辅导 Communicating Knowledge: Possibilities and Opportunities Autumn 2024-2025 (Term 1)调试Haskell程序

Communicating Knowledge: Possibilities and Opportunities

Autumn 2024-2025 (Term 1)

Introduction

Welcome to Communicating Knowledge: Possibilities and Opportunities.

This handbook has been written to help you prepare for your studies on this module. You should use it as a reference whenever you need specific information or advice. It should be read in conjunction with the handbook for your MA Programme.

This handbook provides information on the module Communicating Knowledge, and the assessment. Additional information will be provided through Moodle – which you should treat as part of this handbook - which will be frequently updated during the course.

If you have any questions for which you cannot find answers in this handbook or on Moodle, please ask the Module Administrators ([email protected]) or the module leader Yashpia Salema ([email protected]).

In this module we look at how we communicate specialist knowledge to non-expert audiences. Drawing theory from linguistics, multimodal communication, semiotics, sociology and philosophy, we attend to possibilities and opportunities arising in the sociocultural contexts of communication. We will examine a range of multimodal texts, such as blogs, videos, and museum and art exhibitions, in order to reflect on the communication strategies used across modes, such as writing, image, video and sound.

This module will support students in developing resources for communicating meaning effectively when adopting the role of mediators of specialist knowledge. How do you explain something intrinsically complicated to people who are not trained specialists?

Overview – Communicating Knowledge: Possibilities and opportunities

A key focus is on the presentation of knowledge to the general public – examples include an educationalist explaining matters of policy, a scientist explaining scientific concepts to non-expert audiences, and the effective curation of an art exhibition for public consumption. The module will contrast the communication of knowledge from STEM areas with those in the arts and humanities.

How can we and should we transform. specialist knowledge in order to communicate it to non-experts? What is the role of the mediators of knowledge and the possibilities available to them to make meanings and engage with audiences?

The module will incorporate a critical consideration of the concept of expertise and provide an opportunity for students to produce and have discussed their own communicative artefacts in the form. of videos/blogs or other creative pieces.

Assessment for this module has two parts. Part A, the submission on Moodle of an artefact (e.g. poster, video, blog) that communicates knowledge about any topic chosen by the student and agreed with the seminar tutor. Part B, an essay which critically discusses the student's reflection on their use of the communication strategies learned in the module in the making of the artefact. Both parts must be submitted as they will receive one overall grade.

Please refer to the Moodle site for ongoing developments of course content, which will adapt to reflect the interests of the students on the programme.

General Aims and Learning Outcomes

This module aims:

· To prepare students who are in the process of becoming experts/developing their specialisms to be able to research the possibilities and opportunities of communicating specialist knowledge to non-specialist audiences.

· To enhance students’ critical awareness of the issues surrounding the role of experts in society.

· For students to critically consider the necessary transformation(s) of expertise when it is communicated to non-expert audiences and what is at stake in such transformation in terms of the validity/communicability of such knowledge.

· To learn to be able to critically assess, and thus learn from, the communication of specialist knowledge in different disciplines (including STEM areas, Arts and the Humanities).

· To become aware of the metaphorical and semiotic content of expert knowledge and the significance of this for its communication to non-expert audiences.

· To critically consider the notion of ‘knowledge’ itself in the context of its reception.

· To consider the nature of recontextualising strategies in the communication of expertise and to become critically aware of the challenges as well as the opportunities this may involve.

· To develop a critical perspective on, and be in a position to begin to research, the communication of knowledge that is aligned with the particular issues surrounding the dissemination of fake-news and fake- claims to knowledge.

Intended Learning Outcomes

A graduate of this module is expected:

· To become confident in their ability to write and to speak their own expertise to non-expert audiences.

· To acquire some advanced expertise in the social-semiotics of the communication of knowledge, and to be able to critically consider and research the power-relations involved in the relations of experts and non- experts.

· To gain a sense that expertise is rooted in specialist practice rather than in knowledge of the lifeworld of the non-expert. To research past events where experts have ignored that gap and insisted on an expertise that now seems false (for example, some uses of the normal distribution by psychiatrists).

· To raise students’ awareness of opportunities to immerse themselves in the research culture of the IOE. For example, students will be invited to attend a post-graduate seminar that runs independent of the course and which studies the social-semiotics of the recontextualisation of expertise.

· To be able to critically examine and research how different bodies mediate the communication of expert knowledge (for example, professional bodies, the field of education, the journalistic field, documentaries on television, museums and zoos).

· To be able to critically consider at an advanced level the role of the state in the recontextualisation of knowledge-claims.

· Students develop their academic writing, and presentation skills both by working in the seminars and the assignments.

Course Structure

The module is delivered through face-to-face lectures and seminars based at the IOE/UCL and lasts for 10 weeks – with a one-week break for reading week.

You will be allocated to a seminar group at the start of the module.

You will be asked to visit museums independently during the reading week and reflect on the content of the lectures.

Lectures will usually comprise 1 hr 20 min talk including question time and might include tasks. The seminars also lasting 1 hr 20 min are focused on the discussion of the essential readings and involve practical tasks. All students are expected to have read and critically engaged with the readings in advance of the seminars as well as to actively participate in all seminar activities.

