About the Colloquium
The colloquium addressed the wide theme of ‘transitions’
in relation to the study of higher education, its practices and
its impact upon society. Conceived in this way, the theme relates
to the concerns of the ESRC/TLRP, especially its third phase,
by engaging an interdisciplinary audience involved in a wide
range of research activities relating to how we understand higher
education. Such activities might include educational research,
but also economic, psychological, philosophical and scientific
research related to this field of study. The colloquium would
thus aim to provide a stimulus to new collaborations across the
disciplinary boundaries of higher education. The form of the
colloquium would be transitional across disciplinary and institutional
boundaries as well as in terms of its content and would demonstrate
through its practice the idea of ‘mutual learning’.
As indicated above, the concept of ‘transition’ applies
in a range of investigations and contexts within the field of
study of ‘higher education’
and transitions in the nature of knowledge might relate to disciplinary
boundaries (interdisciplinarity), boundaries between print and
digital representations of knowledge and transitions between theory
and practice.
Conceived around such (interacting) themes, the colloquium would
draw upon a wide range of existing research interests and studies.
Discussions have started with possible contributors to the Colloquium
and a list of those interested is being drawn up.
Colloquium Themes
Interdisciplinarity
‘Interdisciplinarity’ is a term that is commonly used
but with little shared understanding concerning its meaning. From
some perspectives, it can be viewed as a radical and intellectual
challenge to come to new understandings of knowledge, theory and
hence the curriculum. From other perspectives, it is seen as a
pragmatic response to the rapid increase in knowledge which devalues
the role of theory. From yet others, it is a notion that makes
no sense now that disciplines (and the ‘grand theories’ which
they express) are seen as a relic of an earlier ‘modernist’
age. Consequently, ‘interdisciplinary’ courses and
research projects can be, for staff and students, highly challenging
encounters between different ways of thinking; or they may consist
of different types of expertise bolted together to meet (often
commercially defined) problem solving needs; or they may be used
to describe any intellectual work as we attempt to understand the
essentially fragmented nature of knowledge. Terms like ‘interdisciplinary’, ‘multidisciplinary’
and ‘nondisciplinary’ and ‘transdisciplinarity’
are amongst the terms used to represent these different viewpoints
- but such terms are often used loosely. Given the prominence that
interdisciplinary groupings have in many higher education settings,
some more sustained enquiry into this theme would be helpful. Questions
which arise might include: What enables or blocks communication
across disciplinary boundaries? Can intellectual activity transcend
the discipline? How can disciplines challenge each other to re-examine
their assumptions?
The nature of evidence in different contexts
Modern technology allows for the collection of vast quantities
of data of many different kinds but the technology for combining,
comparing, linking and interpreting all this information, so turning
it from information to evidence, is almost non-existent. Although
interpretation of evidence is as fundamental to all human enquiry
as logic, and just as ancient, there has generally been little
interest displayed in what counts as evidence in different disciplines
and areas. This has been neglected in the conduct of apparently
interdisciplinary research.
Writing and language: grammar and spaces in transition
There has been (surprisingly) very little research on languages
in the context of the school-HE transition. There has certainly
been recent debate about whether, why and how to teach grammar,
not only to foreign language students but also to students studying
their native language. This is relevant to the subject of transition
because the place of grammar is being reconsidered in schools and
further education. In the context of the colloquium, it would be
interesting to explore these questions in the wider area of literacy
and languages. It may be that problems related to recruiting students
into HE language departments have distracted attention from the
issues facing those students who do start HE courses.
This theme would include consideration of issues of audience,
multimodality, identity, argumentation and would draw on UCL experience
of its Communicating in
a Digital Age course.
Closing the Gap in School-University Mathematics
It has been acknowledged for some time that the gap between school
and university level mathematics in England has been widening,
made even more apparent with the shift to a mass system of HE.
This increase in the numbers of students attending university disguises
the fact that the proportion of students choosing mathematically
based degrees has decreased overall and that those who do so are
coming from more diverse backgrounds. Research has shown that school
and university have substantial differences of view concerning
the nature of a given mathematical idea. Research suggests that
this is in part due to school mathematics instruction traditionally
focusing on the content aspect of knowledge, with what students
ought to know being defined in terms of ‘chunks’ of
subject matter, and characterising what a student does know in
terms of the amount of content that has been ‘mastered’.
An appreciation of the richness and interconnectedness of the subject
is therefore one that is often hidden from incoming students who,
in extreme circumstances, may understand mathematics merely as
a list of techniques to apply to appropriate problems. A central
challenge relates to the interconnectedness of mathematical ideas
met at school and at university.
Lifelong learning: transitions
The idea of lifelong learning is elusive and has been heavily
subject to rhetoric. Encompassing formal and informal, theoretical
and practical modes of learning, complex and developmental transitions
and ideas of adult learning and professional development, the research
field is nonetheless patchy and one opportunity provided by the
developing European research arena might be to subject this field
to more critical scrutiny with the benefit of genuinely interdisciplinary
approaches. It is possible that this will be attempted in the Integrated
Projects of the EU FP6 programme – but the proposed colloquium
provides an opportunity to raise questions about aspects of transition
in lifelong learning. Terms which are used in this field – for
example, context, mediation, connectivity, negotiation, boundary
crossing,– mean different things within the various disciplines,
roles and perspectives of the European research, policy-making
and practitioner communities. Attention to meaning and a focus
upon the nature and process of learning are often neglected in
the research discourse and yet should engage policy makers, educationists,
social partners and researchers. It may be that a new way of thinking
about learning is timely, rather than rehearsing a series of ‘good
practice’ measures which neglect underlying problems and
questions.
Further information:
Toni Griffiths and Stephen Rowland
Department of Education and Professional Development
University College London
1-19 Torrington Place
London WC1E 6BT
telephone +44 (0) 20 7679 5939 (TG) and +44 (0) 20 7679 1936 (SR)
email toni.griffiths@ucl.ac.uk, s.rowland@ucl.ac.uk
http://www.ucl.ac.uk/calt/
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