Inspire. Lead. Engage. Project Title A comprehensive literature review of how the ways of knowing have been used elsewhere in classroom settings with postsecondary students across applied disciplines Michael Ladouceur, B.Sc.N., M.P.H. and Louela Manankil-Rankin, Ph.D. (student) NERU funding (2009) November 9, 2009 McMaster University, School of Nursing
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Insp
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Project Title
A comprehensive literature review of how theways of knowing have been used elsewhere inclassroom settings with postsecondary students
across applied disciplines
Michael Ladouceur, B.Sc.N., M.P.H.and
Louela Manankil-Rankin, Ph.D. (student)NERU funding (2009)
November 9, 2009McMaster University, School of Nursing
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Significance
transition to the Kaleidoscope Curriculum.
ways of knowing are introduced in care scenarios.
to understand ways to facilitate small group learning‘through person-based within a problem-basedapproach.’
to provide formative feedback about students’learning and utilization of the ways of knowing.
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Patient makes decisionsin consultation withnurse.
Joint decisions by nurse andpatient.
Nurse makes all the decisions.Emancipatory
Make decisions from aprincipled framework.
Make decisions from rules.Makes decisions arbitrarily.Ethical
Deep appreciation of themeaning of a situation.Uses inner creativeforces to transform asituation
Begins to identify and developcreative capacity within self.
Weak understanding of themeaning of a situation.
Esthetic
Full awareness of the selfin the context ofinteraction with others.
Becoming wholistic andauthentic.
Little self-awareness.Personal
Uses experimentalevidence, summaries orsystematic reviews.
Uses anecdotal evidence orevidence from observationalstudies.
Uses little or no evidence tomake decisions.
Empirical
Wide (5)Medium (3)Narrow (1)Domains
Hypothetical ranking tableof indicators of ways of knowing
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Pentagram of indicatorsof ʻways of knowingʼ
Empirical Emancipatory
Esthetic
Ethical
Personal
Adapted by Michael Ladouceur from: Bjaras, G., Haglund, B. & Rifkin, S. (1991).A New Approach to Community Participation Assessment. Health Promotion International. 6(1).
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Level of understandingjudged at time 1 (baseline)
Empirical Emancipatory
Esthetic
Ethical
Personal
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Level of understandingjudged at time 2
T 1
T 2
Empirical Emancipatory
Esthetic
Ethical
Personal
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Research questions
1. What does the literature say about how thedifferent ways of knowing are used andassessed in postsecondary education of theapplied disciplines?
2. What does the literature say about howstudents enact the different ways of knowingwithin a classroom setting?
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Purpose
To review the literature (nursing, medicine,allied health, psychology and education) tounderstand how the different ways of knowing(empiric, emancipatory, ethical, personal, andaesthetic) are used and assessed inpostsecondary education.
To review the literature to identify how thedifferent ways of knowing are enacted in theclassroom settings.
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Background(Traditional theories of knowledge acquisition)
Empiricism - a theory of knowledge emphasizing the role of experience (esp. experience based on perceptual observations by the five senses).
Rationalism - knowledge varies from rationalist to rationalist.
Constructivism - all knowledge is constructed from human perception and social experience.
Skepticism - related to the question of whether certain knowledge is possible.
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Aesthetic & artistic: actually feeling the experience with another.
Personal: knowing self, experiences that influence our perspectives.
Ethical: commitment of service to others, respect for human life while recognizing our moral obligations to society.
Empiric: research utilizing scientific processes and rigorous methodologies.
Emancipatory (Chinn & Kramer): the capacity to notice and act upon injustices in the social order.
Background(Barbara Carperʼs (1978) ways of knowing)
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Methodology(Literature Review)
Inclusion Criteria:
Only literature from applied disciplines (nursing,medicine, rehab. sciences, social work, etc.)
Search terms: “modes” of knowing, ”ways” of knowing,educational strategies, classroom settings, students.
Types of literature: theoretical and research.
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Methodology(Literature Review)
Exclusion Criteria:
no anecdotal literature.
literature re: the clinical setting will be noted, but notincluded in THIS study.
professional practice literature will be noted, but notincluded in THIS study.
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Databases: CINAHL, ERIC, PubMed, Web of Science.
Year: 1988 and beyond (20 years)
Language: English.
Region: North America, Europe, Asia, Australia, Africa,South America.
Boundaries: Classroom setting, postsecondary education
Handsearching of literature in relevant books i.e.Chinn and Kramer.
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Methodology(Literature Review)
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Data will be reviewed as it answers the questions forthis research study.
Only relevant articles will be included in the dataset.
Thematic analysis of the articles in the data set for thediscipline will be conducted (within analysis).
Thematic analysis of articles across disciplines will beconducted in order to gain insight into an overarchinginterpretation of the ways of knowing and their use inclassroom settings.
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Methodology(Data Analysis)
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Timeline
Literature search will begin January, 2010 afterconsultation with librarian who will conduct thereview.
Analysis of datasets will begin February, 2010.
Recommendations for tutor guide developmentand evaluations will be available May, 2010.
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Dissemination Plans
Findings and recommendations will be discussedin Evaluation Task Force meetings commencingMay, 2010.
Recommendations for tutor guide development willbe shared with course planners, FacultyDevelopment Group, CIC by June, 2010.
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Final Product
A report that outlines the findings andrecommendations of this study based on theliterature.
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Future Directions
Development of a tool/guide based on literaturethat will assist tutors in recognizing themanifestations of the ways of knowing in PBLtutorial.
Conduct another study that will focus on thelived-experience of the Kaleidescope curriculumwith a particular focus on the manifestations ofthe ways of knowing in PBL tutorial.
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Questions?
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