NTLTC 2011 - Academic co-creative inquiry


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  • I arrived in 1995 to Aotearoa Bear mountain – no bears there anymore Fish are rarely seen there Deep links and resonances with this land – this is a country of my choice Why? I can contribute to the best of my potential
  • Cooperative inquiry is usually used as an empowering research methodology for participatory transformation and is deeply engaged with the human condition. CI had to be modified as in its original form the teacher should not have the power to unilaterally assess student work. In ACCI assessment is not unilateral, but a teacher has a final say and needs to clearly attend to criteria when assigning a final mark. There are many options in self and peer assessment and how to incorporate it in the final mark
  • On the following slides I will show some sample meta inquiry questions that relate to each of these qualities
  • Reflect on these questions for a moment and tell us which one seems to me very important for your teaching and why?
  • Mihaly Csikszentmihalyi (1996) – flow is the optimal experience which often involves painful, risky, difficult activities that stretches the person’s capacity and involve an element of novelty and discovery and in his research respondents described it as a feeling when things were going well as an almost automatic, effortless, yet highly focused state of consciousness.” (pp 110) Have you got an example of a situation when you and your students experienced the flow?
  • Why are choices important for learning? Does the profession your students are learning for involve making professionally sound choices?
  • How does trust relate to learning? Trust and fear polarity? Reflect on these questions for a moment and tell us which one seems to me very important for your teaching and why? Trust implies respect.
  • Relevance is about meaning. If what students are learning is not perceived as something that will contribute to the quality of their life - they will probably not be engaged.
  • Is integrity teachable? Depends on our beliefs. If we believe that people are a basically good, it is more likely that we’ll have more faith in our students, if we believe that they are here just to give us their money and leave with a piece of paper that may secure them employment, but not with any idea how to do their jobs competently – it is more likely that we will not run our classes with integrity nor encourage any integration of skills, values attitudes and knowledge.
  • The process can be very relaxed and contracts help with boundaries, clarity and a minimum of necessary formality in the learning context. At the same time students are learning about being relible and sticking to their contracts
  • I would like to …. Is a stametement, but it leads towards inquiry
  • NO extension forms needed, students just change their contract but it has to be at least two days before it is due – if not they are marked down for every day of being late – learning about responsible practice The main criterion is coverage of learning outcomes, the additional criteria are listed by students. Peer assessors and lecturers comment on both. Resembles real life
  • I experimented with many ways of doing it and the worst way is asking students to mark their friends work – then they assign an A+ and then try to justify it. The best option which worked fro my classes is asking peer assessors to give feedback on the last draft so the student can still improve it. – worked like magic …..
  • Many versions of doing self and peer assessment. My favourite being Phil Rice’s method – Teacher marks it, gives it back to student with comments and clear criteria but no mark, a student assigns a mark. If discrepancy more than 10 % they talk if not a student gets a higher mark. This process highly depends on the profession a student is learning for.
  • I want to remove myself from it as I don’t’ know anymore what is a person effect and what is the method itself, this is the purpose of the research project I am proposing
  • NTLTC 2011 - Academic co-creative inquiry

    1. 1. What is Academic Co-creative Inquiry? Ksenija Napan, PhD
    2. 2. Mihi mihi <ul><li>Tena kotou katoa </li></ul><ul><li>Tihei Mauri ora! </li></ul><ul><li>Ko Air New Zealand te waka </li></ul><ul><li>Ko Medvednica te maunga </li></ul><ul><li>Ko Sava te awa </li></ul><ul><li>Ko Ngati Pakeha te iwi </li></ul><ul><li>Ko tanagata Tarara te hapu </li></ul><ul><li>Ko Ksenija Napan taku ingoa </li></ul><ul><li>No reira, tena kotou tena kotou tena katoa </li></ul>
    3. 3. What would you like to learn today? <ul><li>Explore how philosophy and principles of Academic Co-Creative inquiry relate to your teaching? </li></ul><ul><li>Learn more about Academic Co-Creative inquiry and why it employs certain teaching methods? </li></ul><ul><li>Something completely different </li></ul>
    4. 4. What is ACCI? <ul><li>An innovative way of teaching and learning inspired by cooperative inquiry </li></ul><ul><li>ACCI is a modification of CI within a hierarchical tertiary education setting </li></ul><ul><li>Through a collaborative process, teachers and students co-create the context and the content for the course and mutually assess its effectiveness </li></ul>
    5. 5. Where has it been applied? <ul><li>Spirituality and Social Practice </li></ul><ul><li>Creative Social Practice </li></ul><ul><li>Symposium Social Work and Spirituality at Interuniversity centre in Dubrovnik </li></ul><ul><li>and in its modified form in Advanced Principles and Theory in Social Work, Professional Practice, Transcultural Social Practice and Reflecting on Practice </li></ul>
