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Transformative Learning

Su-Tuan Lulee Mary McNabb

Gordon PrestonRebecca Walker

EDDE 801 Group #4 Presentation at Athabasca

University

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Transformative Learning

Overview Research survey Criticisms of TL theory Implications for distance education Summary and conclusions Resources

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Definition of TL

Transformative Learning is “The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action" (Mezirow, 1996: 162).

Idealized model of adult learning Learners who are actively engaged vs.

learners as receptacles Critical reflection, discourse, and relationships New perspectives guide actions

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Doug’s Transformative Learning

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Mezirow’s Ten Phases of Transformative Learning

Disorienting dilemma Self examination Critical assessment Shared discontent New roles, relationships, and actions

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Mezirow’s Ten Phases of Transformative Learning

Planning action Knowledge/skill acquisition Role experimentation Role competency Reintegration

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BEHAVIORIS

M

COGNITIVISM

CONSTRUCTIVISM

Instrumental Learning

Transformative Learning

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Research Survey

Jack Mezirow (1994, 1996 - unit B) Adult Education Quarterly Journal of Transformative Learning John M. Dirkx, Jack Mezirow and Patricia

Cranton (2006) Andrew Kitchenham (2008) Edward Taylor (1997, 2007)

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Empirical Research on TL

Conducted in a higher education context Most studies used a qualitative

research design Reflection is essential in the process of

TL Relationships with others is also

essential Context, both personal and socio-

cultural are significant factors

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Empirical Research on TL (cont’d)

Most studies did not critically evaluate previous studies

Most studies did not critically evaluate Mezirow’s theory itself

Process can be gradual or epochal Process is irreversible

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Criticism of TL

Need to distinguish between normal life cycle stages and TL (M. Tennant, 1993)

Perspective transformation not always dependent on critical reflection (Taylor, 1993)

Transformation may not be positive Transformation is irreversible

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Criticism of TL (cont’d)

TL should suggest a more integrated and holistic understanding of subjectivity, one that reflects the intellectual, emotional, moral, and spiritual dimensions of our being in the world. (Dirks, 2006)

Too much emphasis on a rational approach ignoring the importance of intuition, imagination and emotion. (Boyd & Myers, 1988; Gravov, 1997)

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Criticism of TL (cont’d)

Some individuals may never move beyond the intense emotions of the disorienting dilemma

Since TL is an “idealized” model of adult learning, is it over-prescribed in teaching?

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Resources

Transformative Learning Theory Web site http://transformativelearningtheory.com/index.html

Journal of Transformative Education http://jtd.sagepub.com/

International Transformative Learning Conference http://transformativelearningbermuda.com/

Adult Education Quarterly http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200765

Group 4 Transformative Learning Web site http://transformative-learning.blogspot.com/

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Can TL be Applied to Online Distance Learning ?

More open and relaxed than F2F Asynchronous discussions allow time

and mental space   Documentary nature allows

reflection & discourse structurally and allows iteration and reiteration of concepts

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Technology and TL in Online Distance Learning

Technologies (virtual world, Blog, stream media) can create life-like situations

Collaborative learning platform (LMS, social software) provides an opportunity for those who live in isolation to participate

Web conferencing simulates F2F learning experience

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Examining TL Using Distance Education Learning

Theory

Community of inquiry is important in higher-order thinking

Community of inquiry is a valuable context for critical thinking

Transformative Learning

By Garrison, Anderson, & Archer, 2000

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Examining TL Using Distance Education Learning Theory

Transformative Learning

By Garrison, