Goodyear Deakin Nov 15 2017 Keynote for website · PDF file11/15/2017 · epistemic...
Transcript of Goodyear Deakin Nov 15 2017 Keynote for website · PDF file11/15/2017 · epistemic...
KeynoteattheDeakinUniversityLearningandTeachingConference
Thesenoteshavebeenaddedtotheslidesafter givingthetalk.Theydon’talwaysreproducewhatIsaid.Theyareakindof‘rationalreconstruction’oftheessenceofwhatIwastryingtosay,nowthatI’veheardmyselftrytosayit.
Theabstractforthetalk:Todays’highereducationsystemisunderagreatdealofstructuralpressure.Therehavebeenrapid,under-fundedchangesinthescale,scopeandnatureofwhatwedo.Therearecompetingviewsofwhatuniversitiesarefor.Unresolvedtensionsoverdeeperpurposesandprioritiescreatestrainsthatpermeateuniversitylife– affectingfaculties,schools,staffandstudents.Therearenosimpleremedies.Inthistalk,Iwanttosharesomethoughtsaboutdesignandmakeanargumentforstrengtheningdesignactivityinteachingandlearning.Iwillfocusonaspectsofdesignthinkingandpracticethatareparticularlyhelpfulinidentifyingopportunitiesforbeneficialchangeandresolvingcompetingforces.Designthinkingissometimesofferedasawayofpatchingbrokensystems.Iwillsuggestinsteadthatsomeformsofdesignthinkingtakeustotheveryheartoftheacademicenterprise.Inadditiontoexploringthenotionof‘teachingasdesign’– asawayofmakingspaceforcollaborativeengagementinworthwhileinnovation- Iwillsharesomeofourrecentworkonlearningasthedesignofnovelinquiriesinto‘wicked’problems.Theuniversityhasauniqueroletoplayinsociety.Itisnoteasytoengagestudentsauthenticallyinitsessentialwork.Gooddesign,Isuggest,ispartofthesolution.
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ImageSource:Fung,D.(2017).Aconnectedcurriculumforhighereducation.UCLPress,London.Retrievedfrom:http://www.ucl.ac.uk/ucl-press/browse-books/a-connected-curriculum-for-higher-education
Akeythemeinmytalkisconnectedness&integration– tryingtofindsmartsustainablestrategiesforresistingthefragmentationofacademiclifeanduniversitymissions.
Onerealisation ofthis– oratleastavehicleforexploring– intheconnectednessofresearchandteachingthatcanbefoundininquiry.
AnexcellentresourceforthinkingaboutthisandotherrelatedissuesofconnectednessanduniversitypurposeisDillyFung’sopenaccessbook.
Myadditionalpointhereisthatdialogueisindeedvital,butsotooishelpingourstudents‘toolup’forotherkindsofactionandchangeintheworld.
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It’seasy(somemightsaychic)toespousecynicalinterpretationsofthestateofcontemporaryhighereducationandtheforcesshapingit.
Let’sbeoptimistic.Theneo-liberalexperimentiscomingtoanend.Marketforcesaren’ttheonlydriversforHE.Universitiesneedtorediscoverandcelebratethethingsthatonlytheycando(oratleast,thosethingswhichtheydobest).
Howweapproachtheeducationofourstudentsoughtthento(atleastpartially)reflectthedistinctivesocialpurposesofuniversities.
Inthetalk,Iwilltakeusthroughsomedesignideasthatrefertodesigninginquiry-basedlearning,movingontodesigningsothatstudentslearntodesigntheirowninquiriesandlearntodesigntheirownepistemicenvironments.Inotherwords,amongthehigherordergoalsforHEshouldbehelpingstudentslearntocreatespaces(forthemselvesandothers)thataresupportiveofcomplexinquiryanddesignforchange.
