- learn about the conceptual framework Hodges' model. A tool that can help integrate HEALTH and SOCIAL CARE, INFORMATICS and EDUCATION. The model is situated, facilitates person-centredness, integrated - holistic care and reflective practice. A new site using Drupal is an ongoing aim - the creation of a reflective workbench. Email: h2cmng @ yahoo.co.uk Welcome

Saturday, January 26, 2019

"Bounded epistemology, language and context of disciplinary thought ..."

"Effective learning does not happen in a content vacuum. John McPeck (2000) and other critical thinking theorists argue that teaching general thinking skills and techniques is useless outside of a particular knowledge domain in which they can be grounded. Similarly, Bransford et al. (1999) argue that effective learning is both defined and bounded by the epistemology, language, and context of disciplinary thought. Each discipline or field of study contains a world view that provides unique ways of understanding and talking about knowledge. Students need opportunities to experience this discourse and the knowledge structures that undergird discipline thinking. They also need opportunities to reflect upon their own thinking; automacy is a useful and necessary skill for expert thinking, but automacy without reflective capacity greatly limits learners’ capacity to transfer their knowledge to unfamiliar contexts or to develop new knowledge structures." pp.48-49.

Anderson, T. (2008) Towards a Theory of Online Learning, (Chapter 2). In, The Theory and Practice of Online Learning, second edition, Edited by Terry Anderson. AU Press, pp.45-74.

Learning often challenges the values we hold. When we experience new roles and must attain and maintain professional standards we may need to inculcate (tread upon) what we already know. A degree of unlearning may be needed, entailing a suspension of content as new understanding, insight and awareness is demonstrated. In the health and social care context, Anderson helps us appreciate the level of complexity in the number of disciplinary domains that must be negotiated and integrated conceptually and the requirements for person-centredness. It might be argued that this is a contributing factor for effective lifelong learning? That is, having the ability from early in our educational careers that we are capable and willing to 'refresh the conceptual slate'?

[Even as I cling on to the four-five care or knowledge domains.]

[Thank you: Centre for TEL]