Many people appear to object to the approximation of a 'culture of learning.' Every formal education institution has a culture of its own, which imitates a system of implicit and explicit beliefs about learning. Learning also has a cultural dimension that is the manner we see and perceive education which may shift depending on situations and environment. A culture of teaching and learning is collaboratively constructed by students and teachers. It is about their expectations of 'what should be known' and 'who should experience it.'

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Culture of Learning
Halina Ostankowicz- Bazan
Moodle MOOC 7
November 2015
Transformative

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Outline
• Learning Culture
• Transformative Learning
• Benefits
• Create a Culture of Transformation

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Definitions of LEARNING
• the act or experience of one that learns
• knowledge or skill acquired by instruction or study
• modification of a behavioral tendency by experience (as exposure to
conditioning)
http://www.merriam-webster.com/dictionary/learning

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• Learning is a continuous process that commences at birth and
continues until death; it is the process through which we use
our experience to deal with new situations and to develop
relationships.
• Learning involves far more than thinking: it involves the whole
personality - senses, feelings, intuition, beliefs, values and will.

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Learning occurs when we are able to:
• Gain a mental or physical grasp of the subject.
• Make sense of a subject, event or feeling by interpreting it into
our own words or actions.
• Use our newly acquired ability or knowledge in conjunction
with skills and understanding we already possess.
• Do something with the new knowledge or skill and take
ownership of it.
Find more at
http://www.skillsyouneed.com/learn/learning

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Model
Learn Remember Do

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Transformative Learning
Dimensions:
Psychological
(change in
understanding)
Behavioral
(change in
actions)
Convictional
(revision of
belief system)

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• Mezirow defined TL as a learning which involves qualitative
changes in the learner’s ‘meaning perspectives’, ‘frames of
reference’ and ‘habits of mind’ (1978, 1991), i.e. the mainly
cognitive mental structures which fundamentally organize our
understanding of ourselves and our life world.
• In this connection, critical reflection, open discourse and
implementing new understandings in practice, were seen as
important elements. (see also Mezirow, 1990, 2000).
This definition has been criticized many times.
• New definition of TRANSFORMATIVE LEARNING :
The concept of transformative learning comprises all learning
which implies changes in the identity of the learner. (Illeris, 2014, p. 40)

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Ttransactional vs. Ttransformational Learning
• Transactional learning methods operate from the view that skills or
information are things to be transferred from the knower / teacher
to the learner.
• The students are passive consumers.
• Transformational learning is the expansion of consciousness
through the transformation of basic worldview and specific
capacities of the self; transformative learning is facilitated through
consciously directed processes such as appreciatively accessing and
receiving the symbolic contents of the unconscious and critically
analyzing underlying premises
• Transformational learning is active learning, not passive.

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In that sense, we want students to be involved in activities
within legal actions, rather than standing back from the actions
and merely learning about them.

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• Many studies (Mitra, Robinson) demonstrate how useful
is self-directed, self-controlled learning.
• Mezirow and others identify that negotiating through
dilemmas guides to transformational learning. (The role
of the educator is to present difficulties while the
student hypotheses the solution; new meaning scheme
and perspective transformation).
• ‘Change’ is essential in transformational learning.

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Transformative Learning redefined:
as changes in elements of the
identity.
Knud Illeris
International Journal of Lifelong Education
Volume 33, Issue 5, 2014

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https://sites.google.com/site/transformativelearning/technology-impacts-in-transformative-learning-practices

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Personalized blended
learning
Customization the collection of
edtech tools that can meet the
needs of students in a
personalized, meaningful, and
timely manner based on best
practices stand to rule.
Technology isn't
the driver.
Strong belief in
innovation is
secondary to the
needs of students,
teachers, and
administrators.
Recognize that
teachers are tasked
with
implementing, and
often times,
identifying, the
best mix of digital
learning tools for
each student.
Different
approaches to
learning, such
as project-
based learning,
maker
education,
game-based
learning, and
more, will
continue to be
explored as part
of personalized
blended
learning
models.

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Your Learning Culture
You already
have one
Humans
are wired
to learn
Learning is
happening
every day
Learning is a
bit like
breathing, in
the sense
that it is
constant and
life giving.

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A learning culture is a set of organizational values, conventions,
processes, and practices that encourage individuals—and the
organization as a whole—to increase knowledge, competence, and
performance. “High impact” simply describes the idea that the
learning culture positively impacts business results.
In other words, it makes a difference.
http://www.oracle.com/us/chro-docs/june-2013-chro-deck4-1961622.pdf

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• Many people appear to object to the approximation of a 'culture
of learning.'
• Every formal education institution has a culture of its own, which
imitates a system of implicit and explicit beliefs about learning.
• Learning also has a cultural dimension that is the manner we see
and perceive education which may shift depending on situations
and environment.
• A culture of teaching and learning is collaboratively constructed
by students and teachers. It is about their expectations of 'what
should be known' and 'who should experience it.'

