Rethinking knowledgeable practice in education - book overview

This book by Professor Jim Horden summarises the author's many years of scholarship on educational knowledge, practice and curriculum studies.

The book draws on studies in the sociology of education and across philosophical studies. It introduces and discusses how practices in education can be better understood and defined and what is required to better understand and generate educational knowledge, expertise and sound educational judgement. 

The book's website, provides access to the first  and part of the second chapters of the book. Chapter one summarises the main argument and the various sections of the book and provides the rationale for the book. Chapter two undertakes the introduction to the topic, providing, discussing and critiquing concepts of practice.

Although the book focuses on educational knowledge and practice, to inform the ongoing scholarship on teacher education curriculum, the discussions also draw on the large and diverse corpus on practice, practice-based learning, learning through practice etc. 

The body in professional practice, learning and education - book overview

A book edited by Bill Green(Charles Sturt University) and Nick Hopwood (University of Technology, Sydney), published 2015 by Springer as part of the series on professional and practice-based learning. Read the ebook accessed over the last week through CPIT library.

15 chapters in 4 parts

Part 1 – Introductions

Chapters 1 and 2 by the editors provide a foundation with overviews of role of body in practice.

On professional practice as embodied, performed by material and corporeal beings, in specific space-time. Reasons for the topic and themes in the book discussed. Frameworks anchoring the studies and concepts introduced through the book are briefly discussed. Includes works from philosophers exampled by Aristotle, Witttgenstein, Heidegger, Merleau-Ponty, Schatzki; feminist literature of Butler and Grosz, sociology of the body with Shilling and Turner and the poststructuralist theories from Foucault, Derrida and others. The relevant contemporary work on ‘professions’ and ‘embodiment’ also reviewed briefly, providing good grounding for any future work.

Defines practice, rationalises the reasons for researching the topic. Recommends research methods including combination of ethnography and discourse analysis framed by actor-network theory or  cultural-historical activity theory (CHAT).

Origins and chapter summaries also provided in the first chapter.

In the second chapter, the theoretical underpinnings supporting the various discussions in the book are previewed, summarised and discussed. There is an overview and discussion of Schatzki’s conceptualisation of ‘being a body, having a body’, the instrumental body’ and relevance to practice. The aspects of performance and habituation are also considered.

Part 2 – thinking with the body in professional practice

Chapter 3 by Margaret Somerville and Karen Vella on ‘sustaining the change agent: Bringing the body into language in professional practice’.  A complex chapter whereby Feminist thought is used to study how organisational change affects professional practice. The PhD supervisor, Somerville and the Phd student, Vella, use an experience working with fabric, to assist in the unpacking of the nuances of embodied experiences.

Next a chapter by Nick Hopwood on ‘relational geometries of the body: doing ethnographic fieldwork’. This draws on personal ethnographies from the author and how ‘body geometries’ can be used to theorise what occurs to the ethnographer as he is steeped in fieldwork.

Chapter 5 with Mary C. Johnnson on ‘Terroir and time space: body rhythms in wine making’. An interesting chapter bringing together the findings on how bringing the body through embodiment with work and the practices of wine making, leads to the discovery of the body rhythms’ roles in learning and continuing practice.

Jo Anne Reid and Donna Mathewson Mitchel provide a chapter on ‘inhabiting the teaching body: portraits of teaching’. Provides good overviews of ‘embodiment’ through practice. How ‘teacherly’ action is adopted. The context of the article is pre-service teacher education and how to prepare beginning teachers to become in touch with their body as teacherly thinking and actions through interaction with material practices and arrangements occur. There is an examination of how expertise develops through experience, as novice teachers ‘fashion’ themselves to diagnose and act pedagogically.

Dianne Mulcahy writes another teaching themed chapter with ‘body matters: the critical contribution of affect in school classrooms and beyond’. The chapter follows on well from the previous. Seeks to break the cognitive bias of studying education to include trying to understand the how emotion impacts on how our bodies interact with ‘objects and spaces’. Uses actor-network theory as a means to unravel the interactions and envisages the many inter-relations between human and material objects as ‘assemblages’ as based on work by Deleuze and Guattari. Has good overview on the affect and bodies – summarising what bodies do and the kinds of practice thinking that informs doing.

