Prof. Dr. Petra Grell

Doing (qualitative) social research … The research process Theoretical Paradigms and Perspectives The Researcher as a Multicultural Subject The Art, Practices and Politics of Interpretation and Presentation Methods of Data Collection and Analysis Research Strategies

… is not only about asking questions, it’s about making decisions: Reflecting the relationship between theory and research topic Choosing a certain perspective (and reflecting its limitations) Doing (qualitative) social research …

… is not only about asking questions, it’s about making decisions:

Reflecting the relationship between theory and research topic

Choosing a certain perspective (and reflecting its limitations)

What is meant to be a (relevant) part of the phenomenon depends on the theory The learning objects and their meaning to the learner? The learner’s interests in his/her life? Is learning a predictable outcome of a teaching process? Is learning an independent and non-predictable process? Implicit assumptions and their implications to the results. Reflecting the relationship between theory and research topic

What is meant to be a (relevant) part of the phenomenon depends on the theory

The learning objects and their meaning to the learner?

The learner’s interests in his/her life?

Is learning a predictable outcome of a teaching process?

Is learning an independent and non-predictable process?

Implicit assumptions and their implications to the results.

Results depend on the perspective you choose for a research Perspectives Capturing the individual’s point of view Learner Teacher Describing the social world/everyday life Rich descriptions In-depth-Analysis Triangulation or: reflection of limitations Choosing a certain perspective

Results depend on the perspective you choose for a research

Perspectives

Capturing the individual’s point of view

Learner

Teacher

Describing the social world/everyday life

Rich descriptions

In-depth-Analysis

Triangulation or: reflection of limitations

Subject-scientific learning theory (1) Subject’s standpoint Subject-scientific learning theory (Holzkamp) focuses on the learners, especially their fundamental reasons to learn in close connection to their capacity to act. “ Learning always occurs if the subject encounters obstacles or resistance in carrying out his normal activities.” (Holzkamp 2004, p. 29, translated by: A. Grotlüschen 2005)

Subject’s standpoint

Subject-scientific learning theory (Holzkamp) focuses on the learners, especially their fundamental reasons to learn in close connection to their capacity to act.

“ Learning always occurs if the subject encounters obstacles or resistance in carrying out his normal activities.” (Holzkamp 2004, p. 29, translated by: A. Grotlüschen 2005)

Subject-scientific learning theory (2) Holzkamp criticizes the prevalent idea that learning is initiated by a third party. (If something is taught, learning emerges.) Holzkamp calls this the “teaching-learning short circuit”.

Holzkamp criticizes the prevalent idea that learning is initiated by a third party. (If something is taught, learning emerges.)

Holzkamp calls this the “teaching-learning short circuit”.

Subject-scientific learning theory (3) Core concepts Defensive learning “If I learn defensively, I only do so because I see a threat to my existing world and can react in no other way than by learning.” (Grotlüschen 2005 p. 16) “to prevent teachers from imposing punish-ments, to satisfy them, i.e. to demonstrate or even give a semblance of learning’” (Holzkamp, 2004, p. 30) . Expansive learning Enlarging useful capacities/abilities to overcome significant obstacles and to act and participate in my world. (It’s based on action problems.)

Core concepts

Defensive learning “If I learn defensively, I only do so because I see a threat to my existing world and can react in no other way than by learning.” (Grotlüschen 2005 p. 16) “to prevent teachers from imposing punish-ments, to satisfy them, i.e. to demonstrate or even give a semblance of learning’” (Holzkamp, 2004, p. 30) .

Expansive learning Enlarging useful capacities/abilities to overcome significant obstacles and to act and participate in my world. (It’s based on action problems.)

Differences Learner‘s standpoint No teaching-learning short circuit Defensive learning Expansive learning Observer’s standpoint Teaching and learning outcome Research on teaching tools, communication tools, cooperation tools No awareness for the topic of learning and its meaning to the learner Subject-scientific learning theory Prevalent eLearning Research

Learner‘s standpoint

No teaching-learning short circuit

Defensive learning

Expansive learning

Observer’s standpoint

Teaching and learning outcome

Research on teaching tools, communication tools, cooperation tools

No awareness for the topic of learning and its meaning to the learner

Subject-scientific learning theory

Prevalent eLearning Research

Curriculum > > Teaching environment > > Tasks and topics are given to learners (learners have to be motivated to get involved) > > Learning is supposed to emerge > > Tools to facilitate teaching or communication or cooperation > > Testing the learning outcome Person > > encounters obstacles in carrying out his normal activities > > if it’s significant and can’t be solved he/she starts a learning loop > > expansive learning to enlarge abilities to act and participate (or defensive learning to ward off a threat) Subject-scientific learning theory Prevalent eLearning Research

Curriculum >

> Teaching environment >

> Tasks and topics are given to learners (learners have to be motivated to get involved) >

> Learning is supposed to emerge >

> Tools to facilitate teaching or communication or cooperation >

> Testing the learning outcome

Person >

> encounters obstacles in carrying out his normal activities >

> if it’s significant and can’t be solved he/she starts a learning loop >

> expansive learning to enlarge abilities to act and participate

(or defensive learning to ward off a threat)

