Figure 3.7: Neil’s concept map Neil’s dense concept map indicates a more sophisticated understanding of key concepts in workplace learning, such as agency and identity, meaning-making processes and theoretical constructs in understanding enablers and constraints in workplace learning including Fuller and Unwin’s (2004) restrictive and expansive continuum. The data points to a strong relationship between the design of the authentic assessment, the use of inquiry (including reflection) and knowledge co-construction. A major shift for learners towards becoming and being (co)constructors of knowledge was the realisation that there are multiple perspectives and it is the argument used to support their perspective in relation to evidence that is important. The five phases of the IAM1 (See chapter 2) were evident in student discussion, with a lot of time spent in the first and second phases of sharing information early in the course. However, when we coded group transcripts using the IAM, we found, particularly later in the course, that students would move quickly into phase three, back to phase two, and oscillate between these phases, with occasional insights where they were operating in phases four and back into phases two and three and then perhaps into phase five. The extract from a group discussion in week 3, we coded as phase 5, showed a shift in perspective and deepening understanding of a) the value of consulting those who do the work and recognising that they do have valuable ideas, and b) seeing how different aspects relate to each other. The statements before this extract, were phase 3 statements and those after phase 2. I think it’s different depending on their job scope and maybe the position? And the interactions that they have with different people. And it’s quite interesting because for me
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Phases of the IAM: 1) Sharing/Comparing of Information; 2) Discovery of dissonance/gaps in understanding/inconsistency among ideas, concepts, or statements; 3) Negotiation of meaning/coconstruction of knowledge; 4) Testing and modification of proposed synthesis or co-construction; and 5) Agreement statements/applications of newly constructed knowledge.
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