Last chapter in this section is with Bill Green on ‘thinking bodies: practice theory, Deleuze and professional education’. Reviews the work of Deleuze and contributions to what it means to think of the body in a post-cartesian frame. Work of Schatzki’s also discussed. The chapter uses the example of how teachers teach reading, to provide frameworks from which the work of Deleuze and others may be understood. In particular, the perspective of the classroom as a ‘corporate body’ whereby the bodies of teacher and students align through activity to try to meet the activity’s goals.

Part 3 relates to the body in question in health and professional education and practice, perhaps of less relevance for the moment, but these chapters ‘show the way’ of how to integrate thinking about practice within specific practice contexts.

In chapter 9, Stephen Loftus writes on ‘embodiment in the practice and education of health professionals’. The chapter is narrative in nature, drawing on the author’s early experiences in medical practice. The need for empathy is a theme through the chapter and understanding the embodied body is one approach to better become a health professional.

The next chapter by Erika R. Katzman is on ‘embodied reflexivity: knowledge and the body in professional practice’. Brings together aspects of embodiment and reflection and how ‘embodied reflexivity leads to improved professional practice. Has overviews of each of the concepts, embodiment, reflection, embodied reflexivity, as understood or applied to a health context. The chapter revolves around the experiences of the author as an ‘attendant’ to a patient who is bedridden. How the author came to know her patient’s body and had to intervene when she saw changes in the patient’s bed sores but due to her position, had great difficulty obtaining assistance.

Then, a chapter on ‘embodied practise in dialysis care: on (para) professional work’ by Lara L Ellingston. The work of para-professionals working with dialysis patients is analysed through ethnographical methods  to foreground principles of embodiment.

Chapter 12 is on ‘(per)forming the practice(d) body: Gyneacological teaching associates in medical education’ by Jody Hall. Uses the experiences of gynaecological teaching associates (GTAs) to unravel the complex processes underlying how they assist medical students to learn how to perform pelvic examinations by allowing students to use them as patients. The author is a GTA and uses her ‘insider’ eyes to bring forth the stories of GTAs, their challenges.

The next chapter focuses on ‘the (de)fragmented body in nursing education’ by Sandra DeLuca, Pat Bethune-Davies and Janice Elliot. Explores how the use of simulations / virtual learning experiences used to educate nursing students, may lead to disembodiment.

Last chapter in section 3 is with Sally Denshire who writes on ‘looking like an occupational therapist: (re)presentations of her comportment within autoethnographical tales’. An example of using autoethnography to unpack the many socio-material aspects of occupational therapy.

The last section and chapter provides concluding reflections from Elizabeth Anne Kinsella on ‘embodied knowledge: towards a corporeal turn in professional practice, research and education’. The rationalisation for the need to widen perspectives on understanding practice is the main focus of this chapter. Not only the socio-material but also potentially difficult aspects (emotional or social taboos etc.) are brought to attention through the various research approaches sympathetic to examining emotions, embodiment etc.

Overall, a good compilation of contemporary work on practice / embodied practice and in consequence, the flow on impacts on embodied thinking, reflection etc. Each chapter takes a slightly different slant on the topic. The work of Schatzki crops up often along with Deleuze, Foucault, Heidigger and Meleau-Ponty, signalling the need for me to get into more reading to get my head around the various perspectives. 

Importance of practice

Via various sources, a collection of links on the importance of practice. Many come from the literature and blogs of musical training and musicians. 

Here is a post from a sports psychologist, Kageyama, applying the learning of sports to the learning of music - providing a summary of how top musicians practice differently from others.

Another post from another musician on how many hours are optimum for practice. Plus another one here with perspectives from a cellist.

The business take on deliberate practice and expertise, as per learning from chess, is summarised in this blog.

So, still some work to do in contextualising the literature for application to trades learning. The challenge with trades work is its variability and complexity. For instance, in the craft I am most familiar with, baking and pastry cooking. There are tasks which require quite a bit of effort and time to master. Examples are the use of piping bags, moulding of bread and 'hand dropping' fillings and biscuit (cookie) dough. Then there is the learning required to perform tasks with fluidity and 'least effort' like loading /unloading ovens or tray racks, lining pastry tins, cutting out pastry or dough. The key is perhaps to identity tasks requiring aspects of deliberate practice and work towards the deliberate practice skills being applied across all other work tasks. Something to mull over for the next couple of weeks.

