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How can the Legitimation Code Theory concept of Semantics enable improved conceptual grasp and application?

Presenter

Dr Karin Wolff has worked in Higher Education teaching, curriculum, learning support, staff development and research at four South African universities. Her doctoral research (University of Cape Town) looked at the relationship between engineering disciplinary theory and practice in complex industrial problem solving. She draws on social realism, notably Legitimation Code Theory, to enable improved theory-practice bridging in professional engineering education. She is currently leading the establishment of the STADIO Multiversity engineering faculty, and is advisor to engineering staff at Stellenbosch University. 

Abstract

With employers increasingly complaining about graduate inabilities to effectively apply knowledge, it is essential that we as educators bridge the theory-practice divide in our facilitation of learning. This collaborative and hands-on workshop introduces a useful set of Legitimation Code Theory (LCT) tools to help educators: Semantics. Differentiating between concepts and contexts, or between low-level and high-level grasp can enable a more refined view of different kinds of learning. Applying the tool to curricula, teaching, learning and assessment can make explicit the pathways between theory and practice. 

The LCT Semantics workshop will: 

• • introduce the LCT concepts  

  • enable you to analyse the use of the Semantics tool in existing studies 

  • encourage you to experiment LCT Semantics in different curricular contexts  

  • empower you to apply the tools to your own curriculum, teaching and learning context. 

Participants are encouraged to bring along their course outlines or any curriculum/teaching documentation they believe may benefit from analysis. Alternatively, participants with evidence of particular learner challenges in their contexts may find the workshop tools useful in shedding light on these challenges.