Breaking Our Codes Presentation

7/31/2019 Breaking Our Codes Presentation

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Cracking Our Own Codes: Designing Instruction forGreater Clarity and Appropriate Control

(will appear in vol 18 of International Journal on Learning, 2012)

Mark Stoner,Department of Communication Studies

Center for Teaching and LearningCalifornia State University, Sacramento

Co-authors:Steve Higgins

School of EducationDurham University

Diego BonillaDepartment of Communication StudiesCalifornia State University, Sacramento


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Patterned Human BehaviorIn instructional contexts

May function as code People attribute meaning


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When you see such a room, what does it mean?

What roles does it imply? What patterns of behavior canwe anticipate by those playing the roles?

How do you know?


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When you see such a room, what does it mean?

What roles does it imply? What patterns of behavior canwe anticipate by those playing the roles?


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Lets consider another kind of patterned human behavior

in an instructional context . . .


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Follow-a-thread assignment: a short essay (3-4 pages) thatexplores, in greater depth, a topic from the readings by digesting twoor more relevant citation or citations. (5 points) Assignment may be

repeated once.

To follow a thread is to examine the treatment of a concept or theory

across related essays or studies.

Your task is to select and read related essays and explain how theconcept they jointly treat is operationalized, applied, modified, orcritiqued. Remark on what you learn about the nature of ourknowledge about the concept treated by various scholars.

Essays that score all five points will present some insight rather

than just reporting the contents of the studies. Include abibliography and cite sources in APA (6th ed.) style.

Sample assignment

What patterns of instructional discourse do you see?What do you anticipate being most meaningful to students?


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Basil Bernstein defines code as

a regulative principle, tacitly acquired,

which selectsand integrates

1. relevant meanings,

2. the form of their realizationand

3. evoking contexts. (p.109)

Bernstein, B. (2000). Pedagogy, symbolic control and identity, rev. ed. Lanham, MD: Rowman & Littlefield.

Lets go back and see how this applies to our two cases


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This site is a meaningful code precisely because it selectsandintegrates relevant meanings, the form of their realizationandevoking contexts.


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This site is a meaningful code precisely because it selectsandintegrates relevant meanings, the form of their realizationandevoking contexts.


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Follow-a-thread assignment: a short essay (3-4 pages) thatexplores, in greater depth, a topic from the readings by digesting twoor more relevant citation or citations. (5 points) Assignment may be

repeated once.

To follow a thread is to examine the treatment of a concept or theory

across related essays or studies.

Your task is to select and read related essays and explain how theconcept they jointly treat is operationalized, applied, modified, orcritiqued. Remark on what you learn about the nature of ourknowledge about the concept treated by various scholars.

Essays that score all five points will present some insight rather

than just reporting the contents of the studies. Include abibliography and cite sources in APA (6th ed.) style.

Sample assignment

This is a code precisely because it selectsand integratesrelevant meanings, the form of their realizationand evoking contexts.


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When instructing, we use at least three message systems. . .


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3 Instructional MessageSystems

(that vary among disciplines)

CurriculumRelationship of units of content and timeallocated

Timing of content

Time on task

PedagogyRepertoire of strategies for presenting andprocessing content

Allocation of qualification to make knowledgeclaims

Allocation of responsibility for learning

EvaluationPredominant type of evaluation

Levels of knowledge assessed ( la Bloom)

Authenticity of evaluation


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which are regulated by two forms of control


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These instructional message systems respond to two forms of control:

Classificationrefers to the degree of insulation between categories ofdiscourse, agents, practices, contexts, and provides recognition rulesfor both transmitters and acquirers for the degree of specialization oftheir texts. (p.214)

Framingrefers to the controls on the selection, sequencing, pacingand criterial rules of the pedagogic communicative relationship betweentransmitters and acquirers . . . . (p.214)

Bernstein, B. (1990). The Structuring of Pedagogic Discourse, Vol IV Class, Codes and Control. London: Routledge.


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We can relate classification and framing like this:


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Framing

Classification

Reproduction

Production

Strong

StrongWeak


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Framing

Classification

Reproduction

Production

Communication, Self andSociety@ Time 1 (ComS 163)

Communication, Self andSociety@ Time 2

Strong

StrongWeak

Heres a case from my experience.

The course needed greater structure (framing) to function as acommunication course (classification)


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Some highly classified and framed courses can

benefit by changing the nature of the message systems

to move toward production or creativity in outcomes


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Framing

Classification

Reproduction

Production

Longairs alternative

design

National Physics course syllabus

Weak

Strong

Strong


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http://hypergraphia.wikispaces.com/Instructional+Design+Tool

Lets connect the message systems relative to the forms of

control by using them to examine a course design:

(a sample of Diegos programming magic)
http://hypergraphia.wikispaces.com/Instructional+Design+Toolhttp://hypergraphia.wikispaces.com/Instructional+Design+Tool

Breaking Our Codes Presentation

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