- constructivism - observation and interpretation;
- cognitivism - intellect and commitment;
- behaviourism - effective learning results in behavioural modification
that supports individual types of learning:
- concrete experience - learning from personal meaning;
- abstract concept - tendency to facts and figures;
- reflective observation - observation of patterns and cycles;
- active experimentation - application of information to real life situations.
These modes are critically supported by current integrative software systems that have a global outreach (e.g. the internet). Several types of learning organisations (e.g. Learning Circle, iEARN Project) devise strategies to increase local and external knowledge to produce innovation and creativity. That is to say, that a community of learning, such as The Globe Project, takes information from a selection of schools located around the world to produce an evolving and progressive knowledge base by actively searching for students who commit to a learning cycle. The students can be seen as a task-based learning community, where individual knowledge increases with participation and integration. Experience and praxis leads to personal development and individuals gain clarity through access to expertise that sustains and motivates goal-setting procedures, academic achievement and cummulative knowledge. The knowledge they create is reproduced as an artifact (Aubusson, Schuck & Burden, 2009).
The sequence of learning is embedded in the activity. Social interaction is a result of integrative learning. As identity is revealed, individuals are able to recognise strengths of fellow students that encourage valuing the differences in each other (London, Polzer & Omoregie, 2005). This enhances the learning environment significantly, as dysfunction stems from bewilderment.
While diversity brings up many positive aspects of collective learning (e.g. alternative perspectives identify solutions), confusion can result when compromise cannot be achieved. Communication styles interrupt the flow of participation when language is not conceptually understood to mean the same thing (Dhir, 2006). Role modelling (Barton, 2004) plays an important part in group cohesion, thus the teaching or moderator role is a responsibility that must be undertaken by those commited to lifelong learning.
To observe too much detail about dysfunction detracts from the objective. Focus is required to maintain and sustain professional unity during collective learning. Lack of common ground or interest in other participants is an unnecessary distraction when engaging in task activity. Social implications are minimised when sharing information is limited to the individuals point of collaboration (e.g. reason for joining the community).
Conclusion
Clarity is needed from both participants and community leaders. Objectives must be clearly outlined so that students and moderators are effectively prepared for the learning sequence. When goals are set, individuals are more likely to monitor the situation and remove unwanted interruptions by blocking recognised irrelevancies (Shanks, 2010). Interest levels in participation correlate significantly to increased levels of awareness and knowledge acquisition. Embedded learning makes use of cognitive and associative capabilities that enhances socialising. It is the daily activity that surrounds us. The challenge lies within the individual when choosing their objective, thus a sense of maturity is called for when committing (Fornes, Rocco & Wollard, 2008) to a project.
Anderson, T. (2008). Toward a theory of online learning. In T. Anderson, & F. Elloumi, (Eds.), Theory and practice of online learning (2nd ed.). Retrieved March, 14, 2010 from http://www.aupress.ca/books/120146/ebook/01_Anderson_2008_Ally-Online_Learning.pdf
Aubusson, P., Schuck, S. and Burden, K. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J Research in Learning Technology, 17(3), 233 — 247. Retrieved on May 31, 20110 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/451711_751304989_915792534.pdf
Barton, C. M. (2004). Book Review: Genes, Memes and Human History. European Journal of Archaeology, 7(85). Retrieved on May 16, 2010 from http://eja.sagepub.com
Bennett, S.; Maton, K. & Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. Retrieved April 4, 2010, from http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/Digital%20Natives%20Debate%20Critical%20review%20of%20evidence.pdf
Dhir, K. S. (2006). Corporate communication through nonviolent rhetoric: Environmental, agency and methodological prerequisites. Corporate Communications: An International Journal. 11(3) pp. 249-266. Retrieved on April 16, 2010 from www.emeraldinsight.com/1356-3289.htm
Fornes, S.L., Rocco, T. S. and Wollard, K. K. (2008). Workplace Commitment: A Conceptual Model Developed from Integrative Review of the Research. Human Resource Development Review, 7, pp. 339 - 358. Retrieved on April 27, 2010 from http://hrd.sagepub.com/cgi/content/abstract/7/3/339
London, M., Polzer, J. T. & Omoregie, H. (2005). Interpersonal Congruence, Transactive Memory, and Feedback Processes: An Integrative Model of Group Learning. Human Development Resource Review, 4(114). Retrieved on April 27, 2010 from http://hrd.sagepub.com/cgi/content/abstract/4/2/114
Shanks, D. R. (2010). Learning: From Association to Cognition. Annual Review of Psychology, Vol. 61, 273-301. Retrieved on June 27, 2010 from
http://arjournals.annualreviews.org.ezproxy.usq.edu.au/doi/pdf/10.1146/annurev.psych.093008.100519
No comments:
Post a Comment