Complete thesis - Murdoch University

2005 Studio LearningThis model was developed to gain leverage from the positive elements of both the Apprenticeshipand CreativePBL models previously applied.Felder (1996) suggests that basic components of a learning strategy to reach all types oflearners should include ‘teaching around the cycle’: explaining the relevance of each new topic(Diverger); presenting basic information and methods associated with the topic (Assimilator);provide opportunities to practice the methods (Converger) and encourage exploration of theapplications (Accomodator). Addressing all learning styles in this manner enables studentsto develop the mental dexterity required in professional practice.Andresen et al (1995) describe the need for contingency measures to be available in the creativedomains where the unexpected is expected. Edwards (2004) reports on approaches toexplicitly provide the opportunity for students to adopt expert strategies. The teacher guidesstudents in the nature of these processes and helps them to reflect critically on their effectiveness.He notes that the best means of facilitating expertise is to provide the opportunityfor practice. However, only through encouraging students to challenge their own effectivenesscan they learn what this implies.The Studio Learning strategy appeared to be effective in addressing these issues. Not onlywas student feedback positive, and a significant improvement in their assessment mark discernable,but an observation and analysis of some of the cohort in the subsequent unit showedstrong indications of willingness to transfer knowledge gained, to take control of their learning,and indicated motivation to deeper learning. Examination of student reflective comments,in conjunction with data regarding student learning, adds another dimension to the issue ofeducation for competent practice. This examination indicated a relationship existing betweenthe learner and the learning model, so that students whose approach favoured deep learningfor understanding were advantaged by a learning environment which challenged them. Thisfinding is discussed in greater detain in Section 9.4.9.3 Validity of the research approachWithin both education and IT research a variety of research approaches are accepted, withthe norm to distinguish between positivist and non-positivist positions and the assumptionsmade in each. Because of the transformative nature of the study, an interpretive stance hasbeen adopted, and Action Research identified as the methodology of choice.A conceptual framework for Action Research in RE education was developed by adapting and399