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  1. 1. Shared Thinking as a Community Model of Induction & Transition: Applications of Whole-Group Enquiry Nicholas Bowskill (Education) Brindley (Education), Q. Cutts (Computing Science) V. Lally (Education), S.Draper (Psychology). University of Glasgow, Scotland . Global Learn 2010 Conference , May, 17-20, 2010. Penang, Malaysia
  2. 2. University of Glasgow, Scotland <ul><li>Founded 1451 (medieval university) </li></ul><ul><li>550+ years old </li></ul><ul><li>4 th oldest in the UK </li></ul><ul><li>In the World Top 100 Universities </li></ul><ul><li>6 Nobel Laureates </li></ul><ul><li>2 Prime Ministers </li></ul><ul><li>Just a few of the respected thinkers associated with our University are: </li></ul><ul><li>‘ the father of economics’, Adam Smith </li></ul><ul><li>Scotland’s inaugural First Minister, Donald Dewar; and </li></ul><ul><li>eminent scientist, Lord Kelvin. (Kelvin and temperature measurement) </li></ul><ul><li>antiseptic surgery pioneer, Joseph Lister </li></ul>
  3. 3. Whole-Group Enquiry/Inquiry <ul><li>Origins of technology-supported WHE </li></ul><ul><ul><li>Mathematics (Stroup, Ares, Hurford, Hegedus, Kaput et al) </li></ul></ul><ul><ul><li>Shared Thinking across all subject areas </li></ul></ul><ul><li>Pedagogical innovation </li></ul><ul><ul><li>Working as a whole group </li></ul></ul><ul><ul><li>The whole group as a resource for learning </li></ul></ul><ul><li>Methodological Innovation </li></ul><ul><ul><li>Researching collective experience/views </li></ul></ul><ul><ul><li>Relative to other representations </li></ul></ul><ul><li>Applications </li></ul><ul><ul><li>Induction </li></ul></ul><ul><ul><li>Transition </li></ul></ul><ul><ul><li>Learning Communities </li></ul></ul><ul><ul><li>Curriculum Representations and Learning Designs/Patterns (Goodyear, 2005, Conole, 2008) </li></ul></ul><ul><ul><li>Social Network Analysis </li></ul></ul><ul><ul><li>Networked Learninig online and in classrooms </li></ul></ul><ul><ul><li>Student Experience/First Year Experience </li></ul></ul>
  4. 4. Research Thesis <ul><li>If students can be supported to collaboratively construct a public view of their collective thinking, from reflective dialogue, then this will create new pedagogical and methodological possibilities for development and research </li></ul><ul><li>Shared Thinking is the process by which this might be achieved using a generative discussion protocol supported by network-based classroom technologies </li></ul>
  5. 5. Shared Thinking (ST) <ul><li>Inter-disciplinary PhD project </li></ul><ul><ul><li>Education, Psychology & Computing Science </li></ul></ul><ul><ul><li>Kelvin-Smith Scholarship funding </li></ul></ul><ul><li>About Group-Oriented Enquiry Based Learning (EBL/IBL) with EVS </li></ul><ul><ul><li>Learning using the group as a resource: </li></ul></ul><ul><ul><ul><li>FOR COGNITIVE DEVELOPMENT </li></ul></ul></ul><ul><ul><ul><li>FOR SITUATIVE DEVELOPMENT </li></ul></ul></ul><ul><li>Methodology = 5 case studies </li></ul><ul><li>Research Design </li></ul><ul><ul><li>New & Old Universities </li></ul></ul><ul><ul><li>Different countries </li></ul></ul><ul><ul><li>1 st , 2 nd and Final Year students </li></ul></ul><ul><ul><li>Support Staff at a Conference </li></ul></ul><ul><ul><li>Teaching Staff in an academic department </li></ul></ul><ul><ul><li>Science and Social Sciences </li></ul></ul><ul><ul><li>Induction, Transition and Placement Review </li></ul></ul><ul><ul><li>Staff CPD </li></ul></ul>Web site: http://www.sharedthinking.info
