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).

Questionnaires, questionnaires and more questionnaires.

Having read Richardson (2005) I found I could relate to a lot of what he has to say but I am pleased his research is not solely based on questionnaires, he actually took the time to interview a large number of students as well.

My experience of some of these questionnaires presented to students is not good and I would not like to think that course content and indeed teacher performance is measured or based on comments and scores from questionnaires. Having watched a number of students race through the online forms paying very little attention to the questions, I am sorry but unless the students take care and time to complete properly they are not worth doing.

Back to the findings and a couple of questions to ponder over this week.

Do the concepts, theories and evidence described in my paper fit your own experience as a learner?

They most certainly do I can particularly identify and relate to the ‘Deep approach’ v ‘Surface approach’ both in my learning style and that of my students. I find myself switching between the two methods depending on time in fact I think it is fair to say that many students fluctuate between the styles depending on the teaching methods.  Does learning just happen though? Yes it is possible if many exercises or group work activities are interesting enough to absorb the student, I have sat back and watched the activity unfold and I am confident that in some instances the students don’t actually realise what they are learning but they are engrossed and come out of the activity with the key learning points. It’s great to see and satisfying when I occasionally get this right.

Which of Säljö’s five conceptions of learning best fits your own definition?

An interesting question and I am torn between 1 and 3, ‘Learning as the increase of knowledge’ and learning as the ‘acquisition of facts or procedures’. If I had to pick one it would be the first. However I am a strong believer in the application of real learning and when you truly understand something I believe you are able to take its meaning to a new level. Therefore ‘Learning is the abstraction of meaning’, and certainly in HE this is more likely to be possible whereas the less seasoned student may well see learning as a case of memorising something.  If you think I am sitting on the fence here a bit I am, it’s not an easy question to answer.

Well I am off to see what my fellow students thought about this.  

Richardson, J.T.E. (2005) ‘Students’ approaches to learning and teachers’ approaches to teaching in higher education’, Educational Psychology, vol.25, pp.673–80; also available online at http://libezproxy.open.ac.uk/login?url=http://search.ebscohost.com.libezproxy.open.ac.uk/login.aspx?direct=true&db=a9h&AN=18786906&site=ehost-live&scope=site

Week 4 already 'Just what is learning'?

H800 is flying along.
Just what is learning?

Write out your own definition of ‘learning’.

This should be your first thoughts, i.e. how you might respond without any research if asked: ‘What is learning?’ Take some time doing this and consider what wider implications your definition might have.

Well here goes

Learning is being able to do something new as a result of reading something, listening to someone/thing or by experimenting (trial and error). I think that just about covers it.

Mmm  now I am off to find out how close I am to the real thing.