Hillary Elmore's Public Library

23 Sep 08

Swan, L. & Taylor, A. S. (2008). Photo displays in the home. Designing Interactive Systems Conference, DIS '08, pp. 261-270.
Brown, B., Taylor, A., Izadi, S., Sellen, A., and Kaye, J. (2007). Locating family values: A field trial of the Whereabouts Clock. Ninth International Conference, UbiComp '07. Springer-Verlag, Germany, pp. 354-371.
3 more annotations...
- Taylor, A. S., Swan, L. and Durrant, A. (2007) Designing family photo displays. Tenth European Conference on Computer-Supported Cooperative Work, ECSCW '07, pp. 79-98.
- Sellen, A., Harper, R., Eardley, R., Izadi, S., Regan, T., Taylor, A. S. and Wood, K. R. (2006, Nov 4-8). Situated messaging in the home. Conference on Computer Supported Collaborative Work, CSCW '06. Banff, Canada, ACM Press, pp. 383-392.
- Taylor, A. S., Eardley, R., Hodges, S., Regan, T., Sellen, A., Swan, L. and Wood, K. R. (2006, Oct 16-18) Augmenting refrigerator magnets: why less is sometimes more. Fourth Nordic Conference on Human-Computer Interaction, Nordichi '06, Oslo, Norway, pp. 115-124.

22 Sep 08

Donald Schon, AERA 1987, "Educating the Reflective Practitoner"

educ.queensu.ca/...schon87.htm - Preview

the nature of professional knowledge
version of that
epistemology of practice which I am going to call "school knowledge,"
and I’m going to contrast it with the kind of artistry that good
teachers in their everyday work often display, which I’ll call
"reflection-in-action.
53 more annotations...
- I think we
  can correctly call it an "epistemology of the schools."
  It’s keyed to predictability and control which are
  essential features of ALL bureaucracies. It is also
  keyed to a certain view of educational reform and is, I
  think, centrally associated with why it is that
  educational reform fails to reform.
- the way in which
  things are treated as similar and different, are not
  the way in which they are grouped and treated as similar and
  different in our ordinary life experiences
- tacitly and
  automatically, we believe that the only thing that really
  counts and the only thing that’s really of value is
  theory, and the higher and the more abstract and the
  more general the theory, the higher the status it is. Under
  such conditions it’s very difficult to give more or
  less concrete examples.
- knowledge is molecular
- to
  remove their not getting it from the range of things with
  which the teacher would have to deal.
- particularly intellectual activity
- making new sense of surprises, turning
  thought back on itself to think in new ways about phenomena
  and about how we think about those phenomena
- you could give the wrong answer
  and do the right thing
- Every individual
  must, in order to acquire the art of reading in the shortest
  possible time, be taught quite apart from any other, and
  therefore there must be a separate method for each. That
  which forms an insuperable difficulty to one does not in the
  least keep back another, and vice versa. One pupil has a
  good memory, and it is easier for him to memorize the
  symbols than to comprehend the most rational sound method.
  Another has a fine instinct and he grasps the law of word
  combination by reading whole words at a time. The best
  teacher will be who he has at his tongue’s end the
  explanation of what it is that is bothering the
  pupil
- not a
  blind adherence to ONE method
- improvisation in that
  sense is a form of reflection-in-action
- What is it that I’m really doing when
  I do this?
- In order to
  get the answer I have to actually think about what I do, and
  observe myself doing it
- between school and life
- between teaching
  and doing
- between research
  and practice
- the university’s business is to produce new knowledge,
  preferably scientific, certainly systematic.
- And the professions, as a
  ticket of admission to the university, had to agree to the epistemology
  built into the university, and to construe professional knowledge as
  the application of research.
- institutional separation of research and practice
  because, if your model of research is that of scientific method in the
  laboratory sense, with its experimental controls, practice is a confounding
  environment in which to experiment
- construes professional knowledge to
  consist in the application of science to the adjustment of
  means to ends, which leaves no room for artistry and no room
  for the kind of competence that the second boy displayed in
  my example of giving the kids reason,
- No room for these
  indeterminate zones of practice
- No room for problem-setting which cannot be a
  technical problem because it’s required in order to
  solve a technical problem
- conflicted
  case
- unique case
- setting up the problem is something for which
  there aren’t rules and no theory
- educating for
  artistry
- artistry in
  athletics-
- apprenticeships in the
  industry and the arts
- education for the arts
  in the studios
- learn by
  doing
- represents the
  world of practice, but is not the world of practice
- go back and do it again
- control the pace of the doing
- more like a coach
  than like a teacher
- This is what I make of what
  you have said. This thing that I’m doing now is what I
  make of what you have said.
- to educate teachers in the capacity to teach
  reflectively and to think about their own
  reflection-in-action with kids
- she had not planned ahead of time but invented in order to
  respond to what she saw as their false theory of what was
  going on
- the ability
  to give a name, not take a name or accept it from someone
  else, but give a name.
- see that what they were
  doing was not what they were teaching
- the phenomena of confusion and mystery
  and anger are endemic at the beginning
- at the heart of learning a kind of artistry
  when you cannot in principle know what it is you’re
  supposed to be learning, and yet you must learn it.
- "But how will you look
  for something when you don’t in the least know what it
  is? How on earth are you going to set up something you
  don’t know as the object of your search? To put it
  another way, how will you know that what you have found is
  the thing you didn’t know?"
- they must plunge into the
  doing
- the
  designing, the teaching, the examination of their own
  learning
- You feel vulnerable; you feel
  you don’t know what you’re doing; you feel
  out of control; you feel incompetent; you feel
  that you’ve lost confidence
- always substantive
  attention to the specific problem
- describe and demonstrate in ways that are particularized,
  as Tolstoy said, to the difficulties and possibilities of
  THIS particular student at this time
- building
  a relationship in which defensiveness is minimized
- against the view
  that theory is a privileged form of
  knowledge
- against the
  doctrine that teachers are to be taught the results of
  research carried out by researchers
- against the
  notion that the teacher is a blank slate who needs to be
  trained and has nothing to bring
- actual institutional conditions of
  practice restrict what it is that a practitioner can
  do
- healing the splits between teaching and doing, school
  and life, research and practice, which have been so
  insidiously effective at deadening the experience of school
  at all levels.

Donald Schon (Schön) - learning, reflection and change

604 assignment 9/23

www.infed.org/...et-schon.htm - Preview

schön design theory

learning and its cognitive tools, and the role of reflection
(or lack of it) in learning processes in general, and conceptual and perceptual
change in particular.
Schon’s
central argument was that ‘change’ was a fundamental feature of modern life and
that it is necessary to develop social systems that could learn and adapt
28 more annotations...
- the nature of learning systems and the significance of learning
  in changing societies has helped to define debates around the so called ‘learning
  society’.
- technical change continuing
  exponentially its pervasiveness and frequency was ‘uniquely threatening to the
  stable state’
- continuous
  processes of transformation
- We must become able not
  only to transform our institutions, in response to changing situations and
  requirements; we must invent and develop institutions which are ‘learning
  systems’, that is to say, systems capable of bringing about their own continuing
  transformation.
- dynamic
  conservatism operates at such a level and in such a way as to permit change of
  state without intolerable threat to the essential functions the system fulfils
  for the self.
- Two key themes
- the emergence of functional systems as the units around which institutions
  define themselves; and the decline of centre-periphery models of institutional
  activity
- Central comes to function as facilitator of
  society’s learning, rather than as society’s trainer’
- his theory of governance
  remains locked in top-down paternalism
- people have mental
  maps with regard to how to act in situations
- guide people’s actions rather than the theories they explicitly
  espouse
- implicit in what we do as practitioners and managers
- we call
  to speak of our actions to others
- Governing variables
- Action strategies
- Consequences
- involves
  questioning the role of the framing and learning systems which underlie actual
  goals and strategies’
- greater coherence and structure to the function of ‘abstract
  conceptualization’
- pragmatic learning theory
- to learn by simply reflecting critically upon the theory-in-action.
- Technical-rationality is a
  positivist epistemology of practice. It is ‘the dominant paradigm which has
  failed to resolve the dilemma of rigour versus relevance confronting
  professionals’
- in which the knowledge inherent in practice is be understood as
  artful doing
- looking to our experiences, connecting with
  our feelings, and attending to our theories in use
- We have to think things through, for every case is unique
- spend time exploring why we
  acted as we did, what was happening in a group and so on
- It is,
  rather, to see the unfamiliar, unique situation as both similar to and different
  from the familiar one, without at first being able to say similar or different
  with respect to what
- the extent to which his
  conceptualisation of reflective practice entails
  praxis
- what we do
  not find in Schon is a reflection by him on his own textual practice in giving
  some kind of account of that he does of reflection-in-action and the reflective
  practicum… He does not interrogate his own method’

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Hillary Elmore's Public Library

Alex Taylor

Donald Schon, AERA 1987, "Educating the Reflective Practitoner"

Donald Schon (Schön) - learning, reflection and change

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