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Co-constructing knowledge – facilitating graduateness?

Co-constructing knowledge – facilitating graduateness?. Theodora Papatheodorou, Christine Such and Paulette Luff. Key information. English context - Notion of ‘graduateness’ - Institutional responses and systems for achieving

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Co-constructing knowledge – facilitating graduateness?

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  1. Co-constructing knowledge – facilitating graduateness? Theodora Papatheodorou, Christine Such and Paulette Luff

  2. Key information • English context - Notion of ‘graduateness’ - Institutional responses and systems for achieving ‘graduateness’ (e.g. Personal Development Planning) - The impact of curriculum review • Our response - Changes to module planning & teaching - The underpinning principles of social constructivism for learning • Our study & findings

  3. The study Aim: - to investigate the impact of curriculum changes on student learning Sample: - 36 first year undergraduate students Methods of collecting data include: - completion of a progress checklist - pre and post reflections Analysis of data: - frequency count to identify pattern of change

  4. Progress checklist

  5. Patterns of change

  6. Findings – Evolving patterns • Group work • Flexible and creative approach • Group work/flexible and creative approach and assessment • Module content • Module content and assessment • Learning as a personal journey vs assessment of knowledge about the subject

  7. Learning as a personal journey • Each module undertaken has provided the opportunity for learning in different ways. So I have tried to include samples of work to reflect the way in which I have learned. Not just theories, but skills in each. • I have been able to reflect on my development over my first year at university allowing me to see the knowledge I have gained.

  8. My personal learning experiences have made me look at my past and consciously see where I have learned things. • The assignments and work from the start of semester one is evidently different to the work I am now putting forward. This is due to the many exercises we have taken part in over the year which helped us as a student find our preferred way of learning.

  9. Key issues • Working as a group was very important in all three modules in the first self-evaluation. This changed for the module Learning and Knowledge Construction in the second semester. Why? • Flexibility and creative approaches seem threatened by assessment. Why? • Content gives students the sense of certainty as it defines the boundaries of what they need to know (Observation and Play modules) • Utilising students own experience to identify and articulate key principles of the subject area • Inter-relationship between personal experience and content

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