The content of this module entails six main topics delivered over ten weeks. Below is the break-out of the sessions:

The Learning Materials

The learning materials for this module are the various resources and readings available on Moodle. The essential readings are listed on the main Moodle for each week, and available as digitised readings or available electronically via the UCL IOE library. Please use the Moodle link to the Library resources, which you will find on our module Moodle.

Please ensure you make time to do these readings to be able to fully participate in the activities. The key pages of each reading for the discussions are indicated on Moodle, together with some questions to think about as you do the readings. There may also be video resources and tasks to engage with on each topic.

The seminars will involve activities and discussions that focus on the week’s readings and lecture.

Please note that the material for each week of the module is released on a weekly basis and updated regularly. We will aim to release lecture slides ahead of Monday lectures and recordings of lectures will be made available on Moodle. Seminar slides will be made available on Moodle after each seminar.

You are encouraged to fully engage with the material of the current week, before moving on to the next one.

Module Assessment

Assessment for this module has two parts. Part A, the submission on Moodle of an artefact (e.g. poster, video, blog) that communicates knowledge about any topic chosen by the student and agreed with the seminar tutor. Part B, an essay which critically discusses the student's reflection on their use of the communication strategies learned in the module in the making of the artefact. Both parts must be submitted as they will receive one overall grade.

Artefact

The artefact must be deliverable online – for example, a video, audio presentation, blog or podcast. The maximum length of the artefact is described under the Assessment tab on Moodle. Summative feedback on your artefact without a grade will be given before you submit your final reflective essay.

The form of the artefact must be agreed with your seminar leader.

Essay

The length of the final essay should be 3000 words (the final version MUST be no more than 3300 words or your grade for the whole module will be penalised).

This essay will be a critical engagement with the issues you encountered producing the artefact and should clearly demonstrate your learning in the module. The grade-related assessment criteria for Masters Degrees will be used to assess the artifact and the essay holistically (that is, you will be awarded a single mark covering your achievement in both).

You should develop your own essay title. You may choose a title based on what you find interesting or is most directly relevant to your experience.

Outline of the essay

You may submit a draft outline of your essay (of no more than 900 words) for comments/advice to the module tutor (for a template of the outline and deadlines see Moodle). Feedback on the draft outline will be formative only, it should not be read as indicating a likely grade.

Further guidance on the assessment will be provided on Moodle and in the module sessions.

Your final essay submission will be marked by a tutor from the programme. Your essay may form. part of a sample that is marked by another tutor. In this case, your assessment will be double marked by two tutors on the course. The overall grade/mark is determined holistically across the artefact and the essay. Grades are not final until they have been approved at the MA in Education programme Examination Board. Your official results will be sent to you as soon as possible after the Board of Examiners meeting.

Grade-related Criteria for Masters Degrees

The current UCL scheme for grading work at PGT level appears as a separate document on the Moodle assessment page for this module.

The work which you submit for assessment should be presented with focus, it should be well- organised and the meaning should be clear. You may lose marks if your work does not meet these criteria. We will discuss what is meant by ‘critical engagement’ in these criteria during the course. We will also explain which elements of the criteria are most easily and usually achievable in the presentation of the artefact and the essay respectively.

Essential Readings (TBC)

An up to date reading list of compulsory and suggested readings has been provided on Moodle. If you become interested in a particular direction of the course the following readings might provide resources for taking that further. You certainly do not have to engage with all of them – but be selective to deepen your work.

Extensive Reading List

Specialised/Non-Specialised Understanding of Science

Ashley, M. (2008) Here’s what you must think about nuclear power: grappling with the spiritual ground of children’s judgement inside and outside Steiner Waldorf education, International Journal of Children's Spirituality, Vol. 13, No. 1, pp. 65-74

Bachelard, G. (2002) The Formation of the Scientific Mind Manchester: Clinamen Press

Bourdieu, P, Chamboredon, J-C, Passeron, J-C (1991) The Craft of Sociology: Epistemological

Preliminaries translated by Richard Nice, New York: Walter de Gruyter

Dreyfus, H. & Dreyfus, S. (1986) Mind over Machine: The Power of Human Intuition and

Expertise in the Era of the Computer New York: The Free Press

Diemberger, H., Hastrup, K., Shaffer, et al. (20) Communicating Climate Knowledge: Proxies, Processes, Politics Current Anthropology, Vol. 53, No. 2 (April 2012), pp. 226-244

Goldacre, B. (2011) Ted Talk: Battling Bad Science available

at https://www.ted.com/talks/ben_goldacre_battling_bad_science?language=en

Husserl, E. (1970[1936]) The Crisis of European Sciences and Transcendental Phenomenology translated by David Carr, Evanston: Northwestern University Press

Koyré, A. (1957). From the closed world to the open universe. Baltimore: Johns Hopkins UP.