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• This culture of learning includes elements of
what learning looks like and defining some
processes of learning structure.
• The idea that learning is a culture refers to the
habits, networks, people, curiosities, emotion,
and warmth that all meaningful learning
includes.
• Constant, authentic learning not only performs
like a culture but is implanted in one.

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„ We live in a time of constant change—in liquid modernity—and
this has created a rapidly growing need for Transformative Learning
(TL): we must be able to constantly change and develop ourselves in
order to keep pace with the changes in our environment and life
situation.
However, the need for change has grown so fast and in so many
directions that the term of TL has itself become uncertain or even
confused.
The traditional definition of the term as changes in the learner’s
‘meaning perspectives’, etc. is too narrow and too cognitively
oriented.”
KNUD ILLERIS

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For Human Being Learning Is as Natural as Breathing
• Self directed learning is the only answer in this fast changing
era of technology driven knowledge society.
• Not to just focus on imparting skills and knowledge to the
students, it is important to enable them to learn how, when and
where to apply all that they are learning.

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Wired for Learning
Necessary for survival
Brain science research
Central + peripheral
nervous systems
https://youtu.be/_NNAjVP57Mk?list=UU1KL9tFZkeKgz29F26EGfEg
Keynote speaker Alan November

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Sources
Richard Davidson
Carol Dweck
Daniel Siegel
Rudolph Tanzi

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• The “data drive”
• Moves learning into memory
• Unites left and right hemispheres
• Where habits live
• Routinized behaviors become
“second nature”

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Questions
• Who controls the learning?
• Do your learning events match with their
experience/reality?
• How are you building value and trust with each learning
experience?

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Transformative Learning
• Transformative learning is the expansion of consciousness through the
transformation of basic worldview and specific capacities of the self;
transformative learning is facilitated through consciously directed processes such
as appreciatively accessing and receiving the symbolic contents of the
unconscious and critically analyzing underlying premises .
• A defining condition of being human is that we have to understand the meaning
of our experience.
• Transformative learning develops autonomous thinking.
• An important part of transformative learning is for individuals to change their
frames of reference by critically reflecting on their assumptions and beliefs and
consciously making and implementing plans that bring about new ways of
defining their worlds.
https://en.wikipedia.org/wiki/Transformative_learning

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• Learning has a purpose
• Opportunities to take risks and even fail
Deal, Claire. (2006). Learning with Conviction: Service Learning, Social Documentary, and Transformative Research. InterActions: UCLA
Journal of Education and Information Studies, 2(1), Article 2. Retrieved from: http://escholarship.org/uc/item/96p552fh

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The book covers five broad areas: historical,
theoretical, practical, research, and future
perspective.
The educator's role is to assist learners in becoming aware and
critical of assumptions.
Transformative learning is the expansion of consciousness through
the transformation of basic worldview and specific capacities of the
self

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• Individuals are encouraged to develop
• Learning is respected and stimulated
• Every level has exciting learning openings
• Good teachers are recognized and distinguished
• Innovations are included
• Learning is planned to be transformative
Transformative Learning Culture

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Using the Discovering Model to Facilitate Transformative Learning in Higher Education
Michael Kroth, Patricia Boverie, 2014
Chapter 11 discusses a simple model that
faculty and students can use to help
understand the transformative learning
process.

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Profits of Transformative Learning
• Dynamic contribution
• Reliable motivation
• Continuing improvement
• Active Engagement
• Protection of top talent

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Mindset is a simple idea discovered by world-renowned Stanford University
psychologist Carol Dweck in decades of research on achievement and success—a
simple idea that makes all the difference.
In a fixed mindset, people believe their basic qualities, like their intelligence or
talent, are simply fixed traits. They spend their time documenting their intelligence
or talent instead of developing them. They also believe that talent alone creates
success—without effort. They’re wrong.
In a growth mindset, people believe that their most basic abilities can be developed
through dedication and hard work—brains and talent are just the starting point. This
view creates a love of learning and a resilience that is essential for great
accomplishment. Virtually all great people have had these qualities.
Teaching a growth mindset creates motivation and productivity in the worlds of
business, education, and sports. It enhances relationships.

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Mindsets are beliefs—beliefs about yourself and your most basic
qualities. Think about your intelligence, your talents, your
personality. Are these qualities simply fixed traits, carved in stone
and that’s that? Or are they things you can cultivate throughout
your life?
Scientists are learning that people have more capacity for life-long
learning and brain development than they ever thought. Of course,
each person has a unique genetic endowment. People may start
with different temperaments and different aptitudes, but it is clear
that experience, training, and personal effort take them the rest of
the way.

