Presenting at our CRLI seminar series this week, we have a chat with PhD candidate and visiting scholar from Denmark, Roland Hachmann. We discuss his work on knowledge transformations and learning.
How would you describe your research?
Roland: Designing for transformation of situated knowledge
What motivates your research?
Roland: Throughout my career as school teacher, educator at a teacher college, and as researcher in general education I often find myself confronted with a specific issue. This is that much of the academic knowledge learned at school, or other educational settings, is hard to put to use in practice or seems only relevant within educational settings. This has highly motivated me to investigate how designs for learning can enhance transformation of knowledge between education and practice, taking the requirements of both settings into account. Fundamentally, my research asks whether it is possible to bridge between these settings and to help teachers in training become better teachers.
What do you hope to show?
Roland: I hope to show two things.
Firstly, I hope to show that it is possible to create designs for transformations, which connect the learning outcome with the practice that it is intended for. More specifically I try to develop design principles that support students transforming that knowledge.
Secondly I have a Design-Based Research approach where I, as a researcher and co-designer, work together with teachers from both a public school and the Teacher Education in creating a design for transformation aligned to both settings. I hope to show, that this design approach is fruitful, closing the gap between education and practice through collaboration and meaningful to the students traversing between them.
What books, articles, or people have had the greatest influence on who you are as a researcher?
Roland: There are many, but to name a few that sets my theoretical foundation:
Jean Lave and her work on situated cognition and learning is ground-breaking within the field of my research and has put new perspectives to learning, transfer and transformation of knowledge. Further I am very much inspired by the (early) work of Etienne Wenger on Communities of Practice, which is relevant for me, because he talks about identity and becoming across boundaries, which is also the aim of education. Roger Säljö and his work on “learning in practice” from a sociocultural perspective is a main source toward understanding how actions and learning is mediated through the use of historical and cultural artefacts.
Further of course my supervisor and fellow researcher Nina Bonderup Dohn and her work on knowledge in practice as well as participatory and practice-grounded approach to learning is of great influence and inspiration for me.