Learning through readings on neuroscience and neuropsychology

As prefaced in a blog last year, I would be devoting most of this year to working towards a better understanding of how recent studies in neuroscience and neuropsychology may contribute to my work on studying trades-based learning.

I must say the readings have been slightly disorganised as I meandered from one topic area to another. My self-directed route through the discursive field of philosophy and empirical studies of neuroscience show how there is still much to learn about the brain, mind and soul. Each field pushes a ‘preferred’ way of looking at the world and there are only a few researchers who seem to push through the boundaries. Examples include the Churchland’s neurophilosophy.  The siloing of discipline areas is starting to dissolve as articles on sites like brain.org example. So we are still at the very early stages of understanding how the brain works and working out how what happens in the brain, contributes to what makes us who we are.

Books like Owen Flanagan’s "The problem of the soul"’ , Ramachandran's "Tell-tale brain", Precht's "Who am I and if so, how many" and Humphrey's "Soul dust", go some way to explaining to a lay audience, the contributions of science and the historical Western tradition of theology and humanism towards our present understanding of "how I am and who I am". 

So what have I gleaned from just over a year’s worth of reading?

·       - The brain is incredible, it is the foundation of who we are and provides the mechanisms to learn how to become who we are. Hence, guard it well. I now have a new swish-bang cycle helmet to replace my almost a decade old one, in a bid to ensure the brain box is accorded the protection it deserves.

·        - We still do not really know much about how the mechanics of the brain works. One needs to be careful about the hype around fMRI and similar towards explaining how we think.

·       - Some of what the brain does is innate or hardwired but much of what eventually ends up as ‘me’ has to be learnt. The brain’s biological construction is accomplished both through genetic evolutionary legacies  (nature) and through contributions from our social environment (nurture) (the birth of the mind)- Hence, there is great plasticity in the brain (see guitar zero).

·        Which leads to – we need to want to learn otherwise, things become challenging (Hatties science of how welearn). So intrinsic motivation always beats extrinsic.

·        - There are limitations to the brain (kluge) we need to be aware of and work through. Things like memory, decision making (see neuroeconomics), our propensity for addiction to substances offering pleasure etc. all need to be borne in mind.

·        - We learn better when we can relate new learning to pass experiences and things we already know (Hattie - visible learning for teachers)

·        - We ‘chunk’ concepts and remember things multi modally. The sounds, smells and visuals are retrieved when we bring up memories. The brain does not ‘record’ experiences like a video recorder but brings experiences in a multisensory / multi modal way into our existing neural networks. therefore, each person’s memory / perspectives of an occurrence are idiosyncratic.

·        - Narratives, analogies, metaphors are ways we use to make sense of unfamiliar ideas and incorporate into our repertoire.  However, this method of making sense of our world means narratives, analogies and metaphors are personalised to our ontological leanings. 

·        - The brain does not come with a ‘how to best use’ manual. Individually we need to work things out. So acquiring metacognition (Hattie - visible learning for teachers) is an one important approach to improving learning.

·        - Learning is hard work, takes time, dedication and resilience (expertise, deliberate practice); there is no quick fix.

·        - When we manage to learn something new, we find it motivates us to learn more. Learning is maybe something our brain craves (books on evolutionary psychology)

·        - Our brains have a propensity to learn from others. We are a social animal (Sterelny - evolved apprentice, Vygotsky). What we are and who we are is lodged in the grey stuff and white matter in our skull, there has not been any empirical evidence to date that there is a soul – the brain is the mind is the soul (Churchland, Flanagan).

·        - When we die, that’s it L, which seriously challenges my Christian belief system.

·        However, knowing that ourselves (or soul) cease to exist when our physical part dies means we need to contribute NOW. So carpe diem!!

·       - Humans are the only animal on earth that can think through a way to remedy the mess our species have made of the only known planet inhabited by sentient beings – see pale blue dot to be reminded about how insignificant we are in the really BIG picture.

·       -  Some other animals may also be sentient so beware of what you eat.

So, a few epiphanies plus confirmation of lots already known and applied. New learning and skills attained from wading through some interesting (and some not so interesting) books and articles including familiarity with the work of some of the leading researchers in neuroscience, neuropsychology and neurophilosophy.

Where to next? Well, next year will be focused on how to apply some of the above to vocational learning and a catch up on readings pertinent to the topic. I need to touch base again with some of the seminal works on apprenticeship learning and workplace learning to sieve through what is still pertinent and what is now already dated, in light of the learnings from this year's readings. So the journey continues.

