Background to talk: my sabbatical with the EU LearningLayers Project

Dr Patricia Santos Area of expertise: Technology enhanced learning, Human Computer Interaction, Mobile learning, Computing-based testing and Situated learning

Me! The ‘newby’ EU researcher

Prof. Dr. John Cook (PhD MSc BSc CEng MBCS CITP FHEA) is Professor in Education at University of the West of England and Director of BRILLE (Bristol Centre for Research in Lifelong Learning and Education) of the West of England.

John and Patricia head up

‘WorkPackage 2’

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Learning Layers: Scaling informal learning

Project Coordination

Technology Research

Regional Application Clusters

Scaling Partners

Technology Partners

Health Care – Leeds

Construction & Building – Bremen

http://learning-layers.eu/

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How we organize

http://learning-layers.eu/

Vygotsky and the more capable peer: theory and design in the EU Project

Contents:DefinitionsSchema: signs, tools, mediationCase Study 1: Cistercian AbbeyCase Study 2: SSSCase Study 3: Vygotsky & help seekingReadings

The EU reviewers at the end of year 1 (Dec

2013) wanted more theory evidenced in

the work – the response was to

organise a ‘Theory camp’

Developing theory: Vygotsky onLev S Vygotsky (1896-1934) writing a period of social, cultural, historic change in both his location and discipline – he was unique in seeking a comprehensive approach that would make possible description and explanation of the higher psychological functions in terms of acceptance to natural science – did not achieve this objective, but did provide a critique of theories which claim adult intellectual functions arise from maturation alone; and suggested the mechanisms by which culture becomes a part of each persons natureAnd by claiming that all of the above should be understood in terms of a Marxist theory of the history of human society and by this laid the foundations for a unified behavioural science

Definition: Zone of Proximal development

It is a useful concept because the actual developmental level defines functions that have already matured. The ZPD offer us a way exploring functions that will mature ‘tomorrow’ – Vygotsky defines these as ‘buds or ‘flowers’ of development rather than ‘fruits’ of development…the prospective mental development – and this can offer us insights for education, as our learners are on a journey to acquiring the knowledge of their discipline. In terms of technology and scaffolding, Vygotskys idea on ‘imitation’ are relevant (p88) as learners can only imitate what is within their developmental levels – hence modern tools as the ability for us to ‘scaffold’ assists learners to assess the knowledge and understanding

It is the distance between the actual developmental level as determined by independent problem solving and the level of potential problem solving under adult guidance or in collaboration with more capable peers (Vygotsky 1930/1978 p86)

Definition: temporality“… context as a core construct that enables collaborative, location-based, mobile device mediated problem solving where learners generate their own ‘temporal context for development’ within the wider frame of Augmented Contexts for Development (ACD).”

Cook, J (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development, IJMBL.

Link to paper http://goo.gl/NFWnSZ

In addition to reorganising the visual-spatial field, the child, with the help of speech, creates a time field …he can act in the present from the viewpoint of the future (p36)

The ACD ..appears to act as part of the substitute for what Vygotsky calls ‘the more capable peer….’

• As Cook (2010) states, mobile devices can be used as mediators in an ACD using them as the most capable peer who has to guide and scaffold the learner to find the adequate solutions.

• The main elements to develop the ACD are: (a) the physical environment, (b) a pedagogical plan (e.g. an assessment activity), (c) tools/devices for an augmented oriented approach, (d) learner co-constructed ‘temporal context for development, and (e) collaborative learners’ interpersonal interactions using tools.

Augmented Context of Development

Schema: signs, tools, mediated activity

Mediated activity

Sign Tool

(Diagram Vygotsky 1978 p54 Fig 4)

using words to create a specific plan, the child

achieves a broader range of activity. Searching for and

preparing...can be useful in the solution of the task and planning future actions p26

Signs can be categorised into mediating activity..sign use consists in man’s affecting

behaviour through signs p54

The unity of perception, speech and action, ultimately produce

internalization of the visual field p26

The tools function is to serve as the conductor of human influence on the

object of activity; it is externally orientated; it must lead to change in

objects p55The sign, on the other hand,

changes nothing of the object…it is a means of

internal activity aimed at mastering oneself; the sign is

internally orientated p55 The internalization of cultural forms of behaviours involves

the reconstruction of psychological activity on the

basis of sign operationsp57

Case 1: Cistercian Abbey

Design-based Research“… a genre of research in which the iterative development of solutions to practical and complex educational problems also provides the context for empirical investigation, which yields theoretical understanding that can inform the work of others … [although potentially powerful] the simultaneous pursuit of theory building and practical innovation is extremely ambitious”

McKenney, S. & Reeves, T. (2012). Conducting Educational Design Research. New York: Routledge.

NOT Same as Research-based design …

learners generate their own ‘temporal context for development’ mediated by scaffolding* through the m-system

*Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving*. Journal of child psychology and psychiatry, 17(2), 89-100.