    6. 6. Basic qualities that underpin its effectiveness <ul><li>Context </li></ul><ul><li>Flow </li></ul><ul><li>Choice </li></ul><ul><li>Trust </li></ul><ul><li>Relevance </li></ul><ul><li>Integration </li></ul><ul><li>Integrity </li></ul><ul><li>They emerged as being essential but not exclusive. </li></ul><ul><li>The ways they manifested varied from context to context in each attempt to facilitate a course in a co-creative manner. </li></ul>
    7. 7. Questions for academics related to appreciating the context <ul><li>How is this class a safe place? </li></ul><ul><li>Which conscious activities do I undertake to make it a safe place? </li></ul><ul><li>How students contribute to it? </li></ul><ul><li>What students do (or can do) to co-create safety in the classroom? </li></ul><ul><li>How do I convey my passion and interest for the subject I teach? </li></ul><ul><li>Do I know my student’s names? Can I pronounce them well? </li></ul><ul><li>Am I interested in them? </li></ul><ul><li>What are my most common criticisms about my students? </li></ul><ul><li>What are their strengths? </li></ul><ul><li>Which qualities characterise what happens between participants? </li></ul><ul><li>How is my course a generally enjoyable course? Do students appear to be enjoying learning? </li></ul><ul><li>What do I think they like the most about my class? </li></ul><ul><li>What is interesting about it? How is it special? </li></ul><ul><li>What students remember the most at the end of it? How do I know that? </li></ul><ul><li>Which processes contribute to creating a learning community in my classroom? </li></ul><ul><li>How many students do their best? How come? </li></ul><ul><li>What structures are essential for my course to be effective? </li></ul><ul><li>What is negotiable about my course? </li></ul><ul><li>How students contribute to make it their own? </li></ul><ul><li>Is my course challenging enough? Do my students appear to be bored? </li></ul><ul><li>Would I like to be a student in my class? Why or why not? </li></ul>
    8. 8. Questions that relate to the flow <ul><li>Have I ever noticed the flow in my classroom? </li></ul><ul><li>What happened? </li></ul><ul><li>Did anybody else notice it? </li></ul><ul><li>How do I manage and encourage curiosity in the classroom? </li></ul><ul><li>What brainstorm activities do I enjoy? </li></ul><ul><li>What activities my students enjoy the most? </li></ul><ul><li>How do we engender curiosity? </li></ul><ul><li>What is the most interesting part of the subject I teach? </li></ul><ul><li>What excites me? </li></ul><ul><li>When am I most creative? </li></ul><ul><li>How do I express my creativity? </li></ul><ul><li>How do student express their creativity in classroom discussions, assignments and presentations? </li></ul>
    9. 9. Questions related to choices <ul><li>What academic requirements, proposed by my academic institution are non-negotiable? </li></ul><ul><li>What academic requirements, proposed by me and my academic integrity are non-negotiable? </li></ul><ul><li>How is flexibility manifested in my course? </li></ul><ul><li>Which choices do I make to make the course different each year? </li></ul><ul><li>What do I believe about choices in academic work? </li></ul><ul><li>Which choices do students have in terms of process, content and assessment in my course? </li></ul><ul><li>Which part of the course would you like to experiment with in order to create more choices? </li></ul><ul><li>How important are choices for your students’ future profession? </li></ul>
    10. 10. Questions related to trust <ul><li>How is trust manifested in my class? </li></ul><ul><li>Does the content of my course require level of trust between students themselves and between students and lecturers in order to learn better? </li></ul><ul><li>How can trust be ignored in academic environments? </li></ul><ul><li>How can trust between students be encouraged? </li></ul><ul><li>Is there the ‘us and them’ culture within my department? How does it manifest? </li></ul><ul><li>Are students treated as colleagues? Do they need to do something to deserve this status? </li></ul><ul><li>How is respect manifested within my department? How do I do it? How I see my colleagues doing it? Do I notice when students show trust? </li></ul>
    11. 11. Questions related to relevance <ul><li>How will learnings from this course shape my students’ future practice? </li></ul><ul><li>How is the content of my course related to what students do or plan to do? </li></ul><ul><li>How much of my and students’ practice is integrated in the course? </li></ul><ul><li>How often practitioners contribute to my course? </li></ul><ul><li>How is mutual learning promoted – how much students learn from one another? </li></ul><ul><li>What are my students’ special skills and abilities and how do they manifest them in the classroom and in their work environment? </li></ul><ul><li>How are they nurtured? </li></ul><ul><li>Are students aware of the relevance of this course? </li></ul>
    12. 12. Questions that relate to integration and integrity <ul><li>How do I see education having a transformational potential? </li></ul><ul><li>How do I act with integrity and how I teach my students to do so? Is integrity teachable? </li></ul><ul><li>Is the course I teach compatible with my personal beliefs? </li></ul><ul><li>Are beliefs something people should talk about? </li></ul><ul><li>How personal beliefs influence professional practice? </li></ul><ul><li>With whom can I talk when having an ethical dilemma? </li></ul><ul><li>How are the values, skills, knowledge and beliefs integrated? </li></ul><ul><li>How can I manage my power and not impose my beliefs on students? </li></ul>