Bodies of knowledge - report summary

Bodies of Knowledge; how the learning sciences could transform practical and

vocational education (2010). London: Edge Foundation

Claxton, G., Lucas, B., & Webster, R.

This report is a precursor to another published at the end of December on vocational pedagogy - blog entry next week. It is a summary of  recent work and written for educational practitioners and policy makers in all education sectors.  For the school sector to better prepare children for the future world of work and for the further and higher education sectors to change current approaches to vocational education.

The report lays out the argument that learning practical skills and the curriculum of vocational education are no less demanding or complex than ‘academic’ disciplines. They summarise recent research in cognitive sciences, especially in the area of embodied cognition / embodiment (Johnson's book summary) and other ways of knowing to argue the following:

• Doing comes before seeing and thinking
• The body and the mind are closely interlinked
• Our bodies are cleverer that we thought
• Physical movement helps thinking
• Much thinking is not conscious

Therefore, practical and academic learning are much more similar that previously theorised.

The myths surrounding practical and vocational education include: practical learning as being cognitively simple, involves lower order thinking and is second rate; that clever people grow out of practical learning; understanding has to happen before learning occurs; clever people don’t get their hands dirty or to work with their hands; practical learning is only for the less ‘able.

Compares the learning required to become glass blowers, motorcycle mechanic and scholar to be similar in complexities but with different focuses. However, all require the learning of ways of doing and approaching tasks which have commonalities. They call these ‘presence of mind’ and argue the importance of schooling in helping young people learn these important generic skills.  “it is only a very narrow view of intelligence that cabinet ministers are in a sense ‘brighter’ than cabinet makers”

The habits of mind – investigation, experimentation, reasoning and imagination along with frames of mind – curiosity, determination, resourcefulness, sociability, reflection and wisdom, all contribute to the development of ‘presence of mind’.  These are summarised in the 4-6-1 model. 4 habits and 6 frames lead to presence of mind.

The last chapter (chapter 5) also brings in the ‘social contribution’ to learning as the 4-6-1 model focuses on individual learners. Has a good overview of ‘situated learning’ summarising and updating Lave & Wenger’s work. Combines the 4-6-1 model with aspects of activity theory (leading to socio-materialism / sociomaterial approach) to extend understanding on the context of where learning occurs. Of note is a comment on how the authors have not come across work on “how talk between apprentices and those engaged on vocational learning can best be facilitated” – perhaps some of our work on peer feedback  and peer learning is a beginning contribution. Various approaches to teaching and learning are also discussed with regards to relevance to the 4-6-1 model and vocational education.

Footnotes are provided on the side of pages, providing for a few articles / books to follow up. References provide a comprehensive list of contemporary cognitive learning scholarship.

Book on expertise

Ericsson, K.A., Charness, N., Feltovich, P.J., &  Hoffman, R. R. (Eds.) (2006). The Cambridge Handbook of Expertise and Expert Performance. Cambridge, U.K.: Cambridge University Press.

This book has 6 sections with 3 subsections in section 5 and a total of 42 chapters. I have summarised the sections with the most relevance but almost every chapter contains useful information. The book's main asset is the readability of each chapter along with the applied nature of most of the information.

Section 1 - introduction and perspective
Chapter 1 - an introduction to the book: its development organisation and content - K. A.Ericsson
Defines expertise and expert performance - page 3 and provides the historical evolution of studies in expertise - page 4

2 - Two approaches to the study of expert characteristics - M.T.H. Chi
Absolute and Relative approaches and summarises ways in which experts excel - pg 23 and ways in which experts fall short - pg 24.

3 - Expertise, talent and social encouragement - E. Hunt
 Proposes that different types of expertise, make different types of cognitive demands - pg 31

Section 2 - overview of approaches to the study of expertise - brief historical accounts of theories and methods

4. studies of expertise from psychological perspectives -P.J. Feltovich, M.J. Prietula &  K. A. Ericsson
Lists the generalisable characteristics of expertise - pg 46 --
limited in scope and elite performance does not transfer
knowledge and content matter are important to expertise
expertise involves larger and more integrated cognitive units
involves functional, abstracted representations of presented information
involves automated basic strokes
selective access of relevant information
involves reflection
is an adaptation

5. Educators and expertise: A brief history of theories and methods - R.J.Amirault & R.K. Branson
6. Expert systems : a perspective from computer science - B.G. Buchanan, R. Davis &  E.A. Feigenbaum
7. Professionalisation, scientific expertise and elitism: a sociological perspective -J.Evetts, H.A. Mieg & U.Felt
Above 3 chapters provide historical overviews on development and propose theorectical frameworks for study of expertise.

