Paper type: Research
Abstract: Global Learning for Sustainable Development (GLSD) has been of international interest since UNESCO implemented its Education for Sustainable Development (ESD) objectives through the Framework for a Draft Implementation Scheme that introduce profound changes for higher education. The significance of this relates to the way we view the world in terms of learning as a global concern. Not only are we expected to understand the world we live in, we look for learning systems that are sustainable within a global culture. In this, the concerns for the complexity and interconnectedness of problems are addressed in a more holistic and multidisciplinary manner.
Introduction
Work in 2004 by Toakley shows that higher education institutions are playing a significant role in educating the population by offering lifelong learning courses on community awareness in learning, research and innovation, and critical analysis of policy debates of global learning structures. Local universities act as a feeder for government to raise knowledge infrastructure of developed and developing countries. Online learning is seen to reduce cost and increase the flexibility of learning for an environmentally responsible generation. Hence, higher education can be seen to be more active in integrating the national knowledge framework. Existing methodology is not equipped to face the challenges of global learning comprehensively. Instead, the attributes seen to be core elements of interest are the characteristics of students; a philosophy of education; and the process and content of education.
A basic right to education for all people stems from paideia, tacit knowledge that is gained through the experience of life that leads to a recognised prior learning capability in students. Transferable skills gained from informal and non-formal learning are enhanced through technology. Digital natives (Bennet, Matton & Kervin, 2008) have been introduced to a modern form of communication that relies on social interaction. Anderson (2008) states that existing philosophies, the values of epistemic and ontological belief, in cognitive and behavioural modes of learning can be combined to appeal to mass learning that supports self-verification processes (e.g. identity building interaction within groups). Connectivism is an amalgam of overlapping learning theories that have proven effective when used in an online environment. It is an integration of constructivism – the observation and interpretation of life experience; cognitivism – the capacity of intellectual behaviour and commitment to learning that an individual possesses; behaviourism – that effective learning result in behavioural modification.
Epistemic and Ontological Belief
This is a critical and pivotal element to reforming educational perspectives as it 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 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 cumulative knowledge. The knowledge that is created is reproduced as an artefact (Aubusson, Schuck & Burden, 2009).
The Learning Environment
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 committed 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 individual’s point of collaboration (e.g. reason for joining the community).
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.
An Example of Networked Organisational Process
Organisations implement their strategy by acquiring a venue, and employ staff based on expectations of group values and culture. Staff become representatives of the organisation and continue culture building among new members. New members join the community from a fear of complacency (e.g. seek more balance in life) which motivates an internal desire (Winne & Nesbit, 2010) for change (e.g. lack of inhibition). Empathy towards a structure of similar interest, desire to learn and participate with similar others irrespective of age, race, gender or ability (Riel & Polin, 2004) continues the evolving practice of yoga within the community, and for management learning. Representatives (e.g. employees of the practice) teach their knowledge displayed through their capability and ability (e.g. behaviour) (Proctor & Vu, 2010). As they teach, tacit knowledge becomes explicit knowledge (Ryan & Finn, 2005) and practitioners learn from each other’s strengths.
Traditional views of hierarchy are diffused (Johansson & Heide, 2008) and knowledge gathering becomes the interaction of learning (e.g. behavioural output) (Andersson & Hellberg, 2009). The continuous and repetitive actions become more practised and skilled as commitment and dedication to the end result becomes more apparent. Goal setting is significant to ensure short-term, medium-term and long-term objectives are included. Focus is sustained and members achieve some measure of success. Feedback (Dijksterhuis & Aarts, 2010) is necessary to improve performance and self-evaluation. Individual standards mark personal criteria of successful outcomes.
