SHARP%20Trainer%20Training

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SHARP Trainer Training

• Day 1

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Overview of Day 1

• Session 1 Introduction working knowledge
  seminar
• Session 2 Creating shareable representations
• Session 3 Asynchronous multimedia conferencing
• Session 4 Pedagogical strategies implementation
  issues

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Follow-on activity on-line and Day 2

• On-line activity structured tasks over 3 weeks
• Follow up workshop (Day 2)

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Session 1 Overview

• Aims of the session
• The problem of inert knowledge
• Working knowledge
• The SHARP approach

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The problem of inert knowledge

• Learning without understanding
• Obstacles to recalling knowledge
• Learning abstractions out of context
• Problems of transferring knowledge to new
  problem-solving contexts

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Working knowledge

• Not (just) vocationally-oriented
• Active knowledge
• Applicable knowledge
• Knowledge bound up in working practices

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Solutions to the problem of inert knowledge

• Anchored instruction
• Distributed communities of practice

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Creating shareable representations of practice

• Definition of practice
• Tacit knowledge embedded in practices
• Representations vs actuality
• Understanding both the process and the technology
  of representation

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Sharing and discussing representations of practice

• AMC
• Kinds of representation
• A web of representations and annotations

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Activity for Session 1

• In small sub-groups (30 minutes)
• Report back in plenary session (30 minutes)
• Your task
• identify major issues involved in representing
  working practices in your field (see next slide)

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Task details

• consider some examples of key working practices
  in your own field(s)
• decide upon one (each)
• what would be entailed in representing the
  practice and articulating the tacit working
  knowledge embedded in it
• discuss whether and how such knowledge is
  currently made available to learners

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Report back should cover

• Examples of key working practices
• Descriptions of the working knowledge embedded in
  the practice
• Accounts of how such knowledge is currently made
  available to learners
• Problems and issues

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Session 2 briefing

• Aims of the session
• Importance of practical experience
• Example videoclips
• One clip from each subgroup for the plenary

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Session 4 Overview

• Pedagogical framework of the SHARP approach
• Anchored instruction
• Sharing representations of practice within a
  community of practice
• Pedagogical strategies

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Pedagogical framework

• Ideas about knowledge
• Symbolic and situated knowledge
• Declarative and procedural knowledge
• Cognitive apprenticeship modelling
• Practice and working knowledge

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Anchored instruction

• Vanderbilt group
• Realistic problem-solving situations
• Motivational benefits
• Encouragement of transfer
• Stronger cues for activating knowledge in memory

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Learning in a community of practice

• Lave Wenger the idea of a community of
  practice
• JITOL distributed communities of practice
• Learning as legitimate peripheral participation
• Working practices, working knowledge

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Pedagogical strategies articulation

• Facilitating the creation of representations of
  practice and articulation of working knowledge
• Practical issues
• Interaction of pedagogy and technology

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Pedagogical strategies learning cycle

• Tailoring support to the needs of the phases in
  the cycle

Externalisation (articulation)
Internalisation
Refinement
Sharing
Discussion, Critique
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Pedagogical strategies animation

• Animation as active moderation with clear
  pedagogical purposes
• Clarity over your goals as animator
• Prioritising and balancing conflicting goals
• Establishing a clear presence
• Timely, well-targetted interventions

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Overview of on-line activities

• Week 1 - grounding
• your job, colleagues reactions, your hopes
• Week 2 - thematic discussion
• helpers and blockers
• conceptual and technical issues
• Week 3 - building partnerships

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Closing comments

• The key ideas
• What weve accomplished today
• What were doing next (on-line)
• Meeting again for the Day 2 workshop
• Thanks