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A2: Reading Richardson (2005)

May 3, 2009
tags:

Paper under discussion here: Richardson (2005)

QUESTIONS:

Question Response
Do you think the innovations described in Weeks 8 and 9 as ‘learning design’ would induce more desirable approaches to studying on the part of the students? Comments to follow…
Compare Marton’s idea that some students regard learning as something that just happens to them with Sfard’s account that you read in Week 4. Comments to follow…
You may not have encountered the literature that Richardson describes. In Week 3, Chris Jones asked you to think about your own definition of ‘learning’.Do the concepts, theories and evidence described in Richardson’s paper fit your own experience as a learner? Comments to follow…
Which of Säljö’s five conceptions of learning best fits your own definition? I would like to think that I fall under the 5th concept but I also plumb for Van Rossum and Taylor’s additional 6th Concept as I would like to think that the outcome of my learning is not purely selfish and may help (even in a butterfly wing beat manner) to assist in human progression.
Do you find Richardson’s argument convincing? I do. Simply because I find the ideas promoted in the concept of “students approach to education” as sensible and complimetary with my own views of how I may or may not approach an aspect of my own personal education. I am also further convinced because of the inclusion of Säljö’s five conceptions of learning (plus one) which I see as a really neat way of encapsulating the whole learning experience.
You may find the similarity between the models in Figure 1 and Figure 2 beguiling, but are the models really justified? I find that the models provide no real assistance to the argument. Even with the text the models do not provide me with any additional understanding or improve my conception of the authors message.

check Richardson’s suggestions in the discussion, and then discuss these issues in Elluminate.

NOTES:

Student Approaches to Eductation

  • Deep approach, based upon understanding the meaning of course materials
  • Surface approach, based upon memorising the course materials for the purposes of assessment
  • Strategic approach, based upon obtaining the highest gradesresults suggest that one

Questionaire results suggest a desirable approach to studying can be brought about by appropriate course design,
appropriate teaching methods, or appropriate forms of assessment i.e.

Students following problem-based curricula are more likely to adopt a deep approach (best approach?)

reliability and the validity of questionnaires:

Ramsden (1991) devised theCourse Experience Questionnaire (CEQ). This contains 30 items in five scales relating
to different aspects of effective instruction: good teaching; clear goals and standards; appropriate workload; appropriate assessment; and emphasis on independence.


Säljö’s five conceptions of learning.

  1. Learning as the increase of knowledge
  2. Learning as memorising
  3. Learning as the acquisition of facts or procedures
  4. Learning as the abstraction of meaning
  5. Learning as an interpretative process aimed at the understanding of reality.
  6. Plus additional fromVan Rossum and Taylor: A conscious process, fuelled by personal interests and directed at obtaining harmony and happiness or changing society.
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