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Bridges over troubled waters – facilitating engaged learning. By Gerda Mischke and Paul Prinsloo. Programme. Welcome by Dr Willa Louw, Coordinator: Learning development (ICLD) Paul Prinsloo & Gerda Mischke Questions and Discussion Closure. Looking for bridges….
facilitating engaged learning
By Gerda Mischke and Paul Prinsloo
Research indicates that the more engaged the learner is, the bigger the chances of his or her success in the module.
… but are the students engaged?
Critical social analysis, dealing with diversity, learning about boundaries and membership.
With this as a background, we understand the need for engaging learners … but
Fads or facts?
Consider how power is sustained and reinforced and how the development of independent, critical thinking gets undermined in the process (Welton 1995).
Consider learning as a negotiated, social process – students are seen as co-owners of the knowledge construction process and self awareness is promoted
Perceive the knowledge construction process as a multi-faceted, tentative one which involves a consideration of multiple perspectives and a negotiated consensus on what is ‘fact’ (Kilgore 2001).
Depart from the notion of ‘whole person learning’ – the view is held that successful learning can only occur if all four modes of human psyche are addressed (affective, imaginal, cognitive, practical)
(Yorks & Kasl 2002).
Power is a major force in the knowledge construction process, to have power is to have knowledge and visa versa.
Knowledge is constructed (learning takes place) in contexts where people are acknowledged as individuals with emotion, creativity, intellect, and activity.
C o n c e p t u a l
P e r c e p t u a l
A f f e c t i v e
All cognition, because it is embodied, is necessarily also affective. We do not think without feeling. When a kind of thinking is a good‑feeling, we tend to become good at doing it; and when it feels bad to us, we dither, defer, get distracted, and reject it. (Goodwin 2000).
‘Recent research not only provides support that emotions can affect the processes of reason, but more importantly, emotions have been found to be indispensable for rationality to occur’ (Taylor 2001:218).
2. Whole-person, whole situation analysis
3. Rich and diverse learning environments
4. Authenticate the learning
No learning takes place in a vacuum. We both have learned so much from the Unisa community and specifically our colleagues at the Institute for Curriculum and Learning Development (ICLD) at Unisa.
We celebrate the impact you had and has on our learning.
We have electronic copies of many of the articles in the Bibliography. Should you wish us to send you a copy, please feel free to contact us.
Ardicvill, A.2003. Constructing socially situated learning experiences in human resource development: an activity theory perspective. Human Resource development International, 6(1):5-20.
Baumgartner, L.M.2001. An update on transformational learning, in Merriam, S.B, New directions for adult and continuing education: 15-24.
Beck, U.2001. Living your own life in a runaway world: individualization, globalization and politics. In Hutton, W & Giddens, A (Eds), On the edge: living with global capitalism. London: Vintage: 164-174
Biesta, G.2004. The community of those who have nothing in common: education and the language of responsibility. Interchange, 35(2)1-16.
Dirkx, J.M. 2001. The power of feelings: emotion, imagination, and the construction of meaning, in Merriam, S.B. New directions for adult and continuing education: 63-72.
Doll, W.E. 1986. Prigogine: a new sense of order, a new curriculum. Theory into Practice, 25(1):10-16.
Dubouloy, M. 2004. The transitional space and self-recovery: a psychoanalytical approach to high-potential managers’ training. Human Relations 57(4):467-496.
Glastra, F.J, Hake, B.J & Schedler, P.E. 2004. Lifelong learning as transitional learning. Adult Education Quarterly, 54(4):291-307.
Goodwin, C. 2000. Action and embodiment within situated human interaction. Journal of Pragmatics 32 (10): 1489 - 1522.
Gracia, L & Jenkins, E. 2002. An exploration of student failure on an undergraduate accounting programme of study. Accounting Education 11(1):93-107.
Honebein, P.C. 1996. ‘Seven Goals for the Design of Constructivist Learning Environments’, in Wilson, B.G. (ed.), Constructivist Learning Environments: Case Studies in Instructional Design, pp. 11-24. Englewood Cliffs, New Jersey: Educational Technology Publications.
Kember, D & Leung, D.Y.P. 2005. The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education, 30(2):155-170
Kilgore, W. 2001. ‘Critical and Postmodern Perspectives on Adult Learning’, pp 53-61, in S.B. Merriam (ed.), The New update to Adult Learning Theory, Number 89. Jossey Bass..
Kovan, J.K & Dirkx, J.M. 2003. “Being called awake”: the role of transformative learning in the lives of environmental activists. Adult Education Quarterly, 53(2):99-118.
Merriam, S.B. 2001. Andragogy and self-directed learning, in Merriam, S.B. New Directions for adult and continuing education, pp3-14.
Mezirow, J.2003. Transformative learning as discourse. Journal of Transformative Education, 1(1):58-63.
Rieber, R.W & Robinson, D.K. 2004. The essential Vygotsky. New York: Kluwer.
Taylor, E.W. 2001. Transformative learning theory: a neurobiological perspective of the role of emotions and unconscious ways of knowing. International Journal of Lifelong Education, 20(3):218-236.
Welton, M. 1995. ‘The critical turn in adult education theory’, in M. Welton (ed.), In defense of the lifeworld, pp 11-38. NY: State University Press.
Yorks, L & Kasl, E. 2002. Toward a theory and practice for whole-person learning: reconceptualizing experience and the role of affect. Adult Education Quarterly, 52(3):176-192.