Hello
Everyone
Time to get cracking with Module 2. Starting to find ideas, methods and planning
for my Professional Inquiry after a lovely break.
As in states in Reader 4, Professional Inquiry
is an approach to learning that acknowledges the central role of the individual
to the process of learning and the
Goal is to explore a topic that will
benefit your work and the work of colleagues and fellow professionals.
After reading about work based and
organizational knowledge theories of learning in Reader 4 I have realized that
some of these theories could be very useful when understanding my professional
inquiry.
The first thing that jumped out at me was
Peter Senge theories of learning. According to Peter Senge (1990:3) learning
organizations are:
“…Organizations
where people continually expand their capacity to create the results they truly
desire, where new and expansive patterns of thinking are nurtured, where
collective aspiration is set free, and where people are continually learning to
see the whole together.”
I
felt that this linked into my professional practice as I can relate it to my
learning experience when I was studying at dance college as although everyone
was striving to be the best they could be, the college as a whole wanted to get
the best results out of the whole college as a whole.
Systems Thinking by Peter Senge is all
about seeing the Whole rather than parts. It is about the long term, not a
quick fix, as this will come back around to haunt you. Building a shared vision, rather than just
having a personal vision, create a shared one. I think this will help me when
planning my Inquiry to focus on what I want to achieve from my Inquiry as I
know once I start inquiry new ideas and inquiry’s will open up and I don’t want
to end up getting lost in a sea of thoughts.
This
brings me on to Senges idea of Personal Mastery, Personal mastery is the
discipline of continually clarifying and deepening our personal vision, of
focusing our energies, of developing patience, and of seeing reality
objectively’ (ibid. 7)
http://infed.org/mobi/peter-senge-and-the-learning-organization/
Personal Mastery, people with a high level
of personal mastery live in a continual learning mode. It is a process, a life
long discipline. It entails developing personal Vision. Returning to this quote when planning and carrying out my Inquiry
will help me remember that I will be continually be finding out more and more,
it will be on going and stop me rushing to get to the end result.
After reading reader 4 I have realized that
Professional Inquiry has many links to Work Based Learning.
Work Based learning (WBL) “May Promote
self-awareness of such ‘blind spots’ in practice’ (medical education. Jul 2001,
vol.35. Issue 7. P709-709.1p.) I feel that my Inquiry will be doing just
this.
WBL has areas of learning (AOLS) I feel
that I could use these as a guideline for my Professional Inquiry. See diagram
below:
·
Context: The context in which
learning occurs.
·
Content: The
experience/situation/task
·
Theory: The use of evidence
based processes for decision making and problem solving
·
Level descriptors:
Accreditation of Prior Experience Learning (APEL) is used to match learning
outcome levels. Depends on the degree of knowledge and understanding.
·
Breadth versus depth: In-depth
analysis and exploration of progressive learning.
·
Evidence: Proof of learning, valid,
authentic, current, sufficient, reliable, Ethical, reports, conversations,
emails etc. (This will be useful for my inquiry)
·
Volume descriptors: Satisfying
the amount of learning where credits are awarded.
Schön devised a double loop learning system
and I feel that using double loop learning will be unavoidable when carrying
out my inquiry, this is because I feel I will come across new challenges and
ideas and new things that will need me to approach things differently, rather
than using Kolb’s single loop learning. Cycle. The double loop learning by Schön
will still allow for the same desired outcome, but allowing there to be interventions
along the way.
"In single-loop learning, we learn to maintain the field of
constancy by learning to design actions that satisfy existing governing
values. In double-loop learning, we learn to change the field of
constancy itself." [Argyris and Schön, 1974, p. 19]
Heather X
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