Processes of Learning

1. Processes of Learning

2. Critically evaluate the learning theories and methodologies which form the basis of the module. This criterion required you analyse the learning theories that will be covered in session two and analyse in a critical way the validity of this methodology. You can use extracts from the journal to give 'voice' to how you experienced the start of the module. [ 'how did you feel'] Were you sympathetic to the approach to learning and teaching or was it challenging, and if so why? How do you feel now and would you be an advocate and supporter of this approach in a work environment. If you are not convinced, why not and defend your arguments.

4. Aims of the session Share experiences of learning in the group Explore the history and development of learning theory Recognize and address the barriers to individual learning Develop a reflective / reflexive approach to learning

5. Learners Reflecting on your own and the groups experience of learning, what you see as the main barriers to learning?

6. Learners Perceptual Cultural Motivational Cognitive Intellectual Expressive Situational Physical Specific environment

7. Spectrum….. choices…. Andragogy (Adult) Learning Pegagogy Formal lecture-led Workshop-led Content-driven / closed curriculum Process-driven / Open curriculum Individual learning Group/social learning Passive learners / Tutor-led Active learners / Student-led

8. Most people learn …. What percentage [%] out of 100 of what they see of what they talk over with others of what they teach someone else of what they use and do in real life of what they read of what they hear of what they see and hear Using the sheet provided please put in the percentages as you feel they apply to you? Attributed to William Glasser

9. Most people learn …. • 10% of what they read • 20% of what they hear • 30% of what they see • 50% of what they see and hear • 70% of what they talk over with others • 80% of what they use and do in real life • 95% of what they teach someone else Attributed to William Glasser

10. Pedagogy Andragogy Reflective practice Some Learning Theories Some Learning Theories Learner Autonomy Experiential Learning Action Learning Social Learning Craik (2009)

11. Pedagogy “Pedagogy is also sometimes referred to as the correct use of teaching strategies (see instructional theory). In correlation with those teaching strategies the instructor’s own philosophical beliefs of teaching are harboured and governed by the pupil’s background knowledge and experiences, personal situations, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought.” www.openeducation.net

12. See - http://blogs.independent.co.uk/2011/10/26/why-paulo-freires-pedagogy-of-the-oppressed-is-just-as-relevant-today-as-ever/

13. Adult Learning / Andragogy Knowles' (1984) theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programmes must accommodate this fundamental aspect. Principles: • Learners must know why something is important to learn; • Learners must be shown how to direct themselves through information; • Topics must be related to the learners’ experiences; • People will not learn until they are ready and motivated to learn; • and therefore teachers must help learners overcome inhibitions, behaviors, and beliefs about learning.

14. http://www.belfastmet.ac.uk/goal/Resources/learningtheories-cg-withvideo3/index_15.htmhttp://www.belfastmet.ac.uk/goal/Resources/learningtheories-cg-withvideo3/index_15.htm & http://www.belfastmet.ac.uk/goal/Resources/learningtheories-cg-withvideo3/index_15.htm

15. 3. Learner Autonomy The development of autonomy implies students taking greater responsibility for their own learning through active and independent/ interdependent involvement in the process as well as in the subject content of the curriculum (Little, 2000) In addition, the ability to influence one's own learning has been associated with improved academic performance (Findley and Cooper, 1983; Bandura, 1977 and 1986)

16. Action Learning Learning as a Social Process Action learning is a social framework for individuals to pool their perspectives to take action and solve a problem. Implicit in this, is that learners can take responsibility for their decisions and actions and can, as managers of the situation, actively interact with the world. From this, they can seek to empower themselves through on-going learning and the building of their personal capacity. This is at the personal or self-development level. At the group level, collaborative enquiry allows for “shared work, knowledge and ways of knowing where new social meanings and realities are collectively constructed” (Pedler 1997).

17. 4. The Action Learning Cycle (Garratt 1997 and Weinstein 1999) New Activity / event / experience Activity / event / experience New Actions Reflection& decision to experiment Reflection & Analysis Hypothesis & experiment L=P+Q (Revans)

18. An equation for you L = P + Q + R Learning equals programmed knowledge plus questions plus reflection. (see Reg Revans (1998) on Action Learning)

19. Social Learning Theory (Bandura) People learn through observing others’ behaviour, attitudes, and outcomes of those behaviours. “Most human behaviour is learned observationally through modelling: from observing others, one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action.” (Bandura 1977) Social learning theory explains human behaviour in terms of continuous reciprocal interaction between cognitive, behavioural, and environmental influences.