Subject-scientific learning theory

Prevalent eLearning Research

Research with subject-scientific learning theory on eLearning - New Learning Culture A. Grotlüschen (2002) Resisting to learn with eLearning eLearning in continuing vocational training P. Grell (2005) Resisting to learn in a new learning culture Research workshop on learning, adult education (2008) Resisting to implement a new learning culture

A. Grotlüschen (2002) Resisting to learn with eLearning

eLearning in continuing vocational training

P. Grell (2005) Resisting to learn in a new learning culture

Research workshop on learning, adult education

(2008) Resisting to implement a new learning culture

Expansive Learning? Learners resist to be fitted into a (“self-regulated”) teaching environment and to learn the given topics. Their decision to resist is meaningful from their subjective viewpoint. One type of acting: to show more or less opponent behavior against teachers, who are able to impose sanctions, and to learn significant subjects from each other in hidden spaces. (Grell 2005)

Learners resist to be fitted into a (“self-regulated”) teaching environment and to learn the given topics. Their decision to resist is meaningful from their subjective viewpoint.

One type of acting: to show more or less opponent behavior against teachers, who are able to impose sanctions, and to learn significant subjects from each other in hidden spaces. (Grell 2005)

Grell Grotlüschen 200X New Learning Culture (including eLearning)

Grotlüschen 200X

Grell 2005 „ Learners have a lot of problems. They are rude” „ Teachers are incompetent and not respectful“ New Learning Culture (including eLearning)

Grell 2008 „ Researches / Experts can’t help us …” „ Teacher have problems to understand …” New Learning Culture (including eLearning)

Benefits and Limitations Paradigmatic shift: learner’s standpoint: Is it meaningful to the learner? Understanding the whole and complex phenomenon One perspective (no triangulation) Focus on intended learning, no incidental learning Far-reaching consequences for any planning of teaching

Paradigmatic shift: learner’s standpoint: Is it meaningful to the learner?

Understanding the whole and complex phenomenon

One perspective (no triangulation)

Focus on intended learning, no incidental learning

Far-reaching consequences for any planning of teaching

Statement for discussion The well-known shift from teaching to learning hasn’t come that far. Research about eLearning isn’t focused on the learner and his/her interests. eLearning with no focus on the learner’s learning interests leads to (non-effective) defensive learning.

The well-known shift from teaching to learning hasn’t come that far. Research about eLearning isn’t focused on the learner and his/her interests.

eLearning with no focus on the learner’s learning interests leads to (non-effective) defensive learning.

References Barre, K; Greb, U; Hoops, W; Grell, P (2008): Innovationsbereitschaft unter Praxisdruck. In: Berufs- und Wirtschaftspädagogik Online Bwpat Spezial 4 Denzin, N; Lincoln, Y (Eds) (2000): Handbook of Qualitative Research. Second Edition. Sage Publications. Faulstich, P; Ludwig, J (Eds.) (2004): Expansives Lernen. Baltmannsweiler: Schneider Hohengehren. Flick, U (1995): Stationen des qualitativen Forschungsprozesses. In: Flick, U. et al (Eds.): Handbuch qualitative Sozialforschung. 2.nd Ed. Weinheim. p. 147–173. Grell, P (2005) Forschende Lernwerkstatt. Münster: Waxmann. Grotlüschen, A (2002): Widerständiges im Web. Virtuell selbstbestimmt? Münster: Waxmann. Grotlüschen, A (2005): Expansive Learning. Benefits and limitations of subject-scientific learning theory. In European Journal Vocational Training III/2005, Nr. 36/, S. 15-20. Holzkamp, K (1993): Lernen. Subjektwissenschaftliche Grundlegung. Frankfurt a.M.: Campus. Holzkamp, K (2004): Wider den Lehr-Lern-Kurzschluß. Interview. Erschienen in Faulstich/Ludwig 2004, p. 29-38. [email_address] Prof. Dr. Petra Grell

Barre, K; Greb, U; Hoops, W; Grell, P (2008): Innovationsbereitschaft unter Praxisdruck. In: Berufs- und Wirtschaftspädagogik Online Bwpat Spezial 4

Denzin, N; Lincoln, Y (Eds) (2000): Handbook of Qualitative Research. Second Edition. Sage Publications.

Faulstich, P; Ludwig, J (Eds.) (2004): Expansives Lernen. Baltmannsweiler: Schneider Hohengehren.

Flick, U (1995): Stationen des qualitativen Forschungsprozesses. In: Flick, U. et al (Eds.): Handbuch qualitative Sozialforschung. 2.nd Ed. Weinheim. p. 147–173.

Grell, P (2005) Forschende Lernwerkstatt. Münster: Waxmann.

Grotlüschen, A (2002): Widerständiges im Web. Virtuell selbstbestimmt? Münster: Waxmann.

Grotlüschen, A (2005): Expansive Learning. Benefits and limitations of subject-scientific learning theory. In European Journal Vocational Training III/2005, Nr. 36/, S. 15-20.

Holzkamp, K (1993): Lernen. Subjektwissenschaftliche Grundlegung. Frankfurt a.M.: Campus.

Holzkamp, K (2004): Wider den Lehr-Lern-Kurzschluß. Interview. Erschienen in Faulstich/Ludwig 2004, p. 29-38.