practice-based research

‘Information transmission’ is a popular phrase used to denote the mechanistic communication of expert knowledge that is one way only. The critique of this mode of teaching has become increasingly sophisticated over the years as knowledge about the complexity of communication grows. The phrase was first coined in 1949 by Shannon and Weaver who wanted to mirror the functioning of radio and telephone technologies in human communication.

MirandaNet Fellows, founded in 1992 by Professor Christina Preston, had a unique reputation in the market for independence, credibility and market leading research into technology and innovation. As mentioned, Fellows, all educators, offered an innovative qualitative research programme, iCatalyst, working with teachers as co-researchers to define, measure and report on the impact of innovation on learning. Working with all key stakeholders, the MirandaNet Fellows identified what they wanted to gain from their investment in digital technologies in terms of evidence of learning.

This MESHGuide is focusing on the pedagogy used for the Continuing Professional Development(CPD) programmes developed by the MirandaNet Fellowship that demonstrate the application of practice-based learning to CPD.

Constructivism and Constructionism 

In this MESHGuide we are now concentrating on one particular approach the MirandaNet Fellows developed. This international professional organisation was founded by Dr Christina Preston in 1992. Central to that organisation is the argument that the constructivist approach is preferable in the CPD context, because pedagogical design acknowledges the human need to generate knowledge and meaning from their own experiences.

This Guide focuses on how the use and application of research into teaching and learning practices has enriched teaching and learning opportunities. What follows is a review of the pedagogical models that have underpinned Continuing Professional Development (CPD) programme design since the late 1980s, with a strong focus on using education technology to support CPD. The discussion is framed using three key pedagogical approaches that underpin CPD designs based on Pachler’s (2005) learning principles (simplified for student teachers):