Someoftheideasaboutdesign,inquiry,co-creating- andconsciouslyandconscientiouslyinhabiting–epistemicenvironmentsarediscussedinthelasttwochaptersoftheMarkauskaite &Goodyear(2017)Epistemicfluencybook.Seerefonnextslide.
Forabiggerview,seealsoKimSterelny onengineeringepistemicspacesfromanevolutionaryperspective.Sterelny,K.(2003).Thoughtinahostileworld:theevolutionofhumancognition.Oxford:Blackwell.Sterelny,K.(2012).Theevolvedapprentice:howevolutionmadehumansunique.Cambridge
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Mytalkputsstudentlearningfrontandcentre,butIalsowanttoarguethatgettingbetteratdesigningfor(andwith)themwillhelpus(theeducationworkforce)becomebetteratdesigningbetterwaysofworkingforourselves,andbetterspacestoworkin(materialanddigital,etc)
I’mcouplinginquiryandchange:thegrowthofskills(etc)neededtounravelcomplexphenomena,cometoadecisionaboutwhatshouldbedone,andthenactinwaysthatarelikelytoleadtobeneficialchange.
Weleavestudentsunder-equippedwithknowledge/skillsneededtomakechangeintheworld;we(deliberatelyorunconsciously)concealmuchof‘howthingsgetdone’;wedon’tcultivatewhatmightbecalled‘moralknow-how’– practicalknowledgeguidedbyamoralsense.
Wealso(Ithink)underplay‘actionableknowledge’– akeytopicinthebookLinaMarkauskaite &Irecentlypublished.
Boulton,G.,&Lucas,C.(2008).Whatareuniversitiesfor? Leuven: LERU.
Markauskaite,L.,&Goodyear,P.(2017).Epistemicfluencyandprofessionaleducation:innovation,knowledgeableactionandactionableknowledge.Dordrecht:Springer.
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Asimple/simplifyingtalewetellourselvesaboutconceptionsoflearningandteachinginHEisthatthefocusisshiftingfromteachingastelling(andlearningbylistening)tolearningbydoing(andteachingasfacilitation).
Myworkoverthelast10yearsormorehasbeenexploringa(sometimesmissing)complementto‘teachingasfacilitation’– ‘teachingasdesign’
Inshort,worthwhilelearningactivityislikelytobecomemoreworthwhileifsomeextrathoughtisputinat‘designtime’.
I’llcomebacktothislaterinthetalk,wheretheideaof‘threeordersoflearning’isintroduced,butIshouldalsopointoutherethatmyearliertreatmentsof‘teachingasdesign’ignoredthedesignworkthatoftengoesinto‘teachingastelling’.
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AfewwordsaboutwhatImeanbydesign
TheeducationaldesigndefinitioncomesfromGoodyear(2005)– whichisopenaccess.
Thefocusoncreatingrepresentationsisimportant– Iseetheseaskeyresourcesfordiscussionandjointsense-makingwithindesign&developmentteams.Representationsof(a)whatisintendedand(sometimes)(b)whatcurrentlyexists,andhowitworks,canhelpgroundconversationsanddecision-takinginsuchteams.Withoutthem,it’stooeasyfortheworktobedonetooquickly:progressoiledbyfalseconsensusandcreativeuseofambiguity.Termslike‘studentcentered’,‘authentic’,‘openandflexible’,‘scaffolded’and‘engagement’canpaperovercracksinunderstandingofwhatismeanttohappen(oralreadyhappens).Ofcourse,representationsarejustmodels– judgedbyutilityratherthanveridicality.
Representationscantakemanyforms,butoneofthegroupdesignprocessestheyshouldsometimessupportisdeeperscrutinyofthe‘problem’beingworkedupon.Usingcandidatesolutionstogetbetterinsightsintotherealnatureofwhat’sneededisaclassicprocessingooddesign.Itoftenleadstoserious‘reframing’oftheproblem.
Goodyear,P.(2005).Educationaldesignandnetworkedlearning:patterns,patternlanguagesanddesignpractice.AustralasianJournalofEducationalTechnology,21(1),82-101.