20. Experiential Learning Stephen Brookfield (1983) suggests writers use the terms for: • Learning where students are given the chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting. Thus it involves a “direct encounter with the phenomena being studies rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak 1981) • Learning is “education that occurs as a direct participation in the events of life” (Houle 1980) i.e. reflecting on everyday experiences.

21. Flat Pack Activity How would you go about assembling a piece of flat pack furniture?

22. Kolb's Learning Styles linked to the Learning Cycle CONCRETE EXPERIENCE Accomodator Concrete and active Diverger Concrete and reflective ACTIVE EXPERIMENTATION REFLECTIVE OBSERVATION Converger Active and abstract Assimilator Reflective and abstract ABSTRACT CONCEPTUALISATION Kolb and Fry Towards an applied theory of experiential learning

23. Critique of 'learning styles’ Has no one definition – in much of the literature it is used loosely and often interchangeably with terms such as ‘thinking styles’, ‘cognitive styles’ and ‘learning modalities’. Research in the field of learning styles is conflicting and often methodologically flawed. The literature draws on the fields of pedagogy, psychology and neuroscience, but generally fails to engage fully with any of them. A lack of academic clarity and the competing commercial interests in the field have led to a confused and confusing array of concepts, models and tools. Some are more influential than others, but no model of learning styles is universally accepted. Becta (2005)

24. Key breakthroughs in helping people understand the dynamics of learning are the concepts of single loop, double-loop and triple-loop learning. These concepts help you to realize and appreciate the kinds of learning. The concepts are largely from the works of Argyris and Schon (1974 & 1978)

25. What words do you associate with Mercedes cars?

26. Learning Process (Research) The Process of Deduction THEORIES HYPOTHESES GENERALISATION OBSERVATION The Process of Induction Adapted from Wallace (1971) The Logic of Science in Sociology See also, Gill and Johnson (2002)

27. Readings and References: • Armstrong, M. (2006) A Handbook of Human Resource Management Practice. 6th 3d. Kogan Page (tehre are also other versions of this book and it is an e-book). • Bandura, A (1977). Self-efficacy: toward a unifying theory of behavioural change. Psychological Review, 41, 191-215 • Bandura, A (1986). Social Foundations of Thought and Action: a social cognitive theory. Englewood Cliffs, N. J.: Prentice Hall. • Blackman, Connelly & Henderson (2004) Does double-loop learning create reliable knowledge? The Learning Organisation Volume 11 - No1 11-27 • Bloomer, M and Hodkinson, P (2000), ‘Learning careers: continuity and change in young people’s dispositions to learning’, British Educational Research Journal, 26, 583–597 • Cassidy, S (2004), ‘Learning styles: an overview of theories, models and measures’, Educational Psychology, 24(4), 419–444 • Coffield, F et al (2004), Learning styles and pedagogy in post-16 learning, Learning and Skills Research Centre [http://www.lsda.org.uk/files/PDF/1543.pdf • david a. kolb on experiential learning

28. Knowles, M. S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. • kurt lewin: groups, experiential learning and action research • Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. By: Kolb, Alice Y.; Kolb, David A. Academy of Management Learning & Education, Jun2005, Vol. 4 Issue 2, p193-212, 20p,HTML Full TextPDF Full Text • Stewart, J and Rigg, C. (2011) Learning and Talent Development.  London: CIPD. Chapter 6 on Learning • Linderman, E. (1987) Learning Democracy Eduard Lindeman on adult education and social change • Marcia L Conners Learn More Now(John Wiley & Sons, 2004), • Moore M G (1972) Learner autonomy: The second dimension of independent learning. Convergence Fall: 76-88. • Questions and Answers on Learning Styles Questionnaire. By: Mumford, Alan; Honey, Peter. Industrial & Commercial Training, 1992, Vol. 24 Issue 7, p10, 4p PDF Full Text • Rodgers C (1969) Freedom to Learn (Columbus Ohio Merrill.) • The individual as learner  Author(s):Alex Bennet. VINE; Volume: 36   Issue: 2; 2006 Viewpoint View HTML  | View PDF