omg: it’s us not them researching a new model of independent learning positioning in education dr...
TRANSCRIPT
OMG: It’s us not them
Researching a New Model of Independent Learning Positioning in Education
Dr Jane Bulkeley and John Luker
Demand Model of University
Education
I’m paying your
wages
I wantI payI get
This is what you
are paid to do.
It’s you not me!
Yes, but what is it that you want?
University as an Ethos
• Academics as:
• Customer service staff;
• Teachers;
• Facilitators;
• Guardians;
• or Learners?
Academic Culture• Academics set the joining
standards;
• Academics set the membership rules;
• Students do not change the rules once they have joined just because they have paid the entry fee;
• If students break the rules, they break the university culture and ethos.
Lifelong Learning• School versus University;
• Both part of the lifelong learning sector;
• Both claim to develop a culture of independent learning;
• School largely remains a culture of dependency;
• Growing expectation of Edutainment to engage learners for all age groups.
Change - a leap of faith
• Change the mind-set: The Customerisation Virus
• Education is for all, but not all can achieve in University;
• Some are not ready yet, some will fail now;
• Customerisation is a virus and if universities do not stop the spread now it will become endemic
• Change the mind-set to a culture of mutual trust;
• Confidence to engage in learning as against teaching;
• Confidence of senior leaders to challenge the paradigm.
Joining Up - Joining In• Proposal:
• That University more like a gym than McDonalds;
• University staff in all roles free to challenge the concept of a customer focus that is to the detriment of the independent learners and a University ethos?
• Change Assumptions:
• A university provides the culture, ethos, facilities and expertise to train the mind;
• Paying the membership fee does not guarantee success;
• Membership comes with privileges;
• It also comes with the responsibility to apply effort in order to gain success.
Whose module is
it anyway?
OMG: It’s ours not theirs
It is the process not the product
The RemedyWe are responsible for letting the noise take over - stop
Take care of ourselves
Nurture the academic trying to get out
Know when tosay No
Looking for our own inner
change
It is OK to do nothing sometimes
Do not let workload become an excuse for not doing your own research
If all we feel is relief that it is over, how do the students feel?
It’s too hard
How many words?
Can I see onethat’s been done
before?
Will you proofread my work?
Will you show mehow to start?
You haven’texplained this
very well
You are a24/7 service
By not holding the students’ hands we force independence and foster deeper
thinkingOur vision: Individuals changing and growing intellectually
Students will leave their mark on us, positively
Adaptive ActionCollaborativeParticipative
Reciprocal
Change the Mindset
I want to be proud of my
own achievement
Changing the underpinning
philosophy to let the learners learn
Promote and provide
opportunities
Resist the desire to prescribe
It needs to be them and not us
I wantto learn for myself
What could it look like if we are prepared to change?
Bibliography
Astore, W. (2011), ‘What Does "Student-Centered" Learning Really Mean?’. Huff Post Education Blog. Available from
http://www.huffingtonpost.com/william-astore/what-does-studentcentered_b_948403.html [Electronically accessed 20th
August, 2012.]
Attard, A., Di Iorio, E., Geven, K., & Santa, R. (2011,. Student Centred Learning Toolkit. European Students' Union.
Available from http://www.esu-online.org/resources/6068/Student-Centred-Learning-Toolkit/ [Electronically accessed 20th
August, 2012.]
Barr, R., & Tagg, J. (1995), ‘From Teaching to Learning - A New Paradigm for Undergraduate Education’, Change , Vol. 27,
No.6, pp.13-25.
Bassett, P. and Bulkeley, J. (2007), ‘The role of the Children’s University in developing thinking skills, citizenship and community
awareness’, Prospero: A Journal of New Thinking in Education, Vol. 13, No. 1, pp.20-28.
Biggs, J. (2003), Teaching for Quality Learning at University (Second Edition). Maidenhead: Open University Press.
Browne, J. (2010), Securing a Sustainable Future for Higher Education. London: United Kingdom Government.
Bulkeley, J. A. (2013), The Children and Young People’s University Cymru: A critical evaluation of its contribution to the education of
children in Wrexham. PhD. Wrexham: Glyndŵr University.
Costello, P.J.M. (2011), Effective Action Research: Developing Reflective Thinking and Practice. Second Edition. London: Continuum.
Creswell, J.W. and Plano Clark, V.L. (2011), Designing and Conducting Mixed Methods Research. Second Edition. Thousand Oaks, CA:
Sage Publications Inc.
Bibliography
Dearing, Lord (1997), Summary Report: The National Committee of Inquiry into Higher Education. Available from https
://bei.leeds.ac.uk/Partners/NCIHE/ [Electronically accessed 12th August, 2010.]
Donnelly, R. (2008), ‘Lecturers' self-perception of change in their teaching approaches: reflections on a quality stydy’,
Educational Research , Vol. 50 No.3, pp. 207-222.
Elias, M.J. and Arnold H. (eds) (2006), The Educator’s Guide to Emotional Intelligence and Academic Achievement: Social and Emotional
Learning in the Classroom. London: Sage Publications Ltd.
Gray, D.E. (2009), Doing Research in the Real World. London: Sage Publications Ltd.
Lea, S., Stephenson, D., and Troy, J. (2003), ‘Higher Educations Students' Attitudes to Student-centred Learning: beyond
'educational bulimia?’, Studies in Higher Education , Vol.28 No.3, pp.321-333.
O'Neill, G., and McMahon, T. (2005), ‘Student-centred learning: What does it mean for students and lecturers?’ All Ireland
Society for Higher Education. Available from http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html
[Electronically accessed 12th January, 2012.]
Struyven, K., Dochy, F., and Janssens, S. (2010), 'Teach as you preach': the effects of student-centred versus lecture-based
teaching on student teachers' approaches to teaching. European Journal of Teacher Education , Vol. 33, No.1, pp. 43-64.
Thumpston, G. and Whitehead, M. (1994), ‘The impact of testing at key stage 1: some early research evidence’, in Blenkin, G.M. and Kelly,
A.V. (eds), The National Curriculum and Early Learning: An Evaluation, pp.88-109. London: Paul Chapman Publishing Ltd