Section 3 - methods for studying the structure of expertise
8. observation of work practices in natural settings - W.J. Clancey
overview of how various methods have evolved - scientific observation in natural settings: visual anthropology. Details se of ethnomethodology's analytical perspective - 'learning to see'
**details units of analysis - pg 136 and methods of observation of natural settings -

9. Methods for studying the structure of expertise: Psychometric approaches - P.L. Ackerman & M.E.Beier
10. Laboratory methods for assessing experts' and novices' knowledge - M.T.H. Chi
Both above more aligned to quantitative methodologies.

11. Task analysis - J.M. Shraagen
Useful background and description of various approaches, for instance Miller - task description and task analysis, Flanagan - critical incident technique and hierarchical task analysis.
Provides 2 case studies - pg 193 - improving troubleshooting - pg 196 - shore-based pilotage - to illustrate how task analysis proceeds.

12. Eliciting and representing the knowledge of experts - R.R.Hoffman & G. Lintern
Presents methods for representing expert knowledge through cognitive task analysis CTA. including methods for critical decision model; work domain analysis; and concept mapping

13. Protocol analysis and expert thought: Concurrent verbalisations of thinking during experts' performance on representative tasks - K.A. Ericsson
Presents the pros and cons of this method.

14. Simulation for performance and training - P. Ward, A.M. Williams & P.A. Hancock
An overview.

Section 4 - methods for studying the acquisition and maintenance of expertise
15. Laboratory studies of training, skill acquisition and retention of performance - R. W. Proctor & K-P. L. Vu
16. Retrospective interviews in the study of expertise and expert performance - L.A. Sosniak
17. Time budgets, diaries, and analyses of concurrent practice activities - J.M. Deakin, J. Cote & A. S. Harvey
18. Histriometric methods -D.K. Simonton
All 4 chapters provide clear descriptions and some examples.

Section 5 - domains of expertise
5A - professional
19. Expertise in medicine and surgery - G.Norman, K. Eva, L. Brooks & S. Hamstra

20. Expertise and transportation -F.T. Durso & A.R. Dattel

21. Expertise in software design - S. Sonnetag, C. Niessen & J. Volmer

22. Professional writing expertise - R. T. Kellogg

23. Professional judgments and 'naturalistic decision making' - K.G. Ross, J.L. Shafer & G. Klein
NDM - requires - perceptual skill; mental modes; sense of typicality and associations; routines; declarative knowledge; mental simulation; assessing the situation; finding leverage points; managing uncertainty; and understanding one's own strengths and limitations (metacognition) - pg 405

24. Decision-making expertise - J.F. Yates & M.D. Tschirhart

25. The making of a dream team: when expert teams do best - E. Salas, M.A. Rosen, C. S. Burke, G.F. Goodwin & S. M. Fiore

5B - arts, sports and motor skills
26. music - A.C. Lehmann & H. Gruber

27. Expert performance in sport: A cognitive perspective - N.J. Hodges, J.L. Starkes & C. Mcmahon

28. Artistic performance:Acting, ballet and contemporary dance - H. Noice & T. Noice

29. Perceptual-motor expertise - D.A. Rosenbaum, J.S. Augustyn, R.G. Cohen & S.A. Jax

5C - games and other types of expertise
30. Expertise in chess - F. Gobet &  N. Charness

31. exceptional memory - J.M.Wilding &  E.R. Valentine

32. mathematical expertise - B. Butterworth

33. expertise in history - J.F. Voss & J. Wiley

section 6 - generalizable mechanisms mediating expertise and general issues
34. a merging theory of expertise and intelligence - J.Horn &  H. Masunaga

35. Tacit knowledge, practical intelligence and expertise - A. T. Cianciolo, C. Matthews, R.J. Sternberg & R.K. Wagner
Definitions of tacit knowledge - pg 615 and practical intelligence pg 616

