Hdl Handle:
http://hdl.handle.net/10034/206511
Title:
Facilitating situated learning: A 'mode 2' pedagogical model
Authors:
Wall, Tony; Leonard, Dilys T
Abstract:
Learning through workplace activity and projects, as part of a university level qualification, is an increasingly common approach for practitioners to study part-time higher education. In facilitating and assessing such ‘learning through work’ approaches, we have identified three recurring practical issues: learners focusing on describing rather than critical reflecting on their work for new insight, learners rejurgitating theory, and/or critically reflecting on practice without reference to academic knowledge. As a result, the work based projects and assessments were considered to hold greater potential for change. A pedagogical model to address this has been developed and refined over a period of two years (emerging from Brodie and Irving, 2007) – drawing on practice and data from one of the largest providers of negotiated, work based university-level learning. Using a cyclic first person action research methodology (Whitehead and McNiff, 2006), the model was used in group workshop contexts and one-to-one facilitation contexts with professionals studying work based learning degrees at undergraduate and postgraduate levels. Three distinctive aspects emerged based on Gibbons et al’s (1994) conception of mode 1 and mode 2 knowledge, where ‘mode 1’ knowledge which is academic/theoretical, sequential knowledge, organised by disciplinary boundaries and where ‘mode 2’ knowledge is situated, messy, problem-based and trans-disciplinary. The model highlights three key areas for professionals to consider: 1. theoretical knowledge (mode 2 academic ideas, principles, theories), 2. critical reflection (questioning for new insight), and 3. the workplace (activity in it, as a location/space focus). We have identified that learners place a high value on the model to structure own thinking and to help them articulate and structure the assessments. For them, it clearly distinguishes three important elements to pay attention to, and for facilitators, it provides an easier and more efficient way to enable learners to engage in this mode of learning and assessment.
Affiliation:
University of Chester
Citation:
Unpublished conference presentation given at the Work Based Learning Futures V Conference at the University of Derby, 15-16 September 2011.
Issue Date:
Sep-2011
URI:
http://hdl.handle.net/10034/206511
Additional Links:
http://www.derby.ac.uk/corporate/news-and-events/work-based-learning-futures-v-conference-2011
Type:
Meetings and Proceedings
Language:
en
Description:
This conference paper is not available through ChesterRep.
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValueLanguage
dc.contributor.authorWall, Tonyen
dc.contributor.authorLeonard, Dilys Ten
dc.date.accessioned2012-01-31T14:25:29Z-
dc.date.available2012-01-31T14:25:29Z-
dc.date.issued2011-09-
dc.identifier.citationUnpublished conference presentation given at the Work Based Learning Futures V Conference at the University of Derby, 15-16 September 2011.en
dc.identifier.urihttp://hdl.handle.net/10034/206511-
dc.descriptionThis conference paper is not available through ChesterRep.en
dc.description.abstractLearning through workplace activity and projects, as part of a university level qualification, is an increasingly common approach for practitioners to study part-time higher education. In facilitating and assessing such ‘learning through work’ approaches, we have identified three recurring practical issues: learners focusing on describing rather than critical reflecting on their work for new insight, learners rejurgitating theory, and/or critically reflecting on practice without reference to academic knowledge. As a result, the work based projects and assessments were considered to hold greater potential for change. A pedagogical model to address this has been developed and refined over a period of two years (emerging from Brodie and Irving, 2007) – drawing on practice and data from one of the largest providers of negotiated, work based university-level learning. Using a cyclic first person action research methodology (Whitehead and McNiff, 2006), the model was used in group workshop contexts and one-to-one facilitation contexts with professionals studying work based learning degrees at undergraduate and postgraduate levels. Three distinctive aspects emerged based on Gibbons et al’s (1994) conception of mode 1 and mode 2 knowledge, where ‘mode 1’ knowledge which is academic/theoretical, sequential knowledge, organised by disciplinary boundaries and where ‘mode 2’ knowledge is situated, messy, problem-based and trans-disciplinary. The model highlights three key areas for professionals to consider: 1. theoretical knowledge (mode 2 academic ideas, principles, theories), 2. critical reflection (questioning for new insight), and 3. the workplace (activity in it, as a location/space focus). We have identified that learners place a high value on the model to structure own thinking and to help them articulate and structure the assessments. For them, it clearly distinguishes three important elements to pay attention to, and for facilitators, it provides an easier and more efficient way to enable learners to engage in this mode of learning and assessment.en
dc.language.isoenen
dc.relation.urlhttp://www.derby.ac.uk/corporate/news-and-events/work-based-learning-futures-v-conference-2011en
dc.subjectwork based learningen
dc.subjectteachingen
dc.titleFacilitating situated learning: A 'mode 2' pedagogical modelen
dc.typeMeetings and Proceedingsen
dc.contributor.departmentUniversity of Chesteren
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