The document discusses academic integrity and identity formation of students. It argues that learning is a social process that involves negotiating ways of participating in academic communities and negotiating one's identity through that participation. This negotiation is how students develop agency and legitimacy. It also discusses the idea of a "third space" where students can merge knowledge from their personal lives and experiences with formal academic discourses to form new understandings.

1. Integrity and Identity the Academic and the Student.
A Learning Development perspective on good
academic practice
http://www.beds.ac.uk/__data/assets/pdf_file/0007/257569/Guest-editorial.pdf
John Hilsdon
Plymouth University

2. Identity and Values
Learning Development
• Academic literacies
• Students as partners in learning, research and
knowledge production
Identities of participation
Academic integrity • Social practices
• Legitimacy conferred by participation /
engagement
John Hilsdon, Plymouth
University 2013

3. Identities of participation
… in practice
“Practice entails the negotiation of ways of being a
person in that context […] In this sense, the formation
of a community of practice is also the negotiation of
identities.‟ (Wenger 1998 p.149)
“It is a mistaken dichotomy to wonder whether the
unit of analysis of identity should be the community or
the person. The focus must be on the process of their
mutual constitution.”(Wenger, 1998, p.146)
John Hilsdon, Plymouth
University 2013

4. Identities of participation
… in practice
“… learning is characterised by activity that
specifically changes who we are by changing our
ability to participate, to negotiate meaning - and
this ability is configured socially with respect to
practices, communities and economies of
meaning where it shapes our identities” (Wenger,
1998, p. 226)
John Hilsdon, Plymouth
University 2013

5. The challenge ….
“The challenge remains for us to ensure that students
have greater agency in curricular discourse. Then
perhaps we can move towards a vision of shared
curriculum planning that is not a radical new
proposition, but rather one which Dewey posed back
in the early 20th Century, but which has not yet been
substantively addressed in higher education”.
(Bovill and Bulley, 2011)
John Hilsdon, Plymouth
University 2013

6. Third Space ….
“ … integration of knowledges and discourses drawn
from different spaces - the construction of “third
space” that merges the “first space” of people‟s
home, community, and peer networks (often
marginalized) with the “second space” of the
discourses they encounter in more formalized
institutions such as work, school … space which is
privileged or dominant in social interaction, these
spaces can be reconstructed to form a third, different
or alternative, space …” (Moje et al, 2004 p.41)
John Hilsdon, Plymouth
University 2013

7. What now?
Remember then: there is only
one time that is important - now!
It is the most important time
because it is the only time when
we have any power.
Leo Tolstoy "Three Questions"
John Hilsdon, Plymouth
University 2013

8. Is Three Really a Magic Number?
Triads for learning …
 This session will offer participants the opportunity to
experiment with the use of a structured group activity
called 'triads', which involves participants working in
groups of three. The exercise involves an explicit focus
on three roles, which each participant will occupy in turn.
These roles are: 'speaker', 'listener' and 'observer'. We
will consider the potential of the activity for both
supporting „active learning‟ and more specifically for
peer-support to make best use of classroom time for
effective and authentic participation in learning.
John Hilsdon, Plymouth
University 2013

9. Keeping it Real!
Paraphrasing Dewey (1938):
•
we learn what we do
•
it is essential to have a ‘real’
question
John Hilsdon, Plymouth
University 2013

10. Real Live Learning!
who
I
John Hilsdon, Plymouth
University 2013
am

11. What is learning?
 ... … participation in a meaningful activity
leading to a change in identity (Wenger,
1998)
 ... and a transformatory experience?
 (Fuller et al, 2007)
John Hilsdon, Plymouth
University 2013

12. Triads
observer
speaker
listener
John Hilsdon, Plymouth University
2013

13. Speaker rôle
• express relevant content / view /
understanding
• offer clarification / reformulate
• seek feedback
John Hilsdon, Plymouth University
2013

14. Listener rôle
• give full attention
• check understanding / seek
clarification
• give feedback
John Hilsdon, Plymouth University
2013

15. Observer rôle
• facilitate overall process (e.g.
timekeeping; feedback)
• make notes of significant points /
connections (N.B. legibly – to give
to speaker!)
• offer further questions, insights or
suggestions after listener‟s
feedback
John Hilsdon, Plymouth University
2013

16. Triad work: suggested model
1) allocate rôles
2) speaker/listener carry out timed task
3) observer facilitates feedback and debrief:
asks speaker to comment on
experience
asks listener to comment on
experience
offers own comments / shares notes and
chance for final feedback from others
John Hilsdon, Plymouth University
2013

17. References
Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum
design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18)
Oxford: The Oxford Centre for Staff and Educational Development, p176-188.
Dewey, J. (1938) Experience and Education. New York: Kappa Delta
Fuller, Alison (2007) Critiquing theories of learning and communities of practice. In Hughes,
Jason; Jewson, Nick; and Unwin, Lorna (Eds) (2007) Communities of Practice: Critical
Perspectives. London: Routledge
Moje, E., McIntosh Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., and Collazo, T.
(2004) "Working Toward Third Space in Content Area Literacy: An Examination of Everyday
Funds of Knowledge and Discourse" Reading Research Quarterly 39.1. University of
Michigan, Ann Arbor, Michigan, USA (2004): 38-70.
Tolstoy, L. (2008) What Men Live By & Other Tales: Stories by Tolstoy. Arc Manor.
Wenger, E. (1998) Communities of Practice.
John Hilsdon, Plymouth
University 2013