• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Downing J ph_d proposal august 2012

Downing J ph_d proposal august 2012






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Downing J ph_d proposal august 2012 Downing J ph_d proposal august 2012 Presentation Transcript

    • Applied Learning in a Teacher Education Course Doctor of Philosophy Proposal August 2012 Jill Downing Student ID: 31632646
    • Background• Professional• University role• PY10 sector in Tasmania• Bachelor of Education (Applied Learning)• Research opportunity
    • Research problem• Non-traditional students• Require an applied, authentic learning environment• Lack of theoretically grounded principles to guide course design, development and delivery• Development of draft principles to guide the course
    • Research questions• In what ways do design principles of applied learning support the development of course curriculum?• In what ways do students engage with authentic, applied learning tasks?• How do students respond to a course of units designed using applied learning principles?
    • Research approach• Design research• Will involve the students, teaching staff, wider education/research community• 3 iterations over 3 semesters (2013-2014)• Will inform other teacher education courses and potentially other University courses Figure 2: Iterative phases of design-based research (Reeves, 2006, p. 59)
    • Overview of the theoretical framework guiding the draft principles of applied learning
    • Draft design principles of Applied Learning1. Provide authentic contexts and applied learning activities that connect theory with practice2. Recognise the lived experience of students3. Provide opportunities for meaningful, collaborative construction of knowledge within the learning community4. Encourage the development of a reflective, professional identity through collegial interactions in a variety of settings5. Provide authentic assessment tasks that reflect the way the knowledge will be used in real work settings6. Encourage student ownership of learning and increasing professional autonomy
    • Participants• Cohort A: New students in 2013 – EAL102 in S1, 2013 – EAL110 in S2, 2013 – EAL202 in S1, 2014• Cohort B: Continuing students in 2013 – EAL202 in S1, 2013 (useful corroborating or disconfirming data)• Cohort C: New students in 2014 – EAL102 in S1, 2014 (useful corroborating or disconfirming data• Plus teaching staff
    • Data collection• Focus group discussions with participants• Semi-structured interviews with participants• Unit communications• Unit artefacts• Electronic surveys• Interview with unit lecturer
    • Ethical considerations• Researcher as participant – Teaching and assessing role – Potential to compromise the voluntary character of participants’ decisions• Steps to overcome include: – independent person to recruit and advise participants – Focus groups and interviews only after results are finalised – Anonymous electronic surveys
    • Questions