Reading 2 (Theme 1)

Second reading on Theme One: What's behind my teaching? A personal philosophy

Kelly, Lynda (2000). Understanding conceptions of learnng. Sydney: University of Technology. Downloaded on 6 March 2008 from http://www.austmus.gov.au/amarc/pdf/research/paper2000.pdf

This paper is written from a learner-centred constructivist and experiential perspective. It records qualitative research into museum learning and looks at how an individual’s “learning image” (their personal philosophy of learning) can be uncovered. The research was located within grounded theory drawing on phenomenography as an analysis tool. It was concerned with how adult museum visitors think and talk about learning.

The authorial researchers argue that in order to understand learning we must start with the learner’s experience rather than the content or outcome of the learning.

Their definition: “learning is a dynamic process dependant on both the individual and thieir environment that focuses on some change ( a change in point of view/the way one sees the world/knowledge/skill level/the way a person sees themselves)

The first part of this paper deals with previously researched conceptions of learning. They cite Marton and Svensson’s (1979) 3 aspects of studying conceptions of learning, viz.
How the person relates themselves to the situation
How the learner makes meaning from content
How the learner thinks about their learning as a conscious act
They surmise that thinking about learning as a conscious act enhances the learning

Marton et al(1993) suggest a hierarchy of conceptions of learning ranging from increasing knowledge to “changing as a person”.

Park (1994) found that respondents felt that learning that had been chosen by an individual is associated with higher levels of fulfilment than learning imposed upon him/her ; self-chosen learning associated with fulfilment.

Griffin (1998) found students thought they were not learning unless they were doing something “formal” as at school

Taylor & Spencer (1994) People regarded formal education as associated with school and “ imposed and prescriptive”; learning was informal, positive, personal, ongoing, lifelong

Some of Kelly’s findings:
Early learning experiences recalled are intensely personal and related to things outside of formal “content” of school
Remembered experiences outside of school link with children’s interests
Social learning experiences were significant
Learning as opposed to remembering
Relevant learning is more satisfying
The internet was seen as a valuable learning tool; often the starting point for finding information

Discussion

Researching the type of learning that occurs in a museum was a novel one for me but offered an interesting context for exploring conceptions of learning. It brings to the forefront the ideas of informal learning vs formal learning and it highlighted the differences in perceptions of learning. The student responses that “just looking around” did not count as learning and that learning is something formal that happened in school confirmed for me the need for conscious reflection and application that makes the learning conscious. It also made me re-think my ideas of serendipitous learning. For example, when I have given students a task that has involved online research, I have always believed that the process may lead to “incidental serendipitous” learning via browsing. Should students be encouraged to provide feedback on the search itself as well as the findings in order for such incidental learning to be recognised and valued?

The other interesting aspect of the research referred to the adult responses. They regarded formal education in a negative light and viewed informal education as real learning and a positive developmental process. The idea of experiencing higher levels of fulfilment from learning that had been chosen than by learning that had been imposed upon them draws attention to the idea of motivation for learning and the possible advantages of including some level of choice. I believe this provides a level of learner empowerment or control that supports a more positive level of self-efficacy and makes me consider the question – To what extent should we include the opportunity for choice in lesson design?

References from article:
Griffin, J. (1998). School-museum Integrated Learning Experiences in Science: A Learning
journey. Unpublished PhD Dissertation, Sydney: University of Technology
Marton, F. and Svensson, L. (1979). Conceptions of research in student learning. Higher
education, 8(4), 471-486.
Park, A. (1994). Individual commitment to lifelong learning; individuals’ attitudes: report on the
quantitative phase. Research series no. 32. Moorfoot. Sheffield: Employment Department.
Taylor, S. and Spencer, E. (1994). Individual commitment to lifelong learning: individuals’
attitudes: report on the qualitative phase. Research series No. 31. Moorfoot, Sheffield; Employment Department.

