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How people learn
- 1. Professor Ian Macdonald Victoria University
- 6. Collecting and sorting information based on topic and task . Chunking. Making sense of information. Finding themes and concepts . Using ideas and concepts. Relating to real world situations. Asking “ Why?”, “When?” “What if?” Storing information Processing/Following Understanding More social More individual Check topic and task Conflict or gaps Lecture, resources, reading, internet search, media viewing, information seeking questions. Tutorial, conversation, class discussion, confirming questions, making notes. Assignment, extending questions, debate, application in a context, defending a position. A Simplified model of “Classroom Learning”
- 7. Collecting and sorting information based on topic and task. Chunking . Making sense of information. Finding themes and concepts. Using ideas and concepts. Relating to real world situations. Asking “ Why?”, “When?” “What if?” Storing information Processing/Following Understanding More social More individual Check topic and task Conflict or gaps Lecture, resources, reading, internet search, media viewing, information seeking questions. Tutorial, conversation, class discussion, confirming questions, making notes. Assignment, extending questions, debate, application in a context, defending a position. A Simplified model of “Classroom Learning”
- 8. 10 seconds to view – then draw
- 16. Collecting and sorting information based on topic and task. Chunking. Making sense of information. Finding themes and concepts . Using ideas and concepts. Relating to real world situations. Asking “ Why?”, “When?” “What if?” Storing information Processing/Following Understanding More social More individual Check topic and task Conflict or gaps Lecture, resources, reading, internet search, media viewing, information seeking questions. Tutorial, conversation, class discussion, confirming questions, making notes. Assignment, extending questions, debate, application in a context, defending a position. A Simplified model of “Classroom Learning”
- 18. Battleships Battleship A and Battleship B fire AT THE SAME INSTANT The shells follow the trajectories shown to hit Battleship C. Which shell hits first? Shell from A before B. Shell from B before A. Both shells at the same time? All the information you need is on the diagram! A B C
- 20. Battleships A B C So?: Which takes longer to go up and down?
- 21. Collecting and sorting information based on topic and task Chunking . Making sense of information. Finding themes and concepts. Using ideas and concepts. Relating to real world situations. Asking “ Why?”, “When?” “What if?” Storing information Processing/Following Understanding More social More individual Check topic and task Conflict or gaps Lecture, resources, reading, internet search, media viewing, information seeking questions . Tutorial, conversation, class discussion, confirming questions , making notes. Assignment, extending questions , debate, application in a context, defending a position. A Simplified model of “Classroom Learning”
- 22. Questions Information Seeking : What shape is it? [First stage of learning] Who uses this? Confirming: Am I right if I said...? [Second stage of learning] Is this an example of...? Extending: When does this not apply? [Third stage of learning] What if....?
Editor's Notes
- In traditional HE role of educators is that of lecturers isolated from their professional practice base and generally focused on teaching abstracted knowledges (first) In WPHE educators are coaches and mentors linked to their professional communities and promote ‘deeper’ participation in communities of practice through higher order knowledges and reflective practice Being embedded in a socio-cultural view of learning, WPHE recognises the dialectic relation that exists between individual learners and the community they are entering. From this perspective, learning, rather then being about passively absorbing and processing information, is about mutual transformation; changing the way newcomers (and academics) participate in these socially situated settings, and actively facilitating that change; and in the process also transforming their community of practice. (Wenger, 1998; Eijkman, 2004) Characteristics of WPHE Strengthens and expands the learning- workplace connection and further extends the notion of ‘authentic learning’ of which PBL is a prime example. WPHE takes authentic and PBL to its logical conclusion where it is “ managed so that reflection that lies at the heart of learning can lead to the transfer of understanding and the transforming of future tasks” (Connor, 2005:i). It enables new and/or better social relationships and networks for both students and academics – both have bridged that knowledge divide between the extended frameworks and principles of HE and the real world of professional communities of practice. WPHE provides opportunities for all participants to work with and learn from an extended range of others meet others and in extended environments that more easily enable reflection in and on practice (Schon) a different forum and context. It is this environment characterised by a density and richness of relationships that is decisive for growing the capacity for developing, processing, and reflecting on ideas and practices. In HE knowledge construction focuses on theory while in work-based learning the emphasis is on action. In higher education the purpose of learning is much broader and often abstracted from the real world of work (Laurillard, 2002). There is a dualistic positioning of second-order abstract knowledge in higher education and a focus on first-order experiential knowledge in work-based learning. In HE, learning is about the acquisition of decontextualised, abstracted, second order knowledges in which theory, separated from practice features prominently, and which, in the end, is wedded to a cognitivist, individuated psychological worldview (Habermas, 1973; Laurillard, 2002; (Eijkman 2004). This dominant paradigm of academic learning is highlighted by Diana Laurillard’s (2002) highly popular work. While she sees situated learning as having some value, “situated cognition is not enough”, “academic knowledge is importantly different from experiential knowledge, and this distinction becomes unavoidable” (Laurillard, 2002:16,52). The implication is that WPHE need to meet five conditions; immediate and emergent forms of engagement; involvement in authentic learning activities; appropriate scaffolding; emergent participation with other, and preferably local, members of their new community of practice; and participation in the critical reproduction of the culture of their new community of practice (Eijkman 2004).