Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism
British Educational Research Association.
MetadataShow full item record
Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge-transfer’ model of evidence-based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence-based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC-funded ‘SHAPE’ project, which adopted a different model of evidence-based practice, focusing on knowledge co-construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co-construction with school practitioners, parents and pupils. Such co-construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence-based practice as an alternative to the currently dominant and narrow model of knowledge transfer.
British Educational Research Journal
Guldberg,K., Parsons,S., Porayska‐Pomsta,K., Keay-Bright, W. (2017) 'Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism', British Educational Research Journal, 43 (2), pp. 394–413
This article was published in British Educational Research Journal on 05 April 2017 (online), available open access at http://dx.doi.org/10.1002/berj.3275
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
Showing items related by title, author, subject and abstract.
A critical evaluation of knowledge transfer management in improving organisational effectiveness within MNCs Sandjong, Arielle Dora Nganya (Cardiff Metropolitan University, 2015)This thesis would be trivial if it did not aim to assist organisations to continuously improve their activities and sustain long-term profitability in today’s competitive market. It reports the development of a knowledge ...
Assessing the thermal performance of buildings at the construction stage using thermography. Development and evaluation of a testing approach in the context of new housing in Wales Taylor, Tim (Cardiff Metropolitan University, 2014)At present there are concerns that new housing in the UK under-performs in terms of energy-efficiency. In research studies where the thermal performance of the building fabric has been measured, post-construction, significant ...
An investigative study into standards of pupils' attainment in appraising as part of WJEC GCSE Music in a south Wales secondary school Green, Lewis Andrew (2013)Today, the music curriculum in Wales is continuously undergoing constant change and development. As part of the music curriculum at KS3 and GCSE specifications, all pupils in music should approach performing, composing ...