1. Interagency working on Foundation Degree curriculum development: using tension and aligning motive in the constitution of learning Mike Doyle UCLan

2. Research on collaboration  Largely under-theorised and ‘captured’ by the discourse  Corporate theory and liberal humanist traditions – overcoming barriers  New approaches in socio-cultural theory: Activity Theory, Inter-professional working (‘new work practices’ Engestrom, 2001) – barriers the norm, providing catalysts for development

3. The Activity System (after Engestrom, 1987)

4. Expansive Learning Cycle Engestrom, 2001(equates with Bateson’s ‘Learning III’, 1972) – ‘where a person or group begins to radically question the sense and meaning of the context and to construct a wider alternative context’ Questioning, analysing, modelling, testing, implementing and evaluation  Questioning of consensus, awareness of contradiction within the activity system (partnership), forms the basis of development and transformation

5. Inter-agency expansive learning  ‘…radical exploration is learning that is not yet there. It is creation of new knowledge and new practices for a newly emerging activity; that is, learning embedded in and constitutive of the qualitative transformation of the entire activity system’ (Engestrom, 2004:4)  Practice, activity, generate knowing  Methodology interventionist: boundary crossing

7. Positions, identities and dispositions College Tutors University Tutors KnowingKnowledge LearningTeaching DiagnosisTransfer Skills Academic Discourses PDP Assignment and deadlines ProgrammeModules/semesters Formative assessment Assessment Role and Identity

8. BCL 1 - Summary  What, why and how structure  Questioning: HE- consistency, scheduling, quality of delivery, knowledge transfer, modular deadlines, function of assessment  Questioning FE – learner starting points, knowledge construction, skills development, whole programme, function of assessment  Modelling for 2 nd intake: thematic approaches to assessment within semesters with skills embedding; cross- modular themes; MLs to lead staff development for module teams across the colleges

9. BCL 2  Role and motivation complementarity between sectors, although hierarchical  Hierarchies of expertise and professional interest/identity  PDP and local adaptation  Greater self-confidence and recognition of identity and expertise by college tutors

10. BCL 2 double bind episode  FE opinion leader – Mary  DOL: writing and delivering modules Try teaching what you are writing and then work out how you need to change it…it’s handed down, and unless you actually go in and try to teach it to the type of students that are coming into the college three hours a week …try to deliver this module to them yourself

11. Supportive FE intervention  The Module Leaders’ expectations are unrealistic. They are not aware of the problems that you are facing with that particular type of learner - Helen

12.  …adapting to what you have been given…to suit the students. You supplement it in ways the students can understand it.

13.  I might go in one week and decide that I will completely change the next sessions because I have noticed they have missed something.

14.  You have to go where they want to take you, because it’s important to them…you might start off with something that dominates the whole of the class because they want to talk about it, they want to relate it back to their experience…you have to go with that…that’s given them something to bring back to the next session: it’s about flexibility, but that isn’t implied within the modules.

15.  In listening to that I am thinking increasingly that the sessions at the colleges shouldn’t be so rigid.

16.  You have to have a structure… I think at the local level we have to take that on- board…where at the chalk face we are delivering it, we are getting to know what works and what doesn’t. If we feed that back (to the Module Leaders) they need to take that on-board, and not say ‘no you can’t’…not that they have.

17.  I would need a full day and an evening to deliver significant parts of Asset Building. Jean’s response is  We’ll have to be flexible for different modules – you couldn’t talk at someone for three hours.

18.  I mean it must be difficult for them (FE tutors) to have that concrete information in their handbooks and not really have the forum to deliver it in. I don’t know how you get round that.

19.  Jean: So that would work from your point of view – to have more formal delivery at the University?  Susan: I think when they come into the University and you do keynote lectures to them, I think that would be useful.

20.  When in a community of practice the distinction between production and adoption of meaning reflects enduring patterns of engagement among members – that is, when some always produce and some always adopt – the local economy of meaning yields very uneven ownership of meaning. This situation, when it persists, results in a mutually reinforcing condition of both marginality and inability to learn. (Wenger, 1998:203)