Hesse, M. (1966) Models and Analogies in Science Indiana: University of Notre Dame Press

Johnson, M. (1987) The Body in the Mind: The Bodily Basis of Meaning, Imagination, and

Reason Chicago: University of Chicago Press

Collins, H. and Pinch, T. (1998) The Golem: What you should know about science

Cambridge: Cambridge University Press

Knorr-Cetina, K. (1999) Epistemic Cultures: How the Sciences Make Knowledge Cambridge,

Massachusetts: Harvard University Press

Polyani, M. (1966) The Tacit Dimension Chicago: University of Chicago Press

Stocklmayer, S.M. and Bryant, C. (2012). Science and the Public—What should people know?. International Journal of Science Education, Part B, 2(1), pp.81-101.

Turnbull, D. (2000) Masons, Tricksters and Cartographers: Comparative Studies in the

Sociology of Scientific and Indigenous Knowledge London: Routledge

Wynne, B. (2010) Rationality and Ritual: Participation and Exclusion in Nuclear Decision-making

Specialised/Non-Specialised Understanding of Humanities

Brook, T. (2009) Vermeer’s Hat: The Seventeenth Century and the Dawn of the Global

World London: Profile Books

Danto, A. C. What Art Is New Haven: Yale University Press

Eco, U. (1995) Faith in Fakes: Travels in Hyper-reality London: Random House, Vintage

Falk, J. H., & Dierking, L. D. (2000). Learning from Museums: Visitor Experiences and the

Making of Meaning. Walnut Creek, Lanham, New York, Oxford: AltaMira Press.

Friedberg, A. (2006) The Virtual Window: From Alberti to Microsoft Cambridge, Massachusetts: The MIT Press

Gombrich, E.H. (1960) Art and Illusion: A study in the psychology of pictorial representation Oxford: The Phaidon Press

Smith, D.R., Nixon, G. and Pearce, J. (2018) Bad Religion as False Religion: An Empirical Study of UK Religious Education Teachers’ Essentialist Religious Discourse, Religions, 9.

Sova, R. B. (2015) Art appreciation as a Learned Competence: A Museum-based Qualitative

Study of Adult Art Specialist and Art Non-Specialist Visitors CEPS Journal: Center for

Educational Policy Studies Journal: Ljubljana Vol 5, (4): 141-157

Trofanenko, B. (ed.). (2014). Beyond pedagogy: Reconsidering the public purpose of museums. Springer.

Critical Considerations on the Role of Expertise

Abbott, A. (1988) The System of Professions: An Essay on the Division of Expert Labour Chicago: Chicago University Press

Atkinson, P. (2013) Blowing hot: The ethnography of craft and the craft of ethnography. Qualitative Inquiry Vol 19, (5): 397-404.

Collins, H. (2014) Are we all scientific experts now? John Wiley & Sons

Collins, H. & Evans, R. (2007) Rethinking Expertise Chicago: University of Chicago Press

Eraut, M. (2004) Transfer of knowledge between education and workplace settings, In H. Rainbird, A.

Fuller and A. Munro (Eds.), Workplace Learning in Context. London: Routledge.

Mitchell, T. (2002) Rule of Experts: Egypt, Techno-Politics, Modernity

Berkeley: University of California Press

Nonaka, I. (2008). The knowledge-creating company. Harvard Business Review Press.

Rose, N. (1999) Governing the Soul: The Shaping of the Private Self. London: Free Association Books

Theorising Communication and Recontextualisation

Bachelard, G. (1968) The Philosophy of No New York: The Orion Press

Bloor, D. (1982) Durkheim and Mauss Revisited: Classification and the Sociology of Knowledge Stud. Hist. Phil. Sci., Vol. 13, No. 4, pp 267 – 297

Bourdieu, P. (1996a) On Television and Journalism London: The Pluto Press Cobley, P. & Jansz, L. (1999) Introducing Semiotics Cambridge: Icon Books

Dowling, P. (2013) Social Activity Method (SAM): A fractal language for mathematics

Math Ed Res Number 1 March 2013 Vol. 25: 317-340

Eco U. (1979) The Role of the Reader: Explorations in the Semiotics of Texts. Indiana: Indiana University Press

Grace, G. (2014) Professions, sacred and profane: Reflections upon the changing nature of professionalism in Young, M. & Muller, J. (eds) Knowledge, Expertise and the Professions. London: Routledge

Habermas, J. (2018) Philosophical Introductions: Five Approaches to CommunicativeReason Cambridge: Polity

Habermas, J. (1998) Communicative Rationality and the Theories of Meaning and Action. Chapter in On the Pragmatics of Communication Cambridge: Polity

Kress, G. (2010) Multimodality: A Social Semiotic Approach to Contemporary Communication London: Routledge

Lombrozo, T. (2007) Simplicity and probability in causal explanation Cognitive Psychology Vol 55:

232-257.

Maturana, H. R., & Varela, F. J. (1991) Autopoiesis and cognition: The realization of the living (Vol.

42). Springer Science & Business Media.

Volosinov, V. (1986) Marxism and the Philosophy of Language Harvard: Harvard University Press

We hope you enjoy this module, and we very much look forward to working with you.