(This is part of the work I am doing for my Masters course “Conceptualizing the Learning Sciences” at the University of Calgary as part of my Design Learning program. I am planning on posting my work here, as well as on the site that my course is based on. This may not interest anyone beyond me, but when it comes to reflections, I like to post mine on my blog regardless of whether they are simply for me, for my PLN, or for another purpose like my Masters coursework.)
“Advances in educational know-how are likely to remain slow and uncertain until educational institutions follow suit and devote funds to supporting their role in the production of educational PPK (Principled Practical Knowledge).” (Bereiter, 2014)
16 months ago, I was lucky to take part in a trip down to Cupertino, California with my school division to meet with Apple at their headquarters. One of the presenters was a key individual from their financial department, and a key point of his presentation that stuck out for me was when he mentioned the immense amount of their budget dedicated to Research and Development (R&D). I leaned over and asked a member of our division’s senior executive and asked her what portion of our budget was dedicated to R&D?
This quote above from Carl Bereiter suggests to me the need for our field to have research and development happening. At what level? People will point to universities and say that it is these institutions that should be handling that. My thought was that this should occur at the division level, and whatever departments we currently have should include one that is either renamed or created as “Research and Development”. My professor Dr. Sharon Friesen suggested that in fact this should be happening in the schools. I think maybe a hybrid of the two might be the answer.
I think too often we spend our time thinking about how we can apply what others have applied, or bring canned programs in from other people and places, but what do we do to foster new ideas in our organizations? Doesn’t the idea of “Best Practice” in itself strictly refer to what has been done? And what better way to ensure we bring research in to our practice then to have a department that focuses on what research is telling us?
I also think there is power in the title itself – “Research and Development”. If I was working in a department that was called something like “Learning Services” or even “Curriculum”, and suddenly we changed to something along the lines of R&D, it would change the way I thought about the work I did, and the goals I had for myself and my work. Maybe changing existing departments is too much to ask, and maybe a division could start with a small R&D department or even a person who’s job it was to bring that type of thinking to the division or schools. I would love that job.
We are in a time of change for education, no doubt, so if we are changing how we teach, how we assess and how we learn, maybe we should also look to change how we move our profession and our practice forward. What do you think? Does your division or school have some way to bring this type of thinking and ideation into the organization?
Bereiter, C. (2014). Principled practical knowledge: Not a bridge but a ladder. The Journal of the Learning Sciences, 23(1), 4-17.