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Laminations:  Dewey, c onstructivism & professional education Professor Paul Maharg Glasgow Graduate School of Law
s imulations… ,[object Object],[object Object],[object Object],[object Object],[object Object]
authenticity as transactional learning… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
general aims of the SIMPLE platform ,[object Object],[object Object],[object Object],[object Object],[object Object]
what has the SIMPLE project done? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
large-scale implementation in disciplines Discipline Degree programme Institution Architecture BSc (Hons) / March, year 3 Strathclyde U. (1) Management Science BA (Hons), year 1 Strathclyde U. (1) Social Work MA (Hons), year 2/3 Strathclyde U. (1) Law LLB, year 1 Glamorgan U. (1) Law LLB, year 2/3 Stirling U. (2) Law LLB, year 3 Warwick U. (1) Law LLB, year 3 West of England U. (1) Law Diploma in Legal Practice,  p/g Strathclyde U. (6)
k ey tool  –  narrative event diagram ,[object Object],[object Object],[object Object],[object Object]
example of a NED
correspondence file
Ardcalloch directory
map of Ardcalloch
personal injury  negotiation project ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PI project: assessment criteria ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
 
PI project:  (some of) what students learned ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PI project: what students would have done differently… ,[object Object],[object Object]
PI project: what students would have done differently… ,[object Object],[object Object],[object Object],[object Object],[object Object]
PI project: tempo & complexity
PI project: tempo & complexity
 
Plagiarism … ? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],1.  trading zone…?
[object Object],[object Object],[object Object],[object Object],[object Object],2.  rhetorical models…?
[object Object],[object Object],Baudrillard on academic discourse: the rhetoric of despair…
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],rhetorical models & Web 2.0…?
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],summary of the SIMPLE effect on plagiarism…
 
 
 
 
 
 
 
 
 
 
 
[object Object],[object Object],[object Object],[object Object],e valuation of SIMPLE  as a transformative practice
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],l evel 1: student experiences
L evel 1: staff experiences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
level 2: curricular themes   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
level 3: learning, institutions, practices   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
1. there’s no such thing as experiential learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],3. curriculum is technology
5. the institution will change   … ,[object Object],[object Object],[object Object],[object Object],[object Object]
…  to accommodate social, collaborative learning  ,[object Object],[object Object],[object Object],[object Object],[object Object]
SIMPLE project conclusions: simulation environments  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Standard classroom c.1908.  Would you like to learn  about measurement and volume this way?  Thanks to Mike Sharples, http://tinyurl.com/6bzdgx
… o r this way?  (Dewey’s Laboratory School, U. of Chicago, 1901),   http://tinyurl.com/6onvjp
Would you like to learn about history and town  planning this way?
…  o r by building a table-top town for a social life  history project? (Dewey’s Lab School, http://tinyurl.com/59c93q )
Dewey & Thorndike: where extremes meet ,[object Object],[object Object]
E.L. Thorndike John Dewey
John Dewey E.L. Thorndike 1. Philosopher & educationalist Educational psychologist 2. Theoretician and practical implementer Theoretician & experimentalist 3. Interested in the arc between experience & the world Explored the dyadic relationship between mind & the world 4. Pragmatist approach to learning: prior experience, ways of contextual knowing Adopted as precursor of a behaviourist approach to learning: assessment-led; laws of effect, recency, repetition 5. Emphasised learning ecologies Emphasised teaching strategies 6. Followed by: Bruner, Kilpatrick, standards movement, Constructivist tradition Followed by: Watson, Skinner, Gagné, outcomes movement,
[object Object],[object Object],[object Object],[object Object],t ransactions in the world …
[object Object],[object Object]
[object Object],[object Object]
authenticity as transactional learning… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
signature pedagogies  (Lee Shulman) Sullivan, W.M., Colby, A., Wegner, J.W., Bond, L., Shulman, L.S. (2007)  Educating Lawyers.  Preparation for the Profession of Law,  Jossey-Bass, p. 24
Transforming Legal Education: four key themes
f uture directions for SIMPLE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
http://simplecommunity.org
contact details ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Laminations: Dewey, constructivism & professional education

  • 1. Laminations: Dewey, c onstructivism & professional education Professor Paul Maharg Glasgow Graduate School of Law
  • 2.
  • 3.
  • 4.
  • 5.
  • 6. large-scale implementation in disciplines Discipline Degree programme Institution Architecture BSc (Hons) / March, year 3 Strathclyde U. (1) Management Science BA (Hons), year 1 Strathclyde U. (1) Social Work MA (Hons), year 2/3 Strathclyde U. (1) Law LLB, year 1 Glamorgan U. (1) Law LLB, year 2/3 Stirling U. (2) Law LLB, year 3 Warwick U. (1) Law LLB, year 3 West of England U. (1) Law Diploma in Legal Practice, p/g Strathclyde U. (6)
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  • 20. PI project: tempo & complexity
  • 21. PI project: tempo & complexity
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  • 50. Standard classroom c.1908. Would you like to learn about measurement and volume this way? Thanks to Mike Sharples, http://tinyurl.com/6bzdgx
  • 51. … o r this way? (Dewey’s Laboratory School, U. of Chicago, 1901), http://tinyurl.com/6onvjp
  • 52. Would you like to learn about history and town planning this way?
  • 53. … o r by building a table-top town for a social life history project? (Dewey’s Lab School, http://tinyurl.com/59c93q )
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  • 56. John Dewey E.L. Thorndike 1. Philosopher & educationalist Educational psychologist 2. Theoretician and practical implementer Theoretician & experimentalist 3. Interested in the arc between experience & the world Explored the dyadic relationship between mind & the world 4. Pragmatist approach to learning: prior experience, ways of contextual knowing Adopted as precursor of a behaviourist approach to learning: assessment-led; laws of effect, recency, repetition 5. Emphasised learning ecologies Emphasised teaching strategies 6. Followed by: Bruner, Kilpatrick, standards movement, Constructivist tradition Followed by: Watson, Skinner, Gagné, outcomes movement,
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  • 61. signature pedagogies (Lee Shulman) Sullivan, W.M., Colby, A., Wegner, J.W., Bond, L., Shulman, L.S. (2007) Educating Lawyers. Preparation for the Profession of Law, Jossey-Bass, p. 24
  • 62. Transforming Legal Education: four key themes
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