Appreciative Inquiry
Appreciative Inquiry is a theory and a model which promotes researching what is working the best in order to collectively create what could be even better (Bushe, 2013). Rather than try and fix things and focus on problem solving, the idea is to look in the direction you want to go, passionately seeking good things to forge a path of desirable evolution.
Conceptual Metaphor
According to Conceptual Metaphor theory, learning takes place from the transplanting of existing conceptions into new contexts (Sfard, 1998).
My Thoughts and Questions
All along throughout the odyssey of MALAT, I thought I would approach my topic based on the tried, tested and true Cognitive Load and Engagement theories. More recently I feel drawn to the other two listed above which are not as commonly tied to research in the field of online learning… but perhaps I could do the tying! What do you think? Would this be a lofty exercise of futility and frustration, or a worthy ambition to conquer for glory?
Since my research is focused on finding good ways to deliver digital learning, I will be appreciatively inquiring whether or not I name it as my overarching theoretical framework. Does it therefore belong in my methods section instead?
References
Bushe, G.R. (2013). The Appreciative Inquiry Model [online PDF]. In E.H. Kessler, (ed.) The Encyclopedia of Management Theory, Sage Publications. Retrieved from http://www.gervasebushe.ca/the_AI_model.pdf
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational researcher, 27(2), 4-13.
Hi Angie,
I thought I would respond here (instead of on my page) as you suggested cognitive load theory for my topic and it seems like throughout this program we have done some similar work along the way to relate the content back to training our respective audiences in the workplace.
I was back and forth with cognitive load theory and I think you’re right, for your line of work with very clear-cut learning objectives and procedural training content, you might find that cognitive load provides you with more of a footing to leap from than the two you suggested. For mine, however, there is an element of procedural, systematic training required for the front-line skill development, however, there is still a huge aspect related to customer service and the various interactions that come in to play there. I think constructivism, with the learning from others, and creating meaningful work through application versus mastery, provides a bit more of a foundation for the topic I’m running with. It’s tough though! It seems like so many can fit the bill…
Good luck 🙂
Hi Angie – I don’t know enough about what goes into which section, but I think appreciative inquiry leans more towards a method, if that’s the method you’re going to use. If you’re planning to investigate how implementing appreciative inquiry impacts online learning, then maybe it’s different…. I don’t know. I am definitely curious about conceptual metaphor, as it’s not something I’ve really heard of at all, but the brief description above makes me curious. Good luck, it sounds like you’ve got a heck of a lot of work ahead of you.
Hello Angie,
The theories you chose made me think of Deming and Ishikawa, among other gurus that fostered the culture of total quality… the first promoting the Deming Cycle which started the philosophy of quality circles (QG on W Edwards Deming, 2018, December 3), the latter profusely using the cause-effect analysis of which the “fishbone” diagram became its landmark (QG on Kaoru Ishikawa, 2018, December 3).
The interesting thing is that, even though these total quality ideas are not new, they might very well be on their way to become current again. Thus I think you might be in for an enriching tour while revisiting the total quality paths and, perhaps, you might help bring them back to life again! It is a thrilling thought to imagine students engaged in tasks that allow them to participate in the improvement of their own learning process…
Today we do something in this regard by taking the RRU surveys about the courses of the MALAT program, but the outcomes are for the next cohort… and what I picture from your idea is the “instantaneous” effect on the learning of current students. That would be awesome to experience, both as student and teacher!
Cheers & good luck!
Alfonso
References
QC on Kaoru Ishikawa. (2018, December 3). QG QUALITYGURUS. Retrieved from https://www.qualitygurus.com/kaoru-ishikawa/
QG on W Edward Deming. (2018, December 3). QG QUALITYGURUS. Retrieved from https://www.qualitygurus.com/w-edwards-deming/
Hello Angie!
The theories your chose reminded me of Deming and Ishikawa, two of the gurus promoting the philosophy of total quality with theories that had an impact on various industries back in the days of the quality circles. The first devised the Deming Cycle which was better appreciated in foreign lands than at home (QG on W Edward Deming, 2018, December 3), and Ishikawa applied the cause-effect analysis using the “fishbone” diagram, the tool that became his signature (QG on Kaoru Ishikawa, 2018, December 3).
It is interesting to note that even though those philosophies are not new, they might become current again if the involvement of the core active element –the student– is relevant enough to develop the required features allowing the theories to function in the learning arena. This will be a new implementation of the once called Process for Continuous Improvement. The difference with what we currently do answering the RRU surveys for every course is that the outcomes of our feedback are seen by the next cohort, while with your intention –if I get it right– the improvements would impact the current cohort since the effect would be, if not immediate, quickly implemented. It will be exciting to see the model in operation!
Cheers and good luck!
Alfonso
References
QG on Kaoru Ishikawa, (2018, December 3). QG QUALITYGURUS. Retrieved from https://www.qualitygurus.com/kaoru-ishikawa/
QG on W Edward Deming, (2018, December 3). QG QUALITYGURUS. Retrieved from https://www.qualitygurus.com/w-edwards-deming/
Hi Angie
As Adam stated these are theories and concepts I have not looked into till I read your post. I believe fits your personality and may be a great fit in the organization you have been telling me about. A very interesting twist from the norm, this theory, highlights a new vision from the usual problem-solving approach to finding solutions to organizational problems. Appreciative Inquiry Identifying their strengths, knowing what works, and collaborate decisions through brainstorming and capitalizing on the enthusiasm and energy of the organizational members. In the right circumstances a very plausible method, application of which could be an interesting endeavour. Conceptual Metaphor theory sound interesting however I know little of and look forward to hearing more about it. All the best in your and cannot wait to see where you take this.
Klaus
Hello Angie!
The theories your chose reminded me of Deming and Ishikawa, two of the gurus promoting the philosophy of total quality with theories that had an impact on various industries back in the days of the quality circles. The first devised the Deming Cycle which was better appreciated in foreign lands than at home (QG on W Edward Deming, 2018, December 3), and Ishikawa applied the cause-effect analysis using the “fishbone” diagram, the tool that became his signature (QG on Kaoru Ishikawa, 2018, December 3).
It is interesting to note that even though those philosophies are not new, they might become current again if the involvement of the core active element –the student– is relevant enough to develop the required features allowing the theories to function in the learning arena. This will be a new implementation of the once called Process for Continuous Improvement. The difference with what we currently do answering the RRU surveys for every course is that the outcomes of our feedback are seen by the next cohort, while with your intention –if I get it right– the improvements would impact the current cohort since the effect would be, if not immediate, quickly implemented. It will be exciting to see the model in operation!
Cheers and good luck!
Alfonso
References
QG on Kaoru Ishikawa, (2018, December 3). QG QUALITYGURUS. Retrieved from https://www.qualitygurus.com/kaoru-ishikawa/
QG on W Edward Deming, (2018, December 3). QG QUALITYGURUS. Retrieved from https://www.qualitygurus.com/w-edwards-deming/
Hi again, Angie!
OK, this is the fourth time I will be listed in your comments. I apologize to those that might see this annoying but here is a brief ‘history of the incident’. The first comment was typed directly in Moodle, when I did not see it published after a while I thought it might be waiting for Angie to OK-it. Next day there still was no sign of it so I decided to type it again, this time in Word first so I could have a back-up mean just in case (and this has become a best practice for Padlet and the like), and that explains why comments #2 and #3 are the same.
This experience shows we need to be aware in case it is necessary for us to ‘outsmart’ technology…
Cheers!
Alfonso
Hi Angie, I was smiling as I read your post. The first two theoretical frameworks were ones that I frequently put stars beside in our readings. To me, they represent two simple concepts that can be directly applied to our own pedagogies and that we can remember in our day-to-day. Personally, I’ve felt that other theoretical frameworks, such as cognitive load and technology acceptance, appeared complex to apply to a research paper as they involve so many ideas that can be hard for me to connect.
From what we’ve read in this program so far, I think that conceptual metaphor may have more literature that you can use compared to appreciative inquiry, as I believe it’s tied to constructivism.
In response to your question, I vote that you go into the rabbit hole of cognitive load theory. I say this because earlier this year, I did an assignment using the theory for an adult learning course. I was intimidated at first, but I found that there were lots of papers that offered applied empirical studies which allowed me to understand the theory as it was applied to a learning situation. Though it did involve some deep-thinking sessions, I came out with some great understandings that I apply to my online learning design today. This makes me think that the small impact a short assignment had on me could shape you even more, as it’s for a much bigger research paper.
Good luck with your decision!!