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Mypreferencewhentalkingabouteducationaldesignisto:a) Trytomaintainacouplingbetweenprocessesofanalysis(ofwhatalreadyexists)anddesign(of
whatiswanted)b) Focussharplyonwhatthestudentsareactuallydoing– whichIcalltheiractivity.
Activityisreal.Itisusuallyamixoftheplanful &goaloriented(ontheonehand)andtheserendipitous(ontheother).Myuseof‘activity’isthereforedifferentfromitsuseinactivitytheory,whichonlyseesobject-oriented(purposeful)activityasactivity.Iwanttoincludemoreserendipitous,exploratory,wanderingmodesofactivityunderthe‘activity’headingbecausethesetooleadtolearning.
Activitycanthenbeseenascausallyrelatedtolearningoutcomes.Theeffectsofteaching,design,technologyetc aremediatedbythestudents’activity.Theyhavenodirecteffectsonoutcomes.
Thismayseemobvious,butahugeamountoftimeandeffortiswastedbypeoplelookingfordirectconnectionsbetweentoolsorteachingmethods(ontheonehand)andoutcomesontheother.
Thelastkeypointtomakeisthatthoughstudentactivityistheonlythingthatreallymatters,itisNOTdesignable.Onecannotdesignsomeoneelse’slearning,thoughonecantrytodesignfor it.Designisindirect.
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Thinkingmorecarefullyaboutthat‘sageonthestagetoguideontheside’paradigmshift,wehavetobecarefulnottooverestimatethepowersoffacilitation.
Studentsdoalotofworkwithoutanydirectsupervisionfromteachingstaff.Eveninso-called‘facetoface’situations,it’srareforthestaff:student ratiostobegenerousenoughtoallowformorethanafewminutesforeachstudent.Also,it’softenveryhardforpeopledoingmonitoringandsupervisionworkofthiskindtogetclearinsightsintowhatstudentsarethinking– howtheyunderstandwhattheyneedtobedoing,etc.
Thisputsevenmoreofapremiumongooddesign– especiallygoodtaskdesign.
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ThisisthesimplestpossiblerepresentationIcancomeupwithoftheeducationaldesignproblemspace.I’vewrittenaboutthisextensively.Inadditiontothe2005AJETpaper(mentionedearlier)thereareafewotheropenaccesspapers(mentionedbelow).I’vecollatedtheseandothersforfreedownloadonmywebsite.https://petergoodyear.net/2017/07/22/design-papers/
Thefigureabovesayssimplythat:1. Therearethreemaindesigncomponents:theshorthandis”tasks,tools&people”2. Goodtaskdesignisusuallythemostimportant:getthetaskdesignwrongandeverythingelseis
likelytobewrongtoo;taskdesignusuallyhasthestrongestinfluenceofwhatstudentsthendo.3. Activityisbothphysicallyandsociallysituated.Thetoolsandartefactsthatcometohandduring
theactivitycanhaveaprofound(thoughoftensubtle)effectonwhatunfolds.Similarly,otherpeoplecanshapewhathappens,eveniftheyarenotco-present.(‘Thesocial’ismuchbiggerthanthis,ofcourse.)
4. Designcansaythingsaboutwhattools(etc)arelikelytobeuseful(giventhetaskandtheintendedactivity)anditcanmakerecommendationsaboutproductivewaysofworkingwithothers.
5. BUT– intheiractualactivity,studentswillinterprettasksandmakesomeoftheirowndecisionsaboutwhattools/resourcestosue,whotoworkwithandhow….
Goodyear,P.,&Dimitriadis,Y.(2013).Inmediasres:reframingdesignforlearning.ResearchinLearningTechnology,21.doi:http://dx.doi.org/10.3402/rlt.v21i0.19909Goodyear,P.(2015).Teachingasdesign.HERDSAReviewofHigherEducation,2.
