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Uploaded byRuth Deakin Crick
HTSA research methodology workshop may 22 2013
This document discusses improving student learning outcomes through collaborative improvement efforts. It emphasizes measuring student self-directed learning and using Plan-Do-Study-Act cycles to test improvements on a small scale before expanding. Networks will collaborate by sharing knowledge and testing ideas to achieve measurable improvements in learning at scale over time. The document also references using empirical, analytical, hermeneutical and emancipatory approaches to guide this work.
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HTSA research methodology workshop may 22 2013
- 1. Learning across Transitions Whatevidence do we need? How can we collect it? How can we synthesise it? Learning Together Do StudyAct Plan
- 2. Shared purpose What’s atthe heart of the problem of transitions? What are our shared design principles? What’s our shared methodology for improvement? What is our measurement model?
- 3. Test Fast Fail FastAnd Early Learn And Improve
- 4.
- 5. PLAN Choosing Observing & Describing Generating Questions Uncovering Stories Mapping DO Designing improvementprotocol Try out improvement protocol STUDY Measure change Analyse Results ACT Revise, Refine, Collaborate. Present and Re- develop
- 6. Looking Ahead: learners, leaders,champions Measurable Improvement at Scale Hunches Theories Ideas P D SA P D SA P D SA P D SA Network expansion, implementation under more varied conditions 2014 → full scale, try out, 2013/14 → small scale testing, 2012/13 →
- 7. Hunches Theories Ideas MeasurableSystem Improvement: New Knowledge and Know How
- 8. What are wemeasuring?
- 9. We’re doing something differentfor a purpose What are the student outcomes we are looking for?
- 10.
- 12. Self-directed learning iscomplex Fuzziness Incompleteness Randomness
- 13.
- 14. Empirical Analytical Interests •Based on instrumental values • Technical interest in control • Expressed through strategic rationality • Favours use of numbers • Generalisations • Means end / cause effect approach • Prediction • Reduction
- 15. Hermeneutical Interests • Basedon values of open dialogue • Practical interest in free communication • Expressed in hermeneutical rationality • Interpretive approaches • Qualitative methodologies • Informing judgement • Case studies for explanatory purpose
- 16. Emancipatory Interests • Expressedin emancipatory rationality • Based on values of transformation & empowerment • Interest in freedom from distortion at personal and political levels • Critical social science • Socio-historical & narrative approaches • Action research to improve practice
- 17. we are thenew Renaissance
- 18. THE SCHOOL ASA LEARNING COMMUNITY Leadership Learning Teacher Learning Student Learning School as complex system Three learning processes focused on student learning and achievement
- 19. Evidence Hub for knowledgesharing and harnessing collective intelligence
- 21.
Editor's Notes
- #3 Ask questions to remind group of what we think in response to one and two above.
- #5 The iterative cycles of design, engineering and development Rapid prototypes, test fast, learn fast, and improve At this point, we come back to the idea that it is a system. Even as we focus in on something specfic—how might we teach a particular concept—the idea of an instructional systems. So yes curriculum matters but it sits within a larger frame.
- #12 Invite contributions from teaches about what they would look for as evidence of self directed learning?
- #18 The world is complex…