Educational Design as Conversation

faculteit der letteren

leerstoelgroep taalbeheersing

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Educational Design as Conversation Inter-professional dialogue about the teaching of academic communications skills EATAW 2011 - Jacqueline van Kruiningen, University of Groningen



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Grading papers collaboratively (1)



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Grading papers collaboratively (2)



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workplace based reflective dialogue



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informal learning and authentic conversation



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› professional learning communities › professional study groups › professional conversation groups › professional development- en inquiry groups › professional learning communities › communities of practice › teachers’ professional communities › faculty dialogue- / collaborative model



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Professional development of university teachers:

an operational activity with little organizational relevance (Blackwell & Blackmore, 2003, p. 6)



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Research on teacher learning in HE:

still immature

Hativa & Goodyear (2002); McAlpine e.a. (2002)



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practical knowledge and interactive cognitions at the workplace



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results processes global descriptions



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Implicit theories: knowledge we hold but cannot articulate easily (Kane e.a. 2002, p 183)



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discursive turn



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single case study



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macro analysis macro structure



k 1 Oplossingsvoorstel m.b.t. kernvraagstuk (r. 0033-0142) 2 Oplossingsanalyse m.b.t. kernvraagstuk,(r. 0143- 0266) 3 Oplossingsanalyse m.b.t. kernvraagstuk (r. 0284-0341) 4 Probleemstelling m.b.t. vraagstuk 1 (r. 0342-0366) 5 Probleemanalyse m.b.t. vraagstuk 1 (r. 0367-0463) 6 Probleemstelling m.b.t. vraagstuk 2 (r. 0464-0495) 7 Probleemanalyse m.b.t. vraagstuk 1 (r. 0496-0553) 8 Oplossingsanalyse m.b.t. vraagstuk 1 (r. 0554-0623) 9 Pobleemanalyse m.b.t. vraagstuk 1 (r. 0624-0747) 10 Oplossingsanalyse vraagstuk 1 (r. 0792-0807) 11 Oplossingsanalyse vraagstuk 1 (r. 0864-0874) 12 Oplossingsanalyse m.b.t. vraagstuk 2 (r. 0875-1000) 13 Oplossingsanalyse m.b.t. vraagstuk 3 (r. 1001-1026) 14 Probleemstelling m.b.t. vraagstuk 3 (r. 1027-1035) 15 Oplossingsanalyse vraagstuk 2 (r. 1036-1078) 16 Probleemstelling m.b.t. vraagstuk 1 (r. 1079-1086) 17 Oplossingsanalyse vraagstuk 1 (r. 1087-1114) 18 Evaluatie van oplossing m.b.t.vraagstuk 1 (1114-1122) 19 Probleemstelling m.b.t. vraagstuk 1 (r. 1123-1131) 20 Oplossingsanalyse m.b.t. vraagstuk 1 (r. 1132-1232), met ingebed: 21 (Probleemstellingstelling m.b.t. vraagstuk 1 (1168-1169/1197-1203/12211232)) 22 Probleemanalyse m.b.t. kernvraagstuk (r. 1233-1262) 23 Oplossingsanalyse m.b.t vraagstuk 1 (r. 1263-1336) 24 Probleemstelling m.b.t. kernvraagstuk (r. 1337-1349) 25 Oplossingsanalyse m.b.t. vraagstuk 1 (1350-1454) 26 Oplossingsanalyse m.b.t. vraagstuk 4 (r. 1455-1502) 27 Probleemanalyse m.b.t. vraagstuk 1 (r. 1503-1547) 28 Oplossingsanalyse m.b.t. vraagstuk 1 (r. 1548-1659) 29 Oplossingsanalyse m.b.t. vraagstuk 1 (r. 1667-1754) 30 Oplossingsanalyse m.b.t. vraagstuk 2 (r. 1755-1862) 31 Probleemstelling m.b.t. vraagstuk 3 (r. 1863-1877) 32 Vaststelling oplossing m.b.t. kernvraagstuk (r. 1878-1910) 33 Oplossingsanalyse m.b.t. vraagstuk 2 (r. 1911-1952) 34 Vaststelling oplossing m.b.t. kernvraagstuk (herformulering) (r. 1953-1967) 35 Vaststelling oplossing m.b.t. vraagstuk 5 (afgebroken aanzet) (r. 1968-1974) 36 Oplossingsanalyse m.b.t. vraagstuk 1 (r. 1975-2013) 37 Oplossingsanalyse m.b.t. vraagstuk 4 (r. 2014-2287) 38 Probleemanalyse m.b.t. vraagstuk 3 (r. 2288-2314) 39 Oplossingsanalyse m.b.t. vraagstuk 3 (2315-2359) 40 Probleemstelling m.b.t. vraagstuk 3 (2360-2365) 41 Oplossingsanalyse m.b.t. vraagstuk 3 (r. 2366-2373) 42 Probleemstelling m.b.t. vraagstuk 3 (r.2374-2380) 43 Oplossingsanalyse m.b.t. vraagstuk 3 (r. 2381-2492) 44 Probleemstelling m.b.t. vraagstuk 3 (r.2493-2497) 45 Oplossingsanalyse m.b.t. vraagstuk 3 (r. 2498-2594) 46 Oplossingsanalyse m.v.t. vraagstuk 3 (r. 2613-2626) 47 Oplossingsanalyse m.b.t. vraagstuk 5 (r. 2655-2904) 48 Vaststelling oplossing m.b.t. vraagstuk 3 (r. 2905-2948) ( met ingebed 49) 49 (Globale evaluatie oplos. kernvraagstuk (r. 2938-2941)) 50 Oplossingsanalyse m.b.t. vraagstuk 5 (r. 2949-2996) (met ingebed 51+52) 51 (Vaststelling v. aspect v. oplossing kernvraagstuk (r. 2951- 2971)) 52 (Globale evaluatie oplossing kernvraagstuk (r. 2972)) 53 Oplossingsanalyse m.b.t. vraagstuk 6 (r. 2997-3094) 54 Oplossingsanalyse m.b.t. vraagstuk 5 (afgebroken aanzet) (r. 3109-3116) 55 Oplossingsanalyse m.b.t. vraagstuk 6 (r. 3171-3211) 56 Oplossingsanalyse m.b.t. vraagstuk 2 (r. 3212-3440) •57 Oplossingsanalyse m.b.t. vraagstuk 5 (r. 3441-3696) •58 Globale evaluatie oplossing kernvraagstuk (r. 3697-3702)

