social Power. In Cartwright, D. and Zander, A. (eds) (1968) Group Dynamics. Research and Theory. Thiurrd Ed. London. Tavistock Kirschner, P. A. , Sweller, J. and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist. 41 (2) pp. 75 -86. Kirschner, P. A. and van Merriënboer, J. J. G. (2013) Do learners really know best? Urban legends in education. Educational Psychologist. 48 (3) pp. 169 -183. Molesworth, M. , E. Nixon, and R. Scullion. 2009. “Having, Being and Higher Education: The Marketisation of the University and the Transformation of the Student into Consumer. ” Teaching in Higher Education 14 (3): 277– 87. Nixon, E. , Scullion, R. & Hearn, R. (2016) Her majesty the student: marketised higher education and the narcissistic (dis)satisfactions of the student-consumer, Studies in Higher Education, 43: 6, 927 -943, When Is It Better to Learn Together? Insights from Research on Collaborative Learning Nokes-malach, Timothy J; Richey, J Elizabeth; Gadgil, Soniya. Educational Psychology Review; New York Vol. 27, Iss. 4, (Dec 2015): 645 -656. Schedlitzki, D. (2014) Self-directed learning on a full-time MBA – A cautionary tale. The international journal of management education Volume: 12 Issue: 3 Page: 203 -211 Reynolds, M. & Vince, R. (2004) Critical Management Education and Action-Based Learning: Synergies and Contradictions. Academy of Management Learning & Education, vol. 3, no. 4, pp. 442 -456. Rennemo, O. (2015) Entrepreneurial trainers--the competence mix in action-oriented entrepreneurship development programs. Journal of Entrepreneurship Education, vol. 18, no. 2, pp. 135.
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