36. Expertise and situation awareness - M.R. Endsley

37. Brain changes in the development of expertise: Neuroanatomical and neurophysiological evidence about skill-based adaptations - N.M. Hill & W. Schneider
themes in learning literature on brain processing and brain structure - pg 658
learning is localised and very specialised
learning and processing occur in the same cortical locations
learning can produce both increases and decreases in the areas of activity
in some tasks there is a shifting between brain regions
relevant info/objects and other stimuli are uniquely processed by experts (e.g. birds by bird watchers)
learning can produce detectable morphological changes
motor areas can rapidly change as a result of skilled movement practivce and improved performance - pg 671
notable for plastic change with extensive experience and practice

38. The influence of experience and deliberate practice on the development of superior expert performance - K.A. Ericsson
** details the work on delibrate practice

39. Development and adaptation of expertise: Role of self-regulatory processes and beliefs - B.J. Zimmerman

40. aging and expertise - R.T. Krampe & N. Charness

41. Social and sociological factors in the development of expertise - H.A. Mieg

42. Modes of expertise in creative thinking: evidence from case studies - R.W. Weisberg

All in, much or relevance to pick up in this book. It does have a good range of chapters covering the current state of learning on expertise.

Motor control and skill development in vocational education

As a continuation to last week’s blog, contributions from the field of sports psychology, dance pedagogy and the training of surgeons are summarised with relevance to the learning of trade 'motor' skills.


Learning a trade requires the acquisition of a range of motor skills. However, the literature is sparse when it comes to vocational trade skills learning and teaching. Each of the following disciplines studies motor skill learning from slightly different angles.

In sports psychology, behaviourists and cognitivists theories are brought together to study how to improve sports performance. For instance, a continuum of skill learning includes the cognitive, associative and autonomous phrases (Christina & Corcos, 1988; Fitts & Poster, 1967) with recommendations on whole vs part practice. Specific terms of relevance include proprioception – the sense of head, trunk and limb movement and exteroceptive – vision and hearing. Books in CPIT library include 'Motor control, learning and development' by Otley and Astill (2008); and 'Applied sport psychology: personal growth to peak performance' edited by J.M. Williams (2010).

From dance pedagogy we have an example from the book ‘Meaning in motion’ by Jane Desmond (2003) Here there is the linking of motor skills development with roots in behaviourist learning theories to regarding the ‘body, tool use and cognition’ bringing together aspects of embodiment, identity, how the brain represents and make connections between the many sensory inputs.

Medical education includes many speciality areas requiring the learning of practical skills. Here is an example on teaching surgical skills by Reznick & MacRae (2006). The paper advocates the use of simulations to assist medical students to learn and deliberately practice the mechanics of the skill before they have to use subsets and variants of these skills in an actual operating theatre.

Therefore, there is a specific language from psychology, to describe various aspects of motor control and skills learning and examples from other disciplines studying, describing and some advocating strategies for application to learning and teaching. Next step for me is to to think through the interconnections, interfaces and synergies between the various approaches to understanding learning how to become a trade worker.

Book on learning through practice

Another book from the professional and practice-based learning (Springer publishers) has arrived in the library. This one on ‘Learning through practice: Models, traditions, orientations and approaches’ edited by Professor Stephen Billett. With short preview on Google books


Much of the book is of relevance, so here is a brief summary of each pertinent chapter.

The first chapter, ‘learning though practice’ sets the scene by providing the rationale for the book, including the growing interest in practice-based learning and the purposes of learning through practice. Then the conceptual premises for learning through practice are set out by way of summarising the next six chapters and then a summary of the following chapters as instances/examples of practice. Overall, a good overview is provided to set the scene and provide the theoretical foundations for the following chapters.

Chapter 2 by Wolff-Michael Roth is on ‘learning in praxis and learning for praxis’. Using fish culture as an example, this chapter discusses the large separation between what is taught and tested at school and the competencies learnt and practiced at work. Of importance is the exploration of learning by implicit (tacit) and explicit modes. There is also a good overview of the praxis and theory from historical and phenomenological perspectives at the beginning of the chapter.

Michael Eraut writes on ‘knowledge, working practices and learning’ in chapter 3. This chapter is a good summary of Eraut’s work on lifelong learning. His premise is that through life, we undergo a series of learning trajectories. These trajectories occur through engagement in work and life. Access to learning depends on type of work etc. and personal, situational and interpersonal influences have an impact on what, how and how much learning occurs.