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Thepreviousslideschematised causalrelations– designbeinganindirectpracticewhoseeffectsonlearningoutcomesaremediatedbywhatstudentsactuallydo.
Thisdiagramlooksatthingsfromatypicaldesigntimelineperspective– socalled‘backwardsdesign’(thoughitlooksentirelylogicalandtherefore‘forwards’tome)
Typicallythen,thedesignprocessstartsbycreating,refiningand/ordecidingonasetofintendedlearningoutcomes,imaginesstudentactivitythatislikelytoalignwiththoseoutcomes,createstaskspecificationsthatstandagoodchanceofstimulatingandscaffoldingthedesiredactivity.Then,decisionsaremadeaboutuseful/necessarytools(materialordigitalorhybrid)andotherkindsofusefulresources.(Thismayincludesuchthingsasdesigningorrecommendingparticular(materialordigitalorhybrid)learningspaces.Anddesignofthesocialincludessuchthingsassuggestingthatstudentsmightworkinpairs,orteamsorasaCoP. (Ofcourse‘people’can’tbedesigned.It’sjustausefulbutpotentiallyconfusingshorthand.Like‘learningdesign’.)
Crucially,theactivityunfoldswithoutmuchdesignerorteachercontrol&studentsconsciouslyorunconsciouslymakedecisions/choicesaboutwhattodo,whattouse,whotoworkwith,andhow.
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Thesimplediagramusedinthelasttwoslidesmayconcealtheimportantpointthattaskdesignusuallyinvolvessequencinganumberofsubtasks.(Inotherwords,tasksareoften‘compounds’.)
There’sagrowingbodyofusefulresearchonsequencingtasks– e.g.intheareaknownas‘productivefailure’.SeeforexamplethepaperbyLaietal(below).
(Compound)tasksthatturnouttohaveeducationalstayingpowercanbecapturedandsharedinanumberofways– oneoftheseisthroughtheuseofdesignpatternsandpatternlanguages(seeGoodyear&Retalis)
Goodyear,P.,&Retalis,S.(Eds.).(2010).Technology-enhancedlearning:designpatternsandpatternlanguages.Rotterdam:SensePublishers.[thefirstchapterofthisisavailableathttps://petergoodyear.net/2017/07/22/design-papers/ )
Lai,P.K.,Portolese,A.,&Jacobson,M.J.(2016).Doessequencematter?Productivefailureanddesigningonlineauthenticlearningforprocessengineering.BritishJournalofEducationaltechnology.doi:10.1111/bjet.12492
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Thatwastheviewat‘designtime’
Wealsoneedtothinkabouthowthingslookat‘learntime’– whenthestudentsareengagedintheactivityitself.
Here,thedesigncomponentsarenolongerseparate– places,tools,artefacts,people,ideas,emotionsbecomeentangled.
Howonetriestoseeintothiscomplexity,andrepresentit,candependonanalyticpreferences(orontologicalchoices).
Forexample,onemaytakeacomplexsystemsorecologicalview.Oronemaytakeanetwork/meshworkview.Orsometimesamixturecanwork– thoughitusuallymakemybrainhurt.
Carvalho,L.,&Goodyear,P.(Eds.).(2014).Thearchitectureofproductivelearningnetworks.NewYork:Routledge.Carvalho,L.,Goodyear,P.,&deLaat,M.(Eds.).(2016).Place-basedspacesfornetworkedlearning.NewYork:Routledge.Greeno,J.(2006).Learninginactivity.InK.Sawyer(Ed.),TheCambridgehandbookofthelearningsciences (pp.79-96).Cambridge:CambridgeUniversityPress.Greeno,J.,&Engeström,Y.(2014).Learninginactivity.InK.Sawyer(Ed.),TheCambridgehandbookofthelearningsciences (2nded.).Cambridge:CambridgeUniversityPress.