  6. 6. Research Methods: Action Research & Cooperative Inquiry (Heron & Reason, 2001) <ul><li>Cooperative Inquiry </li></ul><ul><li>Research is usually thought of as something done by people in universities and research institutes. There is a researcher who has all the ideas, and who then studies other people by observing them, asking them questions, or by designing experiments. The trouble with this kind of way of doing research is that there is often very little connection between the researcher's thinking and the concerns and experiences of the people who are actually involved. People are treated as passive subjects rather than as active agents. We believe that good research is research conducted with people rather than on people. We believe that ordinary people are quite capable of developing their own ideas and can work together in a co-operative inquiry group to see if these ideas make sense of their world and work in practice. (Heron & Reason, 2001) </li></ul>
  7. 7. Shared Thinking Recipe <ul><li>Basic ST Recipe </li></ul><ul><li>Individual Writes concerns </li></ul><ul><li>Small Group Discussion </li></ul><ul><li>List Construction </li></ul><ul><li>Voting </li></ul><ul><li>Whole-Group View </li></ul><ul><li>Response of others </li></ul>
  8. 8. Shared Thinking Structure for Induction/Transition <ul><li>Basic ST Structure (n = 30-40) </li></ul><ul><li>2nd year students reflecting upon their own concerns on entering the university and current concerns. (n=27) </li></ul><ul><li>1st year students (n=37) reflecting upon their current concerns on entering the university </li></ul><ul><li>Volunteers from the 2nd year group hosting a cross-year session to mentor a sub-set of the 1st years. </li></ul>
  9. 9. Whole-Group View <ul><li>Cognitive </li></ul><ul><li>“ I felt that as a first year these kinds of sessions would have really benefitted me both throughout first year and starting second year.” </li></ul><ul><li>“ It was really useful to me to see how we could help the 1st years and that they wanted it but also as a 2nd year to remind me of what I can do to help guide my learning.” </li></ul><ul><li>“ From a mentor point of view, it was really useful to see what people actually thought would be useful and where the groups were to aid our answers.” </li></ul><ul><li>Situative </li></ul><ul><li>“ After speaking to the first year students I feel further sessions would help groups to integrate and give some comfort to year 1 students.” </li></ul><ul><li>“ It is beneficial to both year 1 and year 2 students as it also helped year 2 students realize that were were not the only ones with the same fears at the beginning of the first year and helped everyone communicate their anxieties.” </li></ul><ul><li>“ It is interesting to hear other people in the same situation having the same opinions and issues.” </li></ul><ul><li>“ I realized other people had the same concerns and apprehensions as I did.” </li></ul>
  10. 10. Outcomes of Induction as Whole-Group Enquiry <ul><li>Rarity & Value of Conversations </li></ul><ul><li>“ It was good we were able to discuss things with ourselves.” </li></ul><ul><li>“ I hadn’t discussed such things with any of them before so it was nice to finally talk about it.” [Year 2 student] </li></ul><ul><li>“ It would be beneficial to converse in groups more often to gain help from other people.” </li></ul><ul><li>Whole-Group Enquiry (from a different induction case study) </li></ul><ul><li>“ It was like questioning ‘What is this for?’ What is that about? And going into more depth” [L1 Female Student] </li></ul><ul><li>“ done with us not for us” [L1 Male Student] </li></ul><ul><li>It was presented like ‘What did you learn about it?’[L1 International Male Student] </li></ul><ul><li>“ Otherwise you think ‘well this is for other people’” [L2 Male Student] </li></ul>
  11. 11. New Methodologies: Collective Experience over Time
  12. 12. The Shared Thinking Model
  13. 13. Any questions or comments? <ul><li>Web site for Shared Thinking </li></ul><ul><ul><li>http://www.sharedthinking.info </li></ul></ul>

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