Development of a culture through community diversity
Group culture develops through acceptance of conformity (e.g. the practice of yoga), but individual practice stems from epistemic ontological philosophies (e.g. how the body functions). Integration is seen as acceptance and empathy for differences and diversity. Dysfunction occurs when an individual reaches a block (Shanks, 2010) in output. Limitations stem from a variety of negative sources (e.g. frustration). Often a change in perspective is needed, the ability to reflect on past achievements that have led to the development of being, and the recognition that success is a naturally occurring progression of dedicated embedded practice (e.g. the level of practice at which individuals join the community and the knowing that comes with improvement). Technology has succeeded in extending the reach of physically located entities. To start with, the recruitment pool has shifted to an open market of internationally sourced talent. Opportunities to highlight community activities (e.g. hosting websites) encourage participation. Community spirit (Clark, Dodd & Coll, 2008) is kept fresh as practitioners interact with external sources. Knowledge-based practitioners (e.g. yogis) run workshops to disperse knowledge. Individual adaptation to practice depends on environmental demand for survival (Gharavi, Love & Cheng, 2004). Professional and personal identity become an holistic approach to working (e.g. content creation) and reflection on practice provides opportunities that generate further endeavour (e.g. learning trajectories). Situation analysis and monitoring generate impulses in individuals that guide cognitive and associative behaviour. The longer an individual stays in practice, the more likely she is to develop subject matter expertise. Behaviour and identity transform as levels of seniority increase and role function changes. Clarity of individual and group progress, and direction increases individual levels of participation.
Content and context is important to the discourse of a community. The way in which content is structured invites participation through activities, while contextually speaking instruction must be meaningful to group members (e.g. the reasons why an individual joins a community is tied in to why she stays). Community structure is integral to developing a thriving culture. Practitioners are viewed as role models who perpetuate the meme (Walter, 2007) of yoga. Acknowledgement and value of their skills increases community knowledge. Tensions in identity (Jawitz, 2009) stem from a lack of interpersonal congruence (London, 2003) or honest communication. Paradigm shifts (Jorgensson & Keller, 2008) are needed to alter the perception of social limitations (Pratt, 2005).
Conclusion
Particular attention to working as communities of practice (COP) within groups greatly enhances the learning community. What is needed to understand the practice of practice is the language that identifies tacit and informal learning (Jorgensen & Keller, 2008). Translational learning, or learning that significantly correlates to behavioural change, occurs in cyclical patterns. Single-loop learning educates individuals in the ‘know what’ that becomes a mechanistic behavioural output; double-loop learning embeds reflection revealing the ‘know how’; and triple loop learning divulges ‘know why’.
Novices who join communities must not only consider their role in a professional capacity, but understand tacit culture that is displayed by members. Working memory is easily distracted, indicating that goal-setting is a crucial component of collective consciousness. Without clear targets, both personal and professional, individuals are unable to identify their locus of interest. Situational activity facilitates subliminal priming that leads to increased opportunities for relevant meaning-making. Role models provide examples of best practice living knowledge that complement static knowledge.
As online learning develops from the competencies and skills that are required for lifelong learning, communities would benefit from initiating and encouraging active participation as part of self-directed learning. Methods of assessment that measure traditional learning on an individual basis should recognise different ways of recognising competencies. Traditional methods of evaluating knowledge acquisition have primarily been unconcerned with more than static delivery of data. Transformational learning adjusts the perspective of assessment. As new knowledge generates innovation, the variables of what has been learned must be considered. A well-designed framework that sustains daily activity embeds a culture of clarity. The positive movement towards mobile learning has resolved many dysfunctional issues as asynchronous communication negates the need for immediate contact, thus the space and time needed for reflexive practice is created. Archived artefacts build up bifurcated developmental lines: the community generates practical discourse, and individuals apply cumulative knowledge to develop further insights.
Self-verification processes are of primary importance in group activity as trust and unity must develop before collaborative sharing can take place. Knowing team member abilities creates transactive memory that is the summative knowledge of group potential. The strength of transactive memory depends on the prevalence and active participation of individual members that attracts a shared vision. Positive self-evaluation and self-regulation diffuses the turbulence that can occur as a result of close proximity. However, it should be noted that interpersonal congruence is not a measure of performance, but an approach to professional unity.
