My Theory of Learning..(p.1)

As part of our learning process, we are charged with defining the following now (part 1 of this post) and reflecting on this at the end of the term in April (part 2 of this post).

so here goes...

1. What do you currently understand learning to be--for yourself as a learner and for your students if you teach?

My worldview on learning so to speak consists of learning through a variety of modes, informal, formal and non-formal learning.  Personally, i think my learning breakdown is as follows currently: 

80% Informal learning  (what i read/hear/view online, hear in the news, what my husband teaches me daily, the knowledge my co-workers pass on, etc.)

15% Formal learning (participating daily/weekly in studies for my masters degree in Adult Education at the University of Toronto)

5% Non-formal learning (the non-accredited learning i do to keep up with my project management designation *PMP)

As with my students, my culture, background, socio-economic standing, experience as a student, experience as a worker, experience as a mother, wife, sister, daughter, friend, etc. all come into play when it comes to what knowledge I gain, how i learn it, and how I interpret it as useful moving forward.

For students (adult learners) that I teach, it's a combo of non-formal and informal learning.  I try to infuse the need-to-know information with what they come to learn and what they bring to the learning (ie. their experiences, skills, background, etc.)  I also design and do program planning for learning and development for workplace learning with these things in mind along with other key variables like adult learning styles, evaluation objectives, etc.

2. Why (on what basis) do you hold those views, both for yourself and for your students? (If you are not a teacher think of a situation where you have taught somebody something.)

I believe I've come to have the above view, and really become aware of my view through my experience as an OISE student at U. of T.  I know that as project manager working on design of e-learning and learning and development programs and projects, I was aware of nuances of adults and learning styles, but it was not as reflective of my part in learning as a learner, nor as a teacher, but over the last 2 years, I've come to think more critically, and expand my lens on learning both on myself and others I instruct.  

More recently in my role as a Master Trainer for the Stanford University developed Chronic Disease Self-Management (CDSM) Program sponsored in Ontario by Saint Elizabeth Health Care Foundation, I trained new leaders for CDSM community workshops.  While the curriculum is standardized, the examples and connections the students make to the material is highly personalized.  It is only through personal experience that I draw shared knowledge that makes for a much more enriching learning environment for the participants.

Another key element to what has shaped my view/theory of learning, is becoming a mother.  Now, less focused on self, and more on how experiences and knowledge will shape my little one.

3. What role does knowledge play in learning?

Knowledge is essential to learning.  What you know or bring to the table impacts how learning takes place and what is learned.  Knowledge enriches the learning experience for other students as shared knowledge can sometimes be much more impactful and precious than what's on a lesson plan.

I also believe knowledge helps to create context for the student, without acknowledging knowledge in the learning environment or providing an outlet to share relevant knowledge, the learning experience may not be truly authentic.

4. What role do others play in your learning (e.g. peers, teachers etc)?

The roles that others play in my learning is to say the least - huge.  Especially when it comes to the daily informal learning.  By having conversations on a topic of interest, or a new topic (ie, a friend sharing their travel experience to a part of the world I have never been), or by a peer sending me an email with a link to how to subscribe to an online deal site relevant to baby gear, etc. are all such valuable learning opportunities that contribute to what i fill my pocket of knowledge with everyday.  

On a more formal note, my teachers and fellow teachers enable me to build my knowledge through sharing of ideas, research, evidence and critical examination of focused areas of knowledge.

Students I teach also play a great role in my learning by shaping the way I facilitate, by challenging how I share my knowledge and by bringing to the table their own skills and experience.

I believe that without challenge and motivation, we do not learn to our potential, so in my role as a learner and facilitator of learning, I try to keep this in mind to make the most of education and knowledge transfer no matter the platform.

And with that, I shall leave you with a quote from one of our fave writers in my household:

So you see! There's no end to the things you might know, depending how far beyond zebra you go.

Dr. Seuss

Stuck on Constructivism

Moving into the next set of discussions in class during this whole virtual experience, left me feeling more a-tuned to the constructivist perspective on learning.  I will come back to this shortly, however need to comment on the experience of participating in a class that does not hold Adult Education at the heart of its conception has been an entirely new learning experience for me in my masters degree journey at the University of Toronto.

Having spent the last ten years of my life focused on workplace learning in some fashion or another, its quite the change to indulge in the the perspectives of childhood education.  It has allowed me to reflect back on my own learning to various stages of my childhood and in particular, now look at the up and coming education of my own child (although only one), the discussions around theories presented by Piaget, Phillips, Gardner, Vygotsky, Bruner and others have left me with a thirst for more on pedagogy.  I especially am curious about the learning design for students in the public school system versus the private or montessori school system.

The online environment in which our collaborative learning occurs is something that I've had to adjust to as this is my first real online experience as an 'e-learner'.  In my professional practice, I have worked on  e-learning products for internal and external customers, understand key 'best practices' when it comes to creating a valuable experience, however aside from testing, this is my first opportunity as a formal student in this environment and get to judge for myself.  It has really helped me to understand some of the feelings and challenges experienced by e-learners, such as time, motivation, call to action, etc..  In this experience, I think our professor has set up the e-learning environment quite well, in terms of the use of mixed media (words, images, videos) and in-dept use of discussion area made rich by what is shared by almost 20 classmates who are quick to respond.

Back to constructivism.  I have learned that still lean towards the value of bringing prior experience into design of learning and customizing a students experience based on multiple intelligences is something that I prefer as a learning and as an instructor.  Much of my lesson plans for workplace learning programs focused on ensuring that various learning styles and intelligences are incorporated in the design and that learning activities allow for learners to engage based on their past experiences.  I see value in bringing culture into design as well, and so the social aspect of learning also plays an important role as discussed by theorists and classmates.

I look forward to being challenged by other sides to this story and will be sure to comment as things evolve.