Patchwork Text - reviewing my own understandings
Before the Christmas break I was reading around the theme of ‘patchwork
text’. Patchwork text was Winter’s answer to many of the problems of essay
writing (1999). Patchwork text is a gradually
assembled set of small activities, which are stitched together by a reflective
commentary. It is the reflective, overarching commentary that separates the
approach from a traditional portfolio. In addition the patchwork requires a
collaborative, social element, such that the learner aligns, develops and
challenges their-own understandings.
The BA Learning Technology Research course has used
patchwork text for each module. Moreover the delivery team built upon patchwork
text by incorporating high degrees of technology and communication through
technology. This brand of the patchwork text has been called patchwork media.
The media may be seen to enhance two particular strands of
the patchwork approach. First, it enhances collaboration in the production of
activities, the formulation of views and positions and the formation of
arguments. The role of technology in this collaborative step should not be
underrated, McKenzie (2006) for example noted pragmatic problems in executing
deep enough collaboration in a face to face situation (e.g . timetabling,
layout, absenteeism), Second it allows learners to use a wider range of genres and creative
voices, anecdotally I have seen much value in good genre play in allowing the
learner to step outside themselves and their own perspective.
After four years of working with patchwork it has been
useful to, albeit casually, review my own understanding. I was reassured to
remind myself that the patchwork
approach which does not place the student as master, but rather apprentice,
which internalises knowledge rather than externalising it and which embraces individual
values in the formulation of positions is in keeping with the view of social
science which says that “those who study the social world are,
at the same time members of that world and bring to it their own values and
positions, moreover ” (QAA, 2000, 3.3). This is reflected in some of the social
science subject benchmarks – for example for education students should have
“the ability to use their knowledge and understanding critically to locate and
justify a personal position in relation to the subject”. Through both
collaboration and through reflection the student can immerse in this
accommodative learning process. In
her use of the method McKenzie captures this immersion of self in to learning
by the additional learning outcome added to an existing module : “reflect on
what has been learned in the module in order to revise personal frames of
reference and promote self exploration” (McKenzie, 2006, p.153)
Some of the well-touted benefits of Winter’s approach
•Panic
and Pace – learners can avoid the rush at the end of term for one assignment
•Failure
is less likely to be concealed -
timely interventions can be made when the learner is visible.
•Equal
attention can be applied to different aspects or themes within a course, rather
than focusing on the essay topic.
•Inclusiveness
(fair access to broad-based curriculum) – the utilization of a range of activities
gives a fairer chance to many (though not always to all).
•Learning
style – a range of learning activities can assess a range of learning styles.
•There
is a focus on the product and process of learning.
•Learner
control can be used - within patchwork there are opportunities for high degrees
of choice and even learning design.
In my own practice I have concerns that an over familiarity
with ‘the ropes’ allows complacency and short cuts to systemically occur thus
diluting some of the benefits. The activities become the objective of
learning not a celebration and account of the process, the stitching becomes
‘the essay’ and worryingly, description can slip in to the place of reflection.
None of these things are incurable but they are observed difficulties
First thoughts in response include:
Higher degrees of guidance in scaffolding reflection (What
is in a stitching?)
Greater clarity over what the expectations of patchwork are
Modelling and/or exemplification of patchwork to ensure
learners can visualise the approach
The need to challenge attitudes that activities should
products of perfection.
Refs:
McKenzie, J, The student as an Active Agent in Disciplinary
Structure: Introducing the Patchwork Text in Teaching Sociology. Pp152 in
Innovations in Education and Teaching International. 40 (2).
QAA (2000) Subject benchmark for Sociology. Section 3.3
Winter, R (1999) The Patchwork Text; A Radical Re-assessment of Coursework Assignments (Innovations in Education and Teaching International, Special Issue)Vol. 40, No. 2, May 2003
Posted: Tuesday - January 01, 2008 at 08:04 PM