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Create the Culture
Encourage potential
Price learning
Recompense growth

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Learning Solutions
Blended learning
works “with” the
brain’s wiring…

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Flip Your Classroom
http://www.knewton.com/wp-content/uploads/flipped-classroom-1.jpg

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The Flipped Classroom
is about making sure that the "voice" most often heard in the
classroom is that of the student, not the teacher. That voice could be
the student literally doing the talking by sharing or processing
information with the class, but it could also be the students creating
something visual or auditory (whether in Band or Calculus) to
demonstrate their comprehension of the material.
Julie Shier
Teacher, Clintondale Community Schools

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Value Learning
• Make it abundant
and accessible
• Role model it at every level
• Make it safe to take
risks and fail

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"We don't receive wisdom; we must discover it for ourselves after a journey that
no one can take for us or spare us." - Marcel Proust
Value Learning

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• Recognize learning appetite and assurance
• Prize improvement
Teacher empowerment
site-based
management
school choicecharter
schools
and tuition vouchers became most
important

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The authors examined the
relationship between
knowledge management,
human resource
management, and typical
knowledge learning goals
of an accredited business
education program. A
theoretical model is
presented, illustrating how
these relationships might
overlap.

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PERFORMANCE-BASED TEACHER EDUCATION
What is the State of the Art?
by Stanley Elam Editor, Phi Delta Kappa Publications
for the AACTE
Committee on Performance-Based Teacher Education
December 1971
American Association

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Transformative Learning Studies that correlate intercultural
experience and transformative learning carry a deep and timely
importance interpersonally as well socially in our world.
Personal benefits include increased self-awareness and the
satisfaction of developing an intercultural identity. However, these
benefits carry into the greater society.
Both on a personal and societal level, it is true that we are not what
we know, but what we are willing to learn (Bateson, 1994).
https://www.msu.edu/~feyensha/academic_docs/Fall07foliodocs/pdf/transformativelearning.pdf

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PART IV: CREATING MULTICULTURAL
CLASSROOMS
Literature Review of Multicultural
Instrumentation
Multicultural Perspectives
Volume 17, Issue 4, 2015
Special Issue: Celebrating NAME's 25th Anniversary!

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Creating and Sustaining Online Learning
Communities: Designing Environments for
Transformative Learning
Publishing models and article dates explained
Published online: 17 Dec 2014

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Conclusion
In the contemporary world there is no doubt that TL
• will be increasingly important to individuals,
• as well as to various communities and movements, private
and public enterprises, nations and even to the future of the
world, which we all share, in order to cope with the constant
conditions of change at all levels.

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• We shouldn’t dehumanize the educational process.
• The need to learn begins in a community and finishes there as
well.
• From this community, people carry with them stories,
insecurities, interests, and other strands of living that can act
as dynamic schema in the learning process.
"Situated Cognition and the Culture of Learning" (Brown, Collins, and Duguid, 1989)
and "Culture and Cognition" (DiMaggio, 1997)
http://innovation.saintleo.edu/rethinking-thinking/

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References

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• Brookfield, S.D. (2000). Transformative learning as ideology critique
In J. Mezirow & Associates (Eds.), Learning as transformation. Critical
perspectives on a theory in progress (pp. 125–150). San Francisco, CA:
Jossey-Bass.
• Cranton, P. (2006) Understanding and Promoting Transformative
Learning: A Guide for Educators of Adults (2nd ed.). San Francisco, CA:
John Wiley & Sons, Inc.
• Dirkx, J.M., Mezirow, J., & Cranton, P. (2006). Musings and reflections
on the meaning, context, and process of transformative learning: A
dialogue between John M. Dirkx and Jack Mezirow. Journal of
Transformative Education, 4(2), 123-139.
• Fletcher, S. (2007). Mentoring adult learners: Realizing possible
selves. In M. Rossiter (Ed.), Possible selves and adult learning:
Perspectives and potential. New directions for adult and continuing
education (no. 114, pp. 75–86). San Francisco: Jossey-Bass.

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• King, Kathleen P. (2005). Bringing transformative learning to life.
Malabar, FL: Krieger.
• Lysaker, J. & Furuness, S. (2011). Space for transformation: Relational,
dialogic pedagogy. Journal of Transformative Education, 9(3), 183-187.
• Mezirow, J. (1975). Education for Perspective Transformation:
Women's Reentry Programs in Community Colleges. New York: Center for
Adult Education Teachers College, Columbia University.
• Mezirow, J. (2000). Learning as Transformation: Critical Perspectives
on a Theory in Progress. San Francisco: Jossey Bass.

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 Miller, J.P. & Seller, W. (1990) Curriculum: perspectives and
practice. Toronto: Copp Clark Pitman
 O'Sullivan, E. (1999) Transformative Learning: Educational vision
for the 21st century. Toronto, Canada: University of Toronto Press
Inc.
 Torosyan, Roben. (2007). Teaching for Transformation: Integrative
Learning, Consciousness Development and Critical Reflection.
Unpublished manuscript.
 http://www.faculty.fairfield.edu/rtorosyan/

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The idea that learning is a culture refers to
• the habits,
• networks,
• people,
• curiosities,
• emotion,
• and warmth that all meaningful learning includes.
Thank you all for watching,
Halina Ostańkowicz- Bazan
November 2015