THEME 1

First reading on Theme One: What's behind my teaching? A personal philosophy


Solomon, David L. (2000). Philosophy and the Learning Ecology: The Meaning of Learning Project . Learning Development Institute. Presidential Session at AECT Denver October 25-28, 2000. Downloaded on 1 March from http://www.learndev.org/dl/DenverSolomon.PDF


Introduction:
In 2000 the Learning Development Institution embarked on their Meaning of Learning (MOL) project to explore “the interconnections between, the synergy among, and the complementarity of views represented in the existing dispersed areas of inquiry and practice”. MOL functioned as a community of scholars and practitioners, who collaborated on, and contributed to, the social construction of the meaning of learning. Interaction within this community was facilitated through a web-based learning environment in addition to face-to-face encounters. Further information on this project may be found at http://www.learndev.org/MoL.html

Summary

Solomon provides definitions of philosophy and learning and a summary of phenomenology as a theory of knowledge and as a method of inquiry. The paper explores the meaning of learning by drawing connections between philosophical inquiry and the learning ecology; it offers a philosophical theory of knowledge ; it suggests confluent education as a model for learning beyond traditional instructional context and it suggests implications for educators.

Philosophy involves
- questioning one’s own point of view as well as others
- searching for defined and defensible values
- clarifying one’s beliefs and attitudes
- formulating a framework for making decisions and acting on decisions
A philosophical approach is necessary because
- as an academic discipline it provides a foundation for theory
- philosophical inquiry challenges instructional technologists to think critically about the best ways to facilitate learning
- enables action in accordance with insights when the personal philosophies are clear

Solomon frames his discussion of the meaning of learning on a theory of knowledge based on the assumption that knowledge acquisition is a dimension of learning. In terms of phenomenology, knowledge becomes rooted in perceptual experiences and it becomes meaningful through reflection. As a method of inquiry phenomenology posits that through eidetic reduction, attention is shifted from perceptual experiences to abstract properties bringing direct knowledge to the surface and allowing connections to be made; “thus revealing universal truths”. Solomon uses this reasoning as motivation for embracing the confluent education metaphor (the ‘flowing together” of the cognitive and affective domains) which integrates various dimensions of learning and which he suggests can become a model for a wider meaning of learning which allows us to experience our own perceptions with the understanding that they are not arbitrary but grounded in a knowable universe.

Learning occurs through reflection upon experiences that are unique to a given discipline; presenting multiple perspectives within a discipline enhances learning. In the learning ecology, a change in one part affects all others, so distinct parts of the learning ecology can be influenced to produce a wider meaning of learning.

Key terms and ideas mentioned in relation to learning: immersion in discipline-based inquiry, situated learning , cognitive apprenticeship, authentic environments, reflective practice; interdisciplinary learning; construction of knowledge

Discussion
Solomon presents learning as experience and reflection. Although active reflection is referred to, there is no reference to the action of application that would embed the reflective experience and bring about longer lasting change. While Solomon’s presentation of learning reflects Pratt’s (1998, p. 47) reference to the developmental perspective of learning as being the change in the quality of one’s thinking, he does not articulate the concept of adaptation (Kolb, 1984) as a characteristic of learning. As educators, can we philosophically be “satisfied” that learning has occurred on “reflection”? What is the evidence of reflection? Furthermore, if, considering the interaction of learning ecology and learning experience, learner’s experiences differ – how then can the educator be assured that the correct learning has transpired? Based on this thinking, to what extent then, should a philosophy of learning include some aspect of recognition of the effectiveness and even the “correctness” of the learning?
Solomon’s understanding of learning reflects the developmental, experiential and nurturing approaches to learning. In his suggestions (not summarised above) he recommends metacognitive activities and meditation on the nature of knowledge. There does however seem to be an assumption that the learner automatically wants to learn. While a wide meaning of learning is given here, I miss something about self-regulated learning that encourages the continued cycle of learning.

References:
Pratt, D. $ Associates. (1998). Alternative frames of understanding. Five perspectives on teaching in adult and higher education (pp35-53). Malabar, FL: Kreiger.
Kolb, D. (1984). Experiential learning. Englewood cliffs, NJ: Prentice-Hall.