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IDIBL_project_China.ppt (IDIBL)

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IDIBL_project_China.ppt (IDIBL)

  1. 1. <ul><li>Stephen Powell, Mark Johnson and Richard Millwood </li></ul><ul><li> </li></ul>Institute for Educational Cybernetics
  2. 2. The plan <ul><li>Remit at the University of Bolton includes: </li></ul><ul><li>Validate an 'open framework' of modules </li></ul><ul><li>Develop and deliver a Masters course </li></ul><ul><li>Work with colleagues at Bolton </li></ul><ul><li>Consultancy in course design and validation </li></ul><ul><li>Support Bolton learning & teaching initiatives </li></ul><ul><li>Designing, undertaking & collaborating on pedagogical research </li></ul><ul><li>Conference and seminar presentations </li></ul>
  3. 3. Themes & Partnership Institute for Educational Cybernetics Every Child Matters Bolton Community College University of Bolton Arts, Media and Education PGCE HE Teaching & Learning Fellows NTFS project Professional Development University of Bolton Educational Develpment Unit Greater Manchester Strategic Alliance Regeneration Sector Development Group Bolton at Home Oldham New East Manchester Regeneration University of Bolton Built Environment & Engineering
  4. 4. Framework
  5. 5. The offer to students <ul><li>The course is built around person’s ‘work’ </li></ul><ul><li>The aim is to improve the workplace and life for others </li></ul><ul><li>Learn to apply some research and rigour </li></ul><ul><li>Build on expertise and on that of fellow students </li></ul><ul><li>Online learning environment is a palpable and extensive one </li></ul><ul><li>No longer alone but will join a community of like-minded improvers and make friends </li></ul>
  6. 6. Inquiry-based learning Cycles of action inquiry (learning in action, potential for change in action) Double loop learning (learning on action, potential for changing norms ) Plan Do Plan Do Review Review Identify opportunity for improvement and check what is known Exhibit findings and evaluate impact Reflection on process Reflection on norms Based on Argyris, Schön
  7. 7. New rôles Institutions Practitioners Analysis & insight -theoretical models Global data Methodology of action research Case studies from a range of sectors Facilitation of community Learning guidance Assessment of progress Overview of research Motivation to improve Action enquiry Communication of results to stakeholders Local data Evaluation of experience Testing of theories Personal experiences Contribution to community Authority shared? Authority of process and overview Authority of practice and context
  8. 8. <ul><li>Comfortable with innovation as an innovator </li></ul><ul><li>A contributor to knowledge </li></ul><ul><li>Confident be a critical questioner </li></ul><ul><li>An initiator of proposals </li></ul><ul><li>A competent exploiter of emerging technologies </li></ul>Students to become mature professional practitioners
  9. 9. Organisational improvement Higher Education funding body University Employer organisation Student Negotiation about student numbers One-size-fits-all content curriculum agreed Learning ‘diet’ delivered Learning individually & frequently re-negotiated to meet needs of student and employer Personal development planning and organisational improvement planning Personal development planning Student Process curriculum designed Traditional work-based learning Improvement assured
  10. 10. <ul><li>Stephen Powell </li></ul><ul><li>Mark Johnson </li></ul><ul><li>Richard Millwood </li></ul><ul><li> </li></ul>
  11. 11. Back to IEC