- 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

Friday, January 10, 2020

Review: vi Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

I have had a look at CMAP Tools over the years. My not actually using this software is an omission I must admit.. This year I will give CMAP a concerted try (and a review)?

My notes at the end of chapter 5 include: from bedside manner to fireside with regard to well-being. I think this was prompted by the conclusion students developing expertise (knowledge structures) not just as part of the curriculum, but motivation to extend their knowledge to "integrate characteristics of their future profession within their current studies" (p.84). My thought points to an increasing challenge to the 'professions' that governing bodies must be acutely mindful of, but also sustains and expands the space for non-professional experts - hence the 'fireside'. In mental health were lived experience continues to be pathologised and governments look to economise (professional rates of pay) this really brings home the future agenda.

Chapter 6 "Embedding Wider Theory" begins with a timeline from the 1960s that identifies key steps in theories, software conferences and journals (p.87).

By default Hodges' model can help transcend differences in terminology and make the links and overlap between the theories of Ausubel (in Psychology) and Bernstein (sociology, p.89). Diagrams being used to depict their respective work and support a more holistic view (my wording). Threshold Concepts are introduced (pp.89-92) and the discussion that follows of semantic gravity is a great insight (pp.93-100) together with the idea of punctuated learning. Perhaps the latter is also assisted by having a conceptual Swiss army knife ready-to-hand for when a burst (a step) of learning is initiated? There are many quotes here that I might return to later in the year.

As a student previously and mentor feedback is central and chapter 7 builds on chapter 6 and continues a call for change in feedback on learning AND teaching. 'Recipience' is stressed with its own section (pp.111-12); students may bemoan a lack of feedback but when provided do they engage with it? The book is rich throughout including this chapter and chapter 8 (final). As already noted an index would help, but I'm still bound to consider the related titles.

These posts have been text heavy, but for illustration purposes, the pièce de résistance is figure 44 on page 124:

Figure 44, page 124

I wonder if there is a common model that can act as a generic structure for readers and students disciplinary AND experiential knowledge structures?

Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
DOI: 10.1080/13562517.2013.827648

Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.

Many thanks to Brill for the review copy:


BRILL  | Plantijnstraat 2 | 2321 JC Leiden | The Netherlands
BRILL  | P.O. Box 9000 | 2300 PA Leiden | The Netherlands

See also:

Intro post

Review One