    13. 13. And these qualities tend to engender <ul><li>Competence </li></ul><ul><li>Coherence </li></ul><ul><li>Responsibility </li></ul><ul><li>Doing one’s best </li></ul><ul><li>More curiosity </li></ul><ul><li>Love for learning </li></ul><ul><li>Cooperation </li></ul><ul><li>Fun and creativity in classroom </li></ul><ul><li>  </li></ul>
    14. 14. Main components of ACCI <ul><li>Learning contracts </li></ul><ul><li>Personalising prescribed learning outcomes and phrasing them in a question or statement form </li></ul><ul><li>Students define resources, obstacles, set assignment dates and marking criteria </li></ul><ul><li>Self and peer assessment </li></ul><ul><li>Co-creation of the course content and process </li></ul><ul><li>A teacher facilitates the process, collates all assessment activities including peer and self assessment and assigns a final mark according to prescribed criteria and students’ criteria </li></ul>
    15. 15. Purpose for Learning contracts <ul><li>Personalisation of prescribed outcomes </li></ul><ul><li>Clarifying resources, obstacles, collaborators and criteria </li></ul><ul><li>Living documents – change over time </li></ul><ul><li>Allowing uniqueness and individual approach to each student </li></ul><ul><li>When assessing, peer and self assessing – return to the learning contract - clarity </li></ul><ul><li>I find them useful, but any similar tool can do a job – as boundaries tend to get blurred in this process, contracts help to retain some </li></ul>
    16. 16. Purpose for personalising prescribed learning outcomes and phrasing them in a question or a statement form <ul><li>When personalised, outcomes make more sense to students </li></ul><ul><li>Prescribed LOs are made for NZQA – usually very dry and academic </li></ul><ul><li>Phrasing them as questions shifts students from a merely receptive mode into an inquiry mode </li></ul><ul><li>Questions can change and the more they change the more relevant they become </li></ul>
    17. 17. Purpose for students defining resources, obstacles, set assignment dates and marking criteria <ul><li>The earlier students start gathering resources, the better for their inquiry – this happens at the beginning of the course </li></ul><ul><li>When obstacles are defined a student is asked to think about strategies to overcome them </li></ul><ul><li>Students set their own deadlines within prescribed academic limits and practice time management </li></ul><ul><li>Prescribed and personal criteria equally important </li></ul>
    18. 18. Purpose for self and peer assessment <ul><li>Promotes collaboration and learning from one another </li></ul><ul><li>Resembles social practice appraisal processes </li></ul><ul><li>Develops reflective practices </li></ul><ul><li>Increases the quality of assignments </li></ul>
    19. 19. Purpose for co-creating the course content and process <ul><li>Engagement </li></ul><ul><li>Ownership </li></ul><ul><li>Student centered </li></ul><ul><li>Learning from differences </li></ul><ul><li>Utilising various strengths in the group </li></ul><ul><li>Each course is different and unique, responsive to each group of students, contemporary and alive </li></ul><ul><li>Sustainability and social justice feature in each course </li></ul>
    20. 20. Purpose for a teacher facilitating the process, collating all assessment activities including peer and self assessment and assigning a final mark according to prescribed criteria and students’ criteria <ul><li>To help students on their learning journey </li></ul><ul><li>Prescribed academic criteria we have to adhere to </li></ul><ul><li>To ensure validity of peer and self assessment </li></ul><ul><li>Because within academic realities it would not be possible to get away without it </li></ul><ul><li>Acknowledges inherent power within hierarchical institutions </li></ul>
    21. 21. Results <ul><li>A co-creative inquiry of this kind resulted in a very high engagement of students, remarkably positive feedback about the course, very high standard of assignments and an increased collaboration between students. </li></ul><ul><li>Peer and self-assessment, especially peer assessment from practitioners in the area of students’ practice, contributed to integration of theory, practice and experience and proved to be useful not only for students but for peer assessors as well. </li></ul><ul><li>Students reported about personal integrity that developed during this process and emphasised the importance of the context of inclusiveness that was co-created where all voices were heard and where a range of alternative views were appreciated and explored for the purpose of learning about respecting difference. </li></ul>
    22. 22. A proposal <ul><li>Choose one course you teach in 2012 </li></ul><ul><li>Meet with the team and set up a project </li></ul><ul><li>Play with these ideas (an enrich the method with more) </li></ul><ul><li>Contextualise it and co-create it with students </li></ul><ul><li>Monthly check-ins with the team and writing brief reflective journal entries on-line </li></ul><ul><li>Evaluate its effectiveness </li></ul><ul><li>Publish a joint paper at the end of 2012 </li></ul><ul><li>Continue developing it if it works </li></ul>
    23. 23. If you want to join me in a research project where you will apply and contextualise this method in 2012 in your own classroom, please e-mail me your expression of interest [email_address] by 22.11.2011.