As online learning develops from the competencies and skills that are required for lifelong learning, communities would benefit from initiating and encouraging active participation as part of self-directed learning. Methods of assessment that measure traditional learning on an individual basis should recognise different ways of recognising competencies. Traditional methods of evaluating knowledge acquisition have primarily been unconcerned with more than static delivery of data. Transformational learning adjusts the perspective of assessment. As new knowledge generates innovation, the variables of what has been learned must be considered. A well-designed framework that sustains daily activity embeds a culture of clarity. The positive movement towards mobile learning has resolved many dysfunctional issues as asynchronous communication negates the need for immediate contact, thus the space and time needed for reflexive practice is created. Archived artefacts build up bifurcated developmental lines: the community generates practical discourse, and individuals apply cumulative knowledge to develop further insights.
Self-verification processes are of primary importance in group activity as trust and unity must develop before collaborative sharing can take place. Knowing team member abilities creates transactive memory that is the summative knowledge of group potential. The strength of transactive memory depends on the prevalence and active participation of individual members that attracts a shared vision. Positive self-evaluation and self-regulation diffuses the turbulence that can occur as a result of close proximity. However, it should be noted that interpersonal congruence is not a measure of performance, but an approach to professional unity.
Further Development
Sustainable development of communities depends on the capacity of individuals to adapt to cultural principles and values. As learning is generated from the bottom up, accepting individual innovation generates the clarity to understand that diverse perspectives, framed within a dedicated context, introduce a multiplicity of approaches for solving a range of issues. The primary focus of ESD and Education for All is to create clarity of understanding that generates the process of transformation required of education. However, the point is moot until diversity is understood to be the catalyst for change. As it stands, NGOs are divided in their capacity to identify and prioritise environmental demands for education as needs vary from country to country and are subject to bias and influence. Without learning and education, the culture and language (e.g. the method by which memes are understood) of a community may be replaced with negative influences that are contrary to indigenous belief by curricula that is untrained in detecting marginalisation. Discovering the strengths of the students reveals the strengths of the teacher.
Sustainable development of communities depends on the capacity of individuals to adapt to cultural principles and values. As learning is generated from the bottom up, accepting individual innovation generates the clarity to understand that diverse perspectives, framed within a dedicated context, introduce a multiplicity of approaches for solving a range of issues. The primary focus of ESD and Education for All is to create clarity of understanding that generates the process of transformation required of education. However, the point is moot until diversity is understood to be the catalyst for change. As it stands, NGOs are divided in their capacity to identify and prioritise environmental demands for education as needs vary from country to country and are subject to bias and influence. Without learning and education, the culture and language (e.g. the method by which memes are understood) of a community may be replaced with negative influences that are contrary to indigenous belief by curricula that is untrained in detecting marginalisation. Discovering the strengths of the students reveals the strengths of the teacher.
Human capital has been defined as the knowledge and skills that individuals acquire and accumulate through formal and non-formal learning. Deliberate investment in human capital yields an improvement in nutrition, health and a better quality of life. Given enough time productivity increases incrementally supported by knowledge, skills and attitudes necessary for economic and social development that engages a more holistic view of education. An educated society contributes to social and political process.
As learning is understood to be a social act, there is emphasis on context when conducting learning activities (Laine, et al., 2010). It is an area of research developed by educational psychology, and has primarily been attributed to Vygotsky. Our response to changing methods and requirements must incorporate invented and developed learning systems. In expecting our social systems to learn, we also require that transformation occurs with a minimum of disruption. That is to say that the identity of the social system, and therefore its members, must be retained during transformation. An example is of governments learning for society – a learning system that carries the idea of public learning – the ongoing process of directing investigation as to probable causes, nature and resolution of issues (e.g. World Health Organisation).
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