Stephen Billet’s chapter ‘ the practices of learning through occupations’ provides a historical and conceptual account of learning and discusses the nature and effectiveness of learning for occupations through practice. Of interest are the historical accounts and how, for much of humankind’s history, occupational learning has been largely based in workplace environments, often through apprenticeship type processes. Of note is the need to recognise the complexity, demands and often difficult to learn knowledge that characterises workplace learning. An overview of his concept of affordances and engagement in work also provided.

Chapter 6 is by Gloria Dall’Alba and Jorgen Sandberg on ‘learning through and about practice: a lifeworld perspective’. Argues that approaches to practice-based learning tend to overlook the ontological dimensions that are central to learning. So that learning emphasises skills, knowledge etc, to be learnt but not on how learners are becoming and what the processes of becoming involve. Propose the ‘ways of being’ needs to be used to direct teaching/learning.

David Guile’s chapter ‘developing vocational practice and social capital in the jewellery sector: a model of practice-based learning’ uses a workplace scheme to explore concepts of practice based learning and occupational competency. Cultural-historical activity theory is used to examine the various influences on work placement.

Laurent Fillietaz provides examples from apprenticeship training on aspects of ‘guidance as an interactional accomplishment’. Of note is the use of video and discourse analysis methods to study the learning of apprentices within workplaces. In this chapter, four categories of guidance are proposed. These are spontaneous, requested, distributed and denied. Provides a good framework to explore inter-relational aspects of workplace learning.

Chapter 12 by Helen Worthen and Mark Berchman is on “apprenticeships: what happens in on the job training’ set in an American context. The main discussion in the chapter is the tension between production targets and workplace learning needs.

Several other chapters also need to be studied! But the above are the ones most applicable to current projects.

Resources on other ways of knowing

In sunny and warm Brisbane this week and off home to wintry and still shaky Christchurch this evening. The main purpose for coming to Brisbane was to put time at Griffith University with my supervisor,Professor Stephen Billett to complete and hand in my dissertation. All this accomplished over long days on Monday to Wednesday to get the final versions to the printery. I picked up the three weighty copies, worked through the various forms to be filled in and dropped them off at the Griffith University Nathan campus on Friday. Now the wait begins as the markers do their bit and I await feedback on what else needs to be done before the PhD process is completed.

On Thursday and Friday, I trawled the library shelves at both the Mount Gravatt and Nathan libraries for books relevant to several of my other projects on studying apprentices learning using multimodal discourse analysis and interactive etextbooks on tablets.I had selected several pertinent readings and books to find, as listed in a paper by Marchand, now in the form of a book .
Was able to check out several books pertinent to understanding how people communicate and express nuances of behavior through body language (knowing bodies, moving minds), articles and books of craft knowledge and thinking through craft. Of note is a book that was referenced in several chapters on "Ways of knowing: New approaches in the anthropology of experience and learning" edited by Harris, M (2007).

So will follow up on the anthropological literature,including the area of visual anthropology and primate research on communication techniques.

Learning practical skills via elearning

The earthquake of 22/2 has challenged us to think more deeply about how to deliver learning opportunities to students without access to practical workshops / teaching areas. A large amount of contact time is put into providing student with opportunities to practice new skills and to assist students with applying newly learnt knowledge to practical tasks and real-world scenarios.  Many of the CPIT programmes located in the now non-accessible city campus will have to re-develop how to helps students complete practical skills training without access to specialised training facilities and equipment.

I have been thinking the above over the weekend and  making connections to my learning of tai chi. I attend a weekly tai chi practice session and have been doing this for many years. Over the last few summers, our group have been attempting to learn a more advanced form of tai chi using a sword - called a jian. Our difficulty has stemmed from having teachers who are expert practitioners from China, who are usually on holiday in Christchurch, visiting family. Each of our teachers over the last few summers have been from different parts of China. So apart from contending with understanding regional dialects of Mandarin, each teacher practiced a different form of sword tai chi. So progress, has been slow and confusion reigns for about 3 or 4 sessions before we adapt, after which, the teacher returns to China, leaving us to unravel the form through notes and videos (if available).

My proposal was to video ourselves doing the form and sending the video to our teacher in China. However, this plan never took off due to mixed digital literacy of our Chinese teachers and camera shyness on the part of some of the tai chi learners.

