The global Paleyian university

For this case borrow the internet further so that offices, classrooms, or the university can be retrofitted. Not rebuilt from scratch, but respecting the infrastructure that is already in place.  (source)

Instead of a retrofit, this design sketch promotes inversion or turning inside out or perhaps gastrulation. (In the embryological process of gastrulation the initial ball of cells invaginates so that some of the outside is now inside and that new inside is in interaction with the outside, creating a new interactions.)  Unpacking that picture, we have three steps:  Read more of this post

Advertisements

Educational Association, a proposal from 1985

Found in the basement archives:

Read more of this post

Comparing graduation in 6 years is a way to penalize colleges that serve students with lower average SES & SATs

A. Two colleges; one has retention rate 90% of the other. After 4 years, the graduation rate of the lower-retention college will be 66% of the other. 66% looks much worse than 90%.

B. Retention rate is easy to calculate, so use this to compare colleges and for any particular college to set a target. Read more of this post

Transformational education — a contrast or tension

A connection between personal transformation and social change has characterized “transformative learning” since Mezirow’s original 1978 formulation of this approach to adult education.  This connection is, as schematized in figure 1, that beliefs, values, ways of thinking, assumptions, frames of reference, or self-awareness are called into question and transformed; the resulting, more critical and inclusive perspectives at the personal level are then applied to promote wider change through education, institutions, policy, and social movements. In my view an additional level, between the personal and social, is important (figure 2): well-organized, sustainable studios or work spaces in which creative projects, collaboration, and reflection on wider engagements are fostered.
Read more of this post

Some thinking on creative and transformative education

A. Tension and provisional response

“After training and experience in their original fields or specialties, many professionals are ready to extend their reach so as to take well-researched and thoughtful roles in teaching and collaborating with others to be creative and transformative in diverse settings…”  (personal notes on creative and transformative education)

“A few years ago an experienced facilitator admonished me not to think too much about how to support the translation into everyday work and life of tools and processes introduced in a workshop setting. The advice was to the effect that tools and processes are taken up only if they are introduced in actual work settings….”  PT, from http://wp.me/p1gwfa-tz

Provisional response to tension:  Read more of this post

“What’s the use of it?” (PBL in graduate education)

Is project-based learning (PBL) in graduate education useful? asked a very productive and engaged researcher and teacher. Some responses and further questions:

1. PBL allows some students to identify paths that they want to follow, in contrast to doing what they think they should be doing (or think that other people think they should be doing). In this sense PBL is a form of “refractive practice” (http://wp.me/p1gwfa-sr), in which we stop and take stock (through reflection, dialogue, and other processes), and thereby

“prepar[e] for any step before proceeding either:

  • from one phase to another,
  • on from an activity or event,
  • into dialogue with others, or
  • at a branch point, when choosing an activity or path to pursue.”

refractivepractice

Recurrent episodes or even creative habits of refractive practice provide opportunities to “not simply continue along previous lines.” PBL is useful to the extent that continuing along previous lines keeps us on paths that, in the end, we are not happy with, or that we would have preferred to have diverged from.

2. PBL courses are a form of “CPR space,” where CPR stands for connecting, probing, and reflecting, which “while keeping in view the realms of critical academic work and participation in social movements, is separate from them” (http://wp.me/p1gwfa-uB). This is useful for the same reasons as in #1.
CPRSpaces

3. The tools and processes used in refractive practice and creating CPR spaces provide models for adoption and adaption into other areas of work and life.

4. The experience of participation and collaboration in PBL courses “buoys participants’ enthusiasm, hope, resolve, and courage for creating change and making transitions in situations that may–at least at first–feel far from the spirit of the [course]” (http://wp.me/p1gwfa-uB).

5. This last claim–or hope–warrants scrutiny. From http://wp.me/p1gwfa-tz:

A few years ago an experienced facilitator admonished me not to think too much about how to support the translation into everyday work and life of tools and processes introduced in a workshop setting. The advice was to the effect that tools and processes are taken up only if they are introduced in actual work settings.

In contrast to dominant theories of innovation and diffusion of innovations,

the default situation [becomes] one in which people are entangled, but open to change through new encounters. Efforts to innovate outside those contexts can be seen as stepping away from entanglements. What do people (such as myself) lose by positioning themselves in that way?

(Contrasting diagrams: conventional, entangled)

Taking Yourself Seriously: Processes of Research and Engagement, now published

Taking Yourself Seriously: Processes of Research and Engagement by Peter Taylor and Jeremy Szteiter is now available.  This is a “field-book of tools and processes to help readers in all fields develop as researchers, writers, and agents of change.”

(For more details and how to purchase: http://bit.ly/TYS2012.
Read more of this post

%d bloggers like this: