Revisiting the Idea of “Critical Aspects”

Pang, MF; Ki, Wing Wah

doi:10.1080/00313831.2015.1119724

Cited by 55 publications

(74 citation statements)

References 17 publications

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“…Informed learning and variation theory are both underpinned by a relational perspective, which views human experience as an interrelationship between people and phenomena. Beyond simply introducing students to disciplinary concepts, variation theory suggests that an object of learning focuses on making students aware of aspects critical to experiencing a phenomenon in a new way (Pang & Ki, 2016). The focus of informed learning is for students to experience critical aspects associated with using information and subject content.…”

Section: Where This Idea Comes Frommentioning

confidence: 99%

Information literacy and informed learning:

Bruce

Demasson

Hughes

et al. 2017

JIL

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Article Bruce et al. 2017. Information literacy and informed learning: conceptual innovations for IL research and practice futures. Journal of Information Literacy, 11(1), pp.4-22. http://dx. AbstractOur paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy (IL), more recently labelled 'informed learning'. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previously published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to IL. In this paper, Christine Bruce introduces the background to this work and the contributing researchers, as well as providing concluding comments. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network.The key ideas presented are: The Expressive window for IL (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and Informed Systems (Mary Somerville and Anita Mirijamdotter). In each section, the respective authors reflect on what the idea is about, where it came from and what it might mean for research and practice. http://dx.

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Section: Where This Idea Comes Frommentioning

confidence: 99%

Information literacy and informed learning:

Bruce

Demasson

Hughes

et al. 2017

JIL

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“…Then, the teachers select the object of learning and identify aspects that are critical in understanding the same (Pang & Ki, 2016). Teachers use their professional experiences about teaching ISSN 2164-4063 2017 (Pang & Ling, 2012) to review the problem and findings from the previous studies in dealing with the object of learning.…”

Section: Theoretical Contextmentioning

confidence: 99%

“…However, the learning study focuses on what students are expected to learn (i.e object of learning). In that way, it makes teachers think deeper in developing certain pattern of variation and invariance (Marton, 2015) in order to help students to discern and focus on identified critical aspects (Pang & Ki, 2016) in relation to their practical life. Mathematics like any other subjects requires one to go beyond operational skills, which is only insisted in the recent textbooks and the national examining board.…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

“…Teachers use their professional experiences about teaching ISSN 2164-4063 2017 (Pang & Ling, 2012) to review the problem and findings from the previous studies in dealing with the object of learning. Then, they explore students" prior understanding of the object of learning by administering pre-test and/or interviewing them on issues pertaining to what is to be taught (Pang & Ki, 2016). Fig.…”

Section: Theoretical Contextmentioning

confidence: 99%

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Implementing Learning Study in Developing Countries: Inhibiting Factors

Msonde

Msonde²

2017

IJLD

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This study explored the inhibiting factors to the implementation of learning studies in Tanzania secondary schools. Three mathematics teachers formed a learning study to share their experiences on how to implement Learner-Centered Approach (LCA) in their school settings. Teachers were interview at the end of each intervention cycle on the prospects and challenges encountered in the course of implementing learning studies. Classroom observation notes were taken to supplement interview data. All of the qualitative data were analyzed using phenomenographic variation framework. The results show that isolative teachers" working culture, high workload, low remuneration, time consuming nature of learning studies, and school curriculum old recipes were factors that inhibit the implementation of learning studies. We conclude that careful attention should be taken to urgently readdress inhibiting factors for successful and sustainable implementation of learning studies in developing countries.

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“…It has been suggested, however, that the critical aspects must be identified for every group of learners (Pang and Ki, 2016). Variation theory takes a relational perspective on learning, meaning that the critical aspects are not merely a feature of the content (a concept for instance), but a feature of the experienced object of learning.…”

Section: Learning Studymentioning

confidence: 99%

Beyond the borders of the local

Kempe

Lövström

Hellquist

2018

IJLLS

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Purpose: In this paper, we present how experiences gained from a theory informed lesson study -learning study -in regard to a specific learning goal can be shared and used by other teachers in new contexts.Design: A group of teachers worked together in a cyclic, iterative process of planning, evaluating and revising teaching. The aim was to provide possibilities for grade 2 and 3 students to become familiar with negative numbers. The teacher group draw the conclusion that the students needed to be able to differentiate some aspects of negative numbers. The conjecture was put to the test in a follow-up study with five new teachers and eight classes. One lesson was taught based on the empirical findings in the learning study.Findings: The results suggest that teachers' collaborative work have possibilities to produce knowledge about critical aspects of learning that can be communicated and adopted in new contexts. The teachers in the follow up study were able to make sense of the results from learning study and incorporate the critical aspects in their teaching in a way that enhanced students' learning.Originality: It is demonstrated that teacher collaboration in learning study can create knowledge that goes beyond the border of the local context. Keywords: Lesson study, sharing instructional products, negative numbers, variation theory, knowledge production. Article classification: Research paper IntroductionThere are extensive reports on the effectiveness of lesson study for teachers' improvement of teaching skills, how they learn to reflect, on changes in motivation and capacity to improve instruction and the development of content and pedagogical content knowledge (e.g. Lewis, Perry and Hurd, 2009). Furthermore, it is reported that Lesson Study can promote the establishment of learning communities and teacher collaboration, a culture of mutual accountability, shared goals for instruction and a common language for analyzing instruction (e.g. Chichibu and Kihara 2013;Hunter and Back, 2011;Toshiya and Toshiyuki, 2013). To us, with these purposes, lesson study will be restricted to a model for professional development only, not as a system that can generate new and relevant knowledge recognized as a legitimate knowledge source for professionals.Hiebert and Morris (2011) take lesson study further when they promote it as a system for "the creation of shared instructional products that guide classroom teaching" (p. 5). 'Instructional products' should be designed with a specific learning goal in focus and detailed enough to guide classroom instruction. An instructional product is the current answer to common and shared problems on teaching and learning. It is tentative, changeable and thereby open to improvement. Therefore, such 'local theories' embedded in the instructional product must be communicated, shared and improved by other teachers in other contexts. In this way, they could be tested and verified under new and local conditions. However, it has been questioned whether this is possible. In a review of practiti...

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Revisiting the Idea of “Critical Aspects”

Cited by 55 publications

References 17 publications

Information literacy and informed learning:

Information literacy and informed learning:

Implementing Learning Study in Developing Countries: Inhibiting Factors

Beyond the borders of the local

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