I now plan to take the above concept further here at work. Students will still need to be provided with a hands-on learning opportunity whereever possible. Demonstrations and initial practice can then be supported by students doing practice at off-campus facilities (in workplace, possibly at home etc.) Practice can be videoed and emailed to tutors for formative assessment. After several iteractions, formative assessments can also be obtained by students sharing their videos with each other. Student will need to be provided with support sessions on providing peer-feed back. Hopefully, the above will replicate some of the contact time that will need to be replaced with self-directed activities. Using the above will still ensure students are provided with opportunities for feedback, even when they are working independently and physically distant from tutors and class mates. Will have a chat with our elearning support team about ramping up Mahara for the sharing process as it will be an ideal tool to use.

The above may be supplemented in some specialised areas by the use of video analysis software, for instance silicon coach, which is easier to use than other specialised research analysis software. Discreet skills in programmes like circoarts (juggling, riding unibike etc.) may be improved using comparative software and especially where key kineasthetic motor skills need to be honed before students are able to move on to more complex and integrated skill sets. If ideas for using video eventuate, it will be good to evaluate the process using a formalised research / evaluative study. Will progress this further this week to see how well the idea aligns with current approaches to teaching practical skills.

Adult Learning Symposium 2010 day 2

Today, 3 keynotes followed by one parallel session and concludes with a panel discussion. First keynote from Professor Peter Jarvis who spoke on ‘learning practice: developing the roles of the adult educator’. Although now officially ‘retired’, Professor Jarvis continues to write and research. Contents of his keynote useful in setting the scene for mine later in the morning. He presented a very comprehensive overview of ‘practice’ as ‘learning by doing’ (adaptation, imitation, by instruction, practice, follow thought, exploration and experimentation. ‘Learning practice’ involves practical instruction, experience (novice to expert and the 10,000 hours rule), reason , intelligence, wisdom and reflection. Included defining tacit knowledge. Forming the case for researching practice as practitioner and action research. Implications include concerns about the practice itself, continuing learning, effects of getting older and the practitioner doctorate. Finishing with the quote “we must learn to orientate our thinking, our teaching and our research to the arts (not science!) of practice’.

Next up, Dr. Peter Coolbear from Ako Aotearoa provided a background of the “further and higher education context in New Zealand: Issues, challenges and responses”. He provided a thorough overview of the NZ tertiary sector, covered the critical issues, presented the recent policy reforms and Ako Aotearoa’s role in how tertiary education may move towards in the next few years.

My presentation centred on a teaching practitioner’s perspective on: application of concepts of ‘learning as becoming’ to students’ effective feedback and learning of judgement. Basically, to begin to envisage learning as a holistic process (in apprenticeships as a process of occupational identity formation).  Discuss the importance of learning ‘judgement’ and the role of feedback in learning the skills to be able to ‘judge’.  Underpin with cognitive apprenticeships as a pedagogical approach and provide examples from CPIT programmes (baking, engineering, painting, welding, online learning, fashion design and adult education).

After lunch, I attended the parallel session with Dr. Helen Bound (IAL) on ‘helping learners learn: what do we know and what can we do’. Helen provided a workshop for participants to explore educators’ learning philosophy / beliefs about teaching and learning. Then to compare our beliefs with what we actually do. Proposed a ‘map of dialogical inquiry’ as a means for unpacking whether our espoused beliefs are matched by practice.

Followed by Dr. Soo Wai Man from Singapore Management University on ‘how to align learning facilitation and assessment of WSQ courses’. Presented on a model to assist with the design of courses and assessment activities. Used a series of tables to match course phases with the knowledge, skill and attitudinal (KSA) components as detailed in a CTAG (Singapore version of a NZ unit standard). In each KSA, identify ‘content types’ including fact, concept, process, procedure or principle. Then match the content type to instructional strategy, assess learning and evaluate course.

Last session a panel ‘discussion’ ably chaired by Professor Andrew Brown, where each keynote speaker summarised their perspectives on CET and the productivity agenda: reflections and insights. An overall discussion on aspects of productivity (increased innovation etc.) and concepts of competency, expertise and professionalism. Questions were also taken from the floor and good discussion ensued.

Overall an interesting conference. Picked up several different perspectives for approaching things. Some of these approaches are influenced by the Singapore socio-cultural milieu but many are useful in all teaching / learning contexts.