Friday 9 January 2015

Revisit Learning Theory

It's been a while since I finished my masters and whilst trying to find an old poster that I used to sum up learning theory I found the following concept map produced by Richard Millwood which was even better than my original. It is very well constructed and serves as a great summary of a vast subject.

Figure 1 - Learning Theory Concept Map (Millwood, 2013)

Several years on from completing my masters it is clear that my approach to teaching has changed. For years like many in my environment I have adopted an instructivism approach where I have taken a lead role like an actor on the stage reading and presenting a script of learning to my audience, working with educational objectives from Bloom's Taxonomy although albeit a modified version. The construction of power points presentations to support learning within the classroom and provide a road map for the session has been a tried and tested method. Now the presentations take a back seat, still there and still enhanced but mainly for the students to go over after the event on the ELE. They still form a part of my lesson structure but mainly act as guidance to keep me on track.

Many of my lessons now focus around the construction of knowledge rather than the instruction of knowledge. Groups work together to solve problems by doing something and one of the best tools I have for completing this is the model shown in Figure 2. A complete process model on the desktop that represents a fully working process. Learners are thrown in the deep end usually in pairs to solve a realistic task without any help from me. This is experiential learning at its best what in reality would be a dangerous situation which is broken down into a number of problem solving activities.

Figure 2 - IPC200 Process Control Model
Students get a great deal of self satisfaction getting it wrong, revising their approach and experimenting whilst they gain an understanding of a system they have never met before. They get wet and make mistakes before they learn that a systematic approach and analysis of the problem is required before delving straight into the controller.

On completion they reflect and construct a operational sequence chart on a wiki whilst the next group starts the process again. Once all groups are finished the wikis are compared and a final solution agreed. It is clear that the learner is is not a passive recipient of knowledge because I haven't passed on any information the learners have had to construct it.

What's more important it is clear the groups enjoy this learning and look for more activities like it. I am gradually obliging them, this activity just forms one a number of problem based learning activities which I continue to review as each course passes by.



References
Millwood, R.(2013) Learning Theory Concept Map. [Online] available from
http://cmapspublic3.ihmc.us/rid=1LGVGJY66-CCD5CZ-12G3/Learning%20Theory.cmap (Accessed  09 Jan 2015).