Metaphor, embodied learning and WBL

Work Based Learning Futures V Conference, University of Derby, 15-16th Sept. 2011


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paper (draft)
update18thoct/17thOct/ 8th Oct COMMENTS PLEASE.
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PDF Derby PowerPoint (1.1Mb)
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Acknowledgements and Reflective Diary
(updated1st Oct 26th Sept/24th/20th)
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Recordings of the Derby session that inform the paper: an introduction, then 3 sections.

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Introduction to the session

'A few words from the speaker': A technique I have developed for IWBL staff lecturer video resources.

The conference presentation was part of a planned methodology - practical activity followed by reflection, and uses video as a 'warts and all tool' to aid reflection on the subject.

The background to the paper

How metaphor, embodied learning and neuroscience discoveries might drive and inspire the principles of work-base learning: of doing, of making and of making connections. Practical real-time demonstrations and activites were integral to the presentation, including using a piece of rope - make a Turk's Head ship's fender, to demonstrate the power of metaphor in learning, - be a hands-on thinker ! (See Research Menu for background, and reflective diary above).

Part 1 - A: Metaphor operates as embodied learning

It is difficult to put across the horror of editing this material. Rather like an apprentice being tied to a chair, covered in paint and forced to watch his first day at work. The reasons for this deliberate self-inflicted, paper-less and powerpoint-less suffering, is that the practical full-on interaction with the audience, however imperfect, will lead to a deeper understanding of the subject through testing the process of interaction.

I waited a few days and gave myself space from the event and then started to write the formal paper. I used this distance to make decisions on editing down to focus on key points. See the reflective diary for emerging ideas and redundant material. I used scrolling notes in the video, but could have added text about about what I should have done and said, or just cross-fade between main sections as a taster.

This is a demonstration of how video can be used to to create resource material for reflection and to decide how to select the essential message, give pace and space, spead out a crowded session, split it up and even create a new product also research proposals arising from the proces, and a series of workshops.

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Part 2 - B: Neuroscience and metaphor

No I can't stand myself any more. Those people who were present might notice the slides being placed to cover the worst ramblings. The use of slides added to the presentation is also an example of my method of quickly creating a new teaching artifact for IWBL.

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Part 3 - C: Implications for WBL - teaching in the workplace

Now I have edited really hard! The chatty approach is just too much to bear. See if you can spot the edits. I have used a scrolling byline to focus attention on key points. There is a narration added too. Another example of what can be done quickly to turn an event into a more accurate teaching resource. Now after the action a period of reflection and a rewrite of the accompanying paper and thinking about a series of video sequences that hit the nail on the head in a more organised manner ready for a Poster at CDE Research in Distance Education 2011 on the 26th October.

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