16-T5 Domain specific instruction in schools and professional domains

Course description:
Research within the area of learning and instruction often takes place within a specific domain (Mayer & Alexander, 2010). The context in which this type of research is conducted differs between primary, secondary, and higher education, and also between professional learning in a work-based environment or on the job. Important research questions focus on learning and instruction of domain specific concepts and domain specific ways of reasoning. Within these domains many innovations have been implemented over the last few decades because of new insights in learning and instruction, but also because the subject matter that is taught within these different domains is up-dated. Different types of research methods are used, and both quantitative and qualitative data are collected. In this master class we will make a distinction between DSI in schools as compared to DSI in the professions, while also recognizing the commonalities between them. Furthermore, we will elaborate on what happens with domain-specific skills when a person has to translate them into a different context (i.e., transfer and transitions). Finally, we will discuss how to close the gap between the research and educational practice under discussion and how to develop a fruitful exchange between both.

Course objectives:
The participants will:
  • Become aware that domain specific research is conducted within diverse contexts; i.e. the context of the school setting and the professional learning environment 
  • Acquire insight into the types of research questions and theories that play a dominant role when investigating the acquisition of domain specific knowledge and skills 
  • Discover to which extent domain-specific skills are transferable. 
  • Acquire insight into research methodologies used within this type of research 
  • Become acquainted with the work of researchers and staff members within this area 
  • Engage in debate about strengths and weaknesses of domain specific research 
  • Learn to convert research questions, methodologies and findings of domain specific research to the context of their own research project. 
Requirements/entry level:
This course is recommended for second or third year PhD-students. First year PhD students may participate only if they have followed the ICO Introductory course.

Meetings:
Day 1: Domain specific instruction in schools
10.00-10.30 Overview over course and brief introduction of all participants
10.30-11.00 Carla van Boxtel: general introduction to the topic
11.00-12.00 Group assignment (2): description see below
12.00-13.00 Lunch
13.00-13.45 NN: Effective strategies to teach writing
13.45-14.00 Discussion: prepared by participants (Assignment 1)
14.00-14.45 NN: Teaching and learning in science education
14.45-15.00 Discussion: prepared by participants (Assignment 1)
15.00-16.00 Group assignment (2): description see below

Day 2: Domain specific instruction in the professions
10.00-10.30 Halszka Jarodzka: General introduction to topic
10.30-12.00 Group assignment (2): description see below
12.00-13.00 Lunch
13.00-13.45 NN: Characteristics and training of visual expertise
13.45-14.00 Discussion: prepared by participants (Assignment 1)
14.00-14.45 NN: Teachers’ expertise: developing competencies and beyond
14.45-15.00 Discussion: prepared by participants (Assignment 1)
15.00-16.00 Group work and presentations (based on posters made during

group assignment 2: reflections on domain specific
research in schools versus domain specific research in the
professions

Day 3: Transitions between domains & domain-specific transfer
10.00-12.00 Presentations PhD students (Assignment 3) in a ‘market place’ style. That is, half of the participants make a stand across the room and the other half walks around to get informed. During session on Day 4, they switch. Students have to think about what to bring (artefacts, materials, data etc.) to their stand.
12.00-13.00 Lunch
13.00-13.45 NN: Domain-specific professional skills and how to define ‘transfer’ of them
13.45-14.00 Discussion: prepared by participants (Assignment 1)
14.00-14.45 NN: Transitions within and between professions
14.45-15.00 Discussion: prepared by participants (Assignment 1)
15.00-16.00 Closing of this part and last discussion on Assignment 3

Day 4: Research on domain specific instruction: from theory to practice
10.00-12.00 2nd part market place (Assignment 3)
12.00-13.00 Lunch
13.00-13.45 NN: The gap between educational research and practice
13.45-14.00 Group discussion about how to bridge the gap between education and practice
14.00-15.30 interactive group assignment: Connecting general and domain-specific theories (guided by an expert from the field)
15.30-16.00 Evaluation and closing

Specification of the workload:
The contact-based activities take 24 hours. In total 60 hours are scheduled for self-study (reading and writing the papers for the two assignments). So in total the course takes 84 hours.

Dates & Location:
22nd & 23rd February 2016
21st & 22nd March 2016
Studiecentrum of the Open University in Utrecht, Vondellaan 202, 3521 GZ Utrecht 

course coordinators/tutors 
Dr. Halszka Jarodzka (halszka.jarodzka@ou.nl
Centre for Learning Sciences and Technologies 
Open Universiteit 
PO Box 2960 
6401 DL Heerlen 

Prof. dr. Carla van Boxtel (c.a.m.vanboxtel@uva.nl
University of Amsterdam
Research Institute of Child Development and Education
Nieuwe Achtergracht 127
1018 WS Amsterdam

Charlotte Wolff (Charlotte.Wolff@OU.nl
Centre for Learning Sciences and Technologies 
Open Universiteit 

Gerhard Stoel (g.l.stoel@uva.nl
University of Amsterdam
Research Institute of Child Development and Education

Maximum number of participants: No specifications

Assessment:
- Being present through all face-to-face meetings
- Finishing both assignments

Feedback: the presentations of the participants will be discussed during the meetings