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our work with students on investigating their own health and well-being
Typically, the students are given opportunities to appropriate the epistemic frame of the disciplinary professional (ie, novices are given opportunities to understand how experts make decisions and act).
The teacher typically constructs learning environments in which students are given opportunities to surface their (otherwise tacit) intuitions regarding the topic, and helps students dialogue around these shared and emerging artifacts of proto-knowledge.
To learn more about our work in a more self-directed manner, do try GPinTuitions - our bespoke bot in to our portfolio.
To the extent that one of the aims of formal curricula in school is to help novices to the discipline appropriate the epistemology of professionals in the field, enactments of the curriculum are obliged to address the related problems of a schooling experience decontextualised from disciplinary practice, with a consequent lack of authenticity.
As originally conceived, the programme leverages the affordances of an immersive environment to afford authentic experience to the learning by providing true-to-scale customisable contexts which the students themselves have agency in co-creating with the teacher. Many of the curricular units are developed in an open-source platform, which concommital implications on scalability.
An example of how the Disciplinary Intuitions approach can be applied to a non-digital pedagogical strategy is depicted in this video (the teacher who conceptualised this strategy is Ms Olivia Tan):
The design of the activities is informed by prior work by Gee (Projective Identity), Shaffer (Epistemic Frames), as well as by the theory of learning known as Disciplinary Intuitions (which is itself based on work in phenomenology of (among others) diSessa, Pinker and Dennett).
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