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Anillustration/byway
TheTimesHigherhastweetedaboutthistopicacoupleoftimes.I’musingittoillustratemypointabouttherebeingnodirectlinkbetween(a)thepresenceofatooland(b)learningoutcomes.Itsoobviouswhenyousayitlikethat– butit’sclearlynotobvioustowritersattheTHE.
Theirsummaryclearlysays:“usinglaptopsinclassharmsacademicperformance,studywarns”
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WhenonereadstheactualarticleonwhichtheTHEreportisbased,onefindsthefollowingclosingcaveats:
“…ourstudyfocusesontheeffectsoflaptopsinlaptop-optionalcourseswhereinstructorsareunlikelytoincorporatecomputer-basedlearningintheclassroom.Therefore,ourresultsmaynotgeneralizetoclassroomsettingswhereinstructorsactivelyintegratecomputerexercisesandactivities”(Patterson&Patterson,2017,p77)
Wedon’tknowwhatstudentswereactuallydoingwith/ontheirlaptops.QuitepossiblyamixtureoftakingnotesandcheckingFacebook.Thesetwoactivitiesarelikelytohaveverydifferenteffectsonlearningoutcomes.
Patterson,R.W.,&Patterson,R.M.(2017).Computersandproductivity:Evidencefromlaptopuseinthecollegeclassroom.EconomicsofEducationReview,57,66-79.
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Oneofthemisconceptionsassociatedwithtalkabouttheshiftto‘activelearning’isthatthereissuchathingaspassivelearning.
Inlectures(whichareusuallyheldupastheepitomeof‘passivelearning’)studentsareactuallylikelytobedoingamixofthings.
Someofthesemaybearesponsetoanexplicittask(e.g.‘makesureyouwritethisdown’)butactivityalsoflowsfromimpliedtasks.
ThestudentsusinglaptopsinthePattersons’study(asfaraswecansee)weren’ttoldwhattodowiththeirlaptops.Taskswereimplied.
Onecouldapproachthisdifferentlyandtakeabetterdesignapproach:ifwewantstudentstomakegooduseoflaptopsinclass,thenwecansuggesttasksthatwillhelptheirunderstanding,retention,abilitytocreateartefactsthatareusefulforrevision,etc.
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Backfromthatby-way.Mytalknowsetsouttoextendtheschemapresentedearlier,toincludea‘thirdorder’oflearning,basedonsystemsthinking,withcomplementaryimplicationsfordesign.FromMarkauskaite &Goodyear(2017)Ch20
Thefirst-orderperspectivepositionsthelearnerasasystemwithnointrinsiccapacityforlearning– neitherofskillsnorforcreatingitsownunderstanding.Theteacheristhemainarchitectandconductoroflearningandthemainsourceofknowledge.Thismayworkreasonablywelliftheenvironmentisstableandtheteachercanidentifygapsormisconceptionsinthelearner’sknowledge.Thesecanberemediedbyappropriatevariationson‘teachingastelling’.
Thesecond-orderperspectivepositionsthelearnerasasystemwithanadaptivecapacityforlearninginresponsetochangesinenvironment.Theteacheristhemaincreatorofenvironmentalconditionsconducivetolearning;changesinenvironmentalconditionspromptlearning.Thiscanworkreasonablywellinachangingenvironment,providedthatthereareappropriatescaffoldsforlearning.Whilethelearnerisengagedin‘learningbydoing’,theteachermonitorstheiractivity,addsandremovesscaffoldsandprovideshints,astheydeemappropriate.Thisis‘teachingasfacilitation’or‘teachingasorchestration’
Thethird-orderperspectivepositionsthelearnerasasystemwithintrinsiccapacitiesforlearning,includingconstructionofnewunderstandingsandcreatingtheconditionsforitsownlearning.Ifateacherisavailable,theyactasapartnerinco-configuringtheseconditions.However,thelearnerhasthecapacitiesneededtomanagetheirownlearning– partoftheteacher’smodusoperandimustbetofadetheirparticipationovertime,strengtheningthelearners’agencyandcapacityto(co)constructenvironmentsconducivetotheirownlearning–knowing(andtheircapacitytodothiswithothers).Wecancallthis‘teachingasco-configuration’.