Explicit links to theoryCook (2010) three phases of mobile learning(1) Mobile devices and what they can achieve in an educational setting; (2)learning outside the classroom; (3) focus on mobility of learning, design/appropriation of learning spaces in informal/lifelong learning contextIt is (3) we are concerned with in terms of Vygotsky – and phase three has three affordances mixed reality learning, context sensitive learning and ambient learning (includes AR)

Cook argues that:The context for learning in the 21st Century is being augmented and accelerated by new digital tools and media particularly by mobile devices and networks and structures to which they connect peopleIn the case study, the technology is used to recreate Fountains abbey, and the students then create their own shared representation – in effect, the technology has acted as a part of a substitute for the Vygotskyian ‘more capable peer’ and also enabled the students to create their own time field and acted to scaffold attention /perception

Case study 2: Social semantic server

• SSS can generate meta-data to relate people and data, people and people, data and data

Goal of the following exercise is to explore integration of Help Seeking tool’s socio-cultural-historical approach (Vygotsky) with SSS (Vygotsky – how as human beings we actively realize and change ourselves in the varied context of culture and history (afterword p 131)

In Vygotskian terms we have in play two key concepts:

• More Capable Peer• Temporal Context for Development• … and there is lots of mediation going with signs and tools

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Natasha

Mark

Patricia

Registration guidelines on diabetes

Now the SSS pushes a service called “Recommendation Service” (Linking to good stuff, which is part of the guidance service group), because it has seen that Patricia and Mark both are in this discussion

it assumes that Natasha probably would like to be in the discussion too (because of the similarity of the three persons)! So SSS suggests to Natasha that she joins the discussion (red line), the SSS is therefore scaffolding a collaborative ‘temporal context for development’.

Booking interpreters for a patient

signs

tools

Mediated Activity

‘Social Context’

Case study 3: Vygotsky underpinning a cross-case analysis

‘Sonia’ a dedicated and target driven practice

managers – already has an effective ‘online

network’ and thinks this would benefit her

nursing/ healthcare colleagues

ElizabethAn experienced nurse concerned about her patients – recognises the power of learning through conversation

with peer, her space to do this is being marginalised

‘Tanya’ a new nurse who is keen to do her best at a new job but

not getting the support she anticipated, she

articulates clearly her desire for informal

leaning from her peers

External Drivers:

UK NHS systematic and

rapid change

Process:Analysis of individual caseCross case analysisThrough the theoretical lens of Vygotsky – looking for the informalFramework offers insights into needs and wants of practioners

Cross case analysis summaryThe NHS and its programmes of changes is having a significant impact on the operation of GP Practices and their patient clinics. University of Leeds, Leeds Institute of Medical Education, is partner to the EU LearningLayers Project, which is seeking to develop technologies that support informal learning in the workplace, through scaffolding informal learning. In interviews with medical practioners, insights into learning in the workplace are portrayed.In this analysis, we meet Sonia* (a practice manager) tasked with making her practice financially viable in a period of rapid change; Tania*, a new member of staff running a diabetic clinic and Elizabeth*, an experience nurse trying to ensure her patients are at the forefront of her attention.

Drawing upon the work of Vygotsky, in particular his work on ‘tools’ and ‘signs’ we explore the three ‘cases’ and following Wengraf (2001) interpret the interview transcripts through a narrative lens, and then undertake a cross-case analysis to offer a framework developing for informal learning in the workplace. Findings suggest that staff working with patients value space for reflection; they want time to consider and discuss their approaches to a range of patient issues and this space is being marginalised; and there is a need for alternative ways to consult what Vygotsky calls ‘the more capable peer’.

Findings have been used to propose a set of requirements for the Help Seeking tool

*all names are pseudonyms

Key words: NHS, GP Practice, Nursing, Learning Layers; Informal learning, VygotskyInclude hyperlink to table in googledocs here

Explicit links to theoryThe cross case analysis: Gives insights into the actual and desired relationships with the ‘more capable peer’

A doctor would be presumed to be the most capable peer – not so. The doctor seems to be isolated from the nursing professionals by status, gender or ?The new nurse wants to talk to a more capable peer – but is very selective and would prefer to talk to an ‘insider peer’ even electronically, than say, an ‘external peer’ health visitor or doctor. These conversations may contain some direct knowledge seeking aspects, but appears more about space for reflection and discussions about developing practice/professional development (possible link to lifelong learning?) Opportunities for informal learning like this pushed to margins in modern clinic setting – ‘talk passing when going on/off shift’

She wants to reflect and discuss her clinic experiences: ‘ at the end when somebody [ie patients] gone and you think , hmm should I have done…oh this happened, what do you think…[in the ideal world] we’ll go over things ..reflection’.

The experienced nurse puts a high value on conversations to the extent that she will ‘so I’ve come back to the clinic and I’m going to have a word with somebody and go out and do it’.‘it would be quite nice at the end of each clinic, for all the clinicians who’ve been in that clinic, to sit down and go through the patients and what’s happened with them.’

Sonia and Elizabeth perceive a need to move from ‘tools’ to ‘signs’ as a symbol of acknowledgement of change being ‘understood’ by others.

Possibilities for Help Seeking?A system that enables its users to co-construct knowledge themes we have identified as ‘Static’ ‘Interactive Peer tools ’ and ‘Scaffolded Sign based’

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Mapping of Help Seeking

References:

• Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal of Mobile and Blended Learning, 2(3), 1-12, July-September. Link to paper http://goo.gl/NFWnSZ

• McKenney, S. & Reeves, T. (2012). Conducting Educational Design Research. New York: Routledge.• Vygotsky, L.S.(1978) Mind in Society. The development of higher psychological processes (Cole, M., Eds).

Cambridge MA: Harvard University Press (Original work published 1930)• Wengraf, T. (2001) Qualitative Research Interviewing: biographic narrative and semi-structured method,

Sage Publications, London.• Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving*. Journal of child

psychology and psychiatry, 17(2), 89-100.