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5 studies: a micro-ethnographic, conversation-analytical (CA) perspective



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›minimal responses ›interactive turn completions ›evaluative sequences ›tag questions ›verbalisations



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Verbalisations ›repeats in second position ›reformulations in second position ›formulations as first parts of a formulation-decision pair



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Verbalisations ›repeats in second position ›reformulations in second position ›formulations as first parts of a formulation-decision pair



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formulations as first parts of a formulation-decision pair in topicalising sequence expansions



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Topicalising sequence expansions (031003/2503) Dutch version AI:

AM: AI: AM: DM: DH: AM: AI: AM: DH: AM: DH:

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en ↓e:h >ik denk dat het voor studenten wel heel vheel informatief is als er< n- n- heel ko:rt (0.3) e:hm •hh e:h beoordelingsform↑u[lier]tje is. [wat ze dan [ja [dat ze weten terug ↓kunnen [krijgen. hoe ze het [hebben gedaan. spe[cifiek [zo van je presentatie was goed maar [je (onverstaanbaar) [>↑JA JA ja< maar dat [kan] ik wel doen, [ja ja= = ↑oke↓ ja dat [ze ook weten waar↑om die neg↓en of [ik bedoel. (.) maar dus stel dat je [waarom die zes. [bijvoorbeeld zegt van. (.) als we nou het geheel zien ↑he



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Topicalising sequence expansions (031003/2503) English version AI:


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and eh I think that it will be v very informative for the students if there will be a very short ehm hh ehm assessment[form which [they then can [yes [that they know get back how they dit it, specifi[cally [like your presentation was good but [your ( ) [yes yes yes but that i [can do that [yes yes= = oke yes so that [they also know why this nign or [i mean but so suppose that you [why that six [for example say like if we would see the whole



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It seems useful to work with student-assessmentforms, so that they:



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Topicalising sequence expansions (031003/2503) English version AI:


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and eh I think that it will be v very informative for the students if there will be a very short ehm hh ehm assessment[form which [they then can [yes [that they know get back how they dit it, specifi[cally [like your presentation was good but [your ( ) [yes yes yes but that i [can do that [yes yes= = oke yes so that [they also know why this nign or [i mean but so suppose that you [why that six [for example say like if we would see the whole



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1. get to know HOW they did it (expansion 1) 2. with regards to what ISSUES they performed well or or less (expansion 2), and 3. WHY they performed well or less (expansion 3)

expanding, completing, refining previous contributions faculteit der letteren


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offering – partly new – content to react to advancing step by step developing new views on possible solutions



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teaching of academic writing Writing […] is situated in a community of common skills, knowledge and cultural practice, and from this theoretical perspective, students have to be taught and trained within the community of practice, not by external experts.

(Dysthe 2001, p. 6).



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Judging whether a text is ‘successful’ or not, depends on what sort of cultural filter is’t seen through.

Huckin (1996, p. 72)



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About preparing students for professional writing



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because…… because you start with a vague idea, you really don’t know how things will work out, but it can grow, because you are here, because you discuss things together. That has been very valuable of course.



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“As staff developers and teacher educators, we are concerned with supporting new academics on their journey to becoming excellent teachers. To do this we need to understand how adults and in particular university

teachers, learn to teach.” (Kane e.a. 2002, p. 182)



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Educational Design as Conversation

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