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Onecanthinkoftheteachingbecomingmoreelaborateandinclusiveaswemovefromlefttorightinthefigure;thesameistrueforT-as-D:becomingmoresophisticatedandinclusiveLtoR
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Sowecannowbringbackinthethemeoflearningthrough/asinquiry,introducednearthebeginningofthetalkasonestrategyforhelpingconnectresearchandeducationalmissions.
Onthisview,andtakingintoaccounttheideaof‘threeordersoflearning’justmentioned,wecanpositiondesignashavingmultipleobjects,ofincreasingsophistication.
Acknowledgingtheneedforstudentstolearntotackle‘wickedproblems’meansweneedto(sometimes)designforlearningsituationsinwhichtheycanlearnhowtodesigntheirownmethodsofinquiry.(ThereismoreonthisinChapter19oftheMarkauskaite &GoodyearEpistemicFluencybook).NBthiscategoricallydoesNOTmeanthattheyhavetodiscoverhowtodothisforthemselves.Gooddesigncaninvolvedirectinstructionandscaffolded inquiry,forexample.
Thelistabovealsoincludesstudentslearningtocreateenvironmentsconducivetoworkingwithotherson‘designforchange’– whichisoneimportantaspectofmoralknow-how.
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ThetalkuptothispointmaymakeitsoundasifIamadvocating takeupofmoredesignerlyapproachesineducation– butI’mwellawarethatmanywell-meaningadvocateshavedisappeared,ignored,inthewilderness.Advocacyisnotenough.Itisprobablynoteventhebeststrategy.
IfirstcreatedaversionofthediagramabovewhileIwasworkingonanALTCSeniorFellowshipin2008-9.Itismeanttoaccompanyanargumentabouttheinabilityoftraditionalteachingtosurvivethepressuresthatarefeltwithinuniversitiesthesedays.(By‘traditionalteaching’Imeanteachingasonewastaught.)
Inshort,Iseeincreasingtheproportionoftimespentondesign(ratherthanlive/interactiveteaching)asanescaperouteorsurvivalstrategy.Theveryrealforcessketchedinthefigurewillsqueezeeducationalworkinthisdirection.Ifthatisthefuture,thenbetterideasaboutdesignmaymakeitabetterfuture.
Stretchingtheargumentalittlefurther,onemightsaythatchangesintheworldwesharewillneedallofustobecomebetteratdesigning– designingforunderstandingandforchange.Thismeansdesigningforstudents,sothat(amongotherthings)theycanbecomebetteratdesigningthemselves.Italsomeansdesigningbetterenvironmentsforourownwork– inresearch,service/outreach,collegialmanagement,etc.
Ifwetakethisapproachtodesigningwhatisgoodforourstudents,weshouldfinditisgoodforustoo.
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Thiskeynotebegan30minutesorsoafterthedeclarationoftheresultsoftheAustralian‘postalsurvey’(anon-binding,voluntaryreferendum)onmarriageequality.Weknewtheresultswerecomingandwerecheeredbytheoutcomes.Itwouldhavebeenniceifthe‘yes’votehadbeenashighasitwasinIreland(seepicture)butitwasaconvincing61%.
Imagesource:https://www.autostraddle.com/voting-yes-a-guide-to-the-irish-marriage-equality-referendum-290512/ checkoriginalsiteforrights.
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Ididn’thavetimeonthedaytofinishwiththispersonalstory.ThisisalongerversionofwhatIwouldhavesaid.
IknewtheresultsoftheAustraliansurveyonequalmarriagerightswouldcomeoutshortlybeforethekeynote.Inpreparingthetalk,IthoughtofthereferenduminIreland,andofcommentsbytheIrishauthorMarianKeyesabouthowmuchthepeopleofIrelandhadchangedinthelastfewdecades–notwithstandingtheentrenchedpowerofasociallyconservativetheocracy.
Iwasalsoremindedthat40yearshadelapsedsinceIgavemyfirsteveracademicpresentation– someresultsfromaPhDI’dbeenworkingonatwhatwasthentheNewUniversityofUlsterinNorthernIreland.(DavidEastwoodwasmyPhDsupervisor.TheconferencewasatUCG,whereIrishwasthelanguageofinstruction.AllpresenterswereaskedtoofferthetitlesoftheirtalksinbothEnglishandIrish.)
IwasstudyinginIrelandforamixofreasons.Mymother’sfatherwasaDohertyfromDonegal.HismothertonguewasIrish.NUUwasoneofonlytwouniversitiesatthattimeofferingcoursesinthenewfieldofenvironmentalscience.
MyPhDwasastrangemixofsocialgeography,thesociologyofreferencegroupsandmethodologicalworkonindicatorsofsocial,politicalandeconomicwell-being.Ineverdidgetapermanentjobasanacademicgeographer,butI’dlearnedsomegenericskillsthatwererareamongsocialscientistsatthetime:Icoulddostatisticalanalysesandwritecomputerprograms.Byluck,Ifoundapermanentjobinaneducationalresearchdepartment(AstoninBirmingham,1979)anddecidedtostartresearchingthe
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useofcomputersastoolstoassistlearning.AyoungresearcheratSurreycalledDianaLaurillardhelpedsetmeonthispath.
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Thatwas40yearsago.
20yearsago,IwasaskedbyErikdeCorte– nowEmeritusProfessorofEducationalPsychologyatLeuvenUniversity– tokeynoteatthejointannualconferenceoftheDutch&Flemisheducationalresearchassociations.Heofferedmealistofpossibletopics– learningtolearn,ITandlearning,innovationinhighereducation– andIfoolishlytookonallofthem,andaddedmyownspin.
Theinvitationcoincidedwithasabbatical.I’djustfinishedthreeyearsasheadofdepartment.I’dalsoledtheLancasterteamcreatingthedoctoralprograminhighereducation,andhadbeenteachingthemoduleonLearning,TeachingandAssessment(withPeterKnight).SomeofmyresearchandpublicationshadbeeninHEsettings,butthiswasalmostaccidental.SoIusedthesabbaticalandtheinvitationfromEriktotakeanewdirectioninmyresearch,immersedmyselfintheHEliterature,anddevelopedsomeideasthathavestayedthedistance.
Amongthese,Iworkedonafusionofthreeapparentlycompetingconceptionsofthecorepurposesofhighereducation– academic,vocationalandcritical– usingepistemicfluencyasthecommonconcern.EpistemicfluencyhadbeendiscussedbyDonaldMorrison&AllanCollinsinabookchapterthepreviousyear– butprimarilyinthecontextofschooling.Tomyknowledge,ithadn’tbeenworkedoutinanydetailinHEcontexts.It’sfinallyhadaserioustreatment,stronglyledbyLinaMarkauskaite,andpublishedinourrecentEpistemicFluencybook.
Goodyear,P.,&Zenios,M.(2007).Discussion,collaborativeknowledgeworkandepistemicfluency.BritishJournalofEducationalStudies,55(4),351-368.
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Markauskaite,L.,&Goodyear,P.(2017).Epistemicfluencyandprofessionaleducation:innovation,knowledgeableactionandactionableknowledge.Dordrecht:Springer.Morrison,D.,&Collins,A.(1996).Epistemicfluencyandconstructivistlearningenvironments.InB.Wilson(Ed.),ConstructivistLearningEnvironments (pp.107-119).EnglewoodCliffs,NJ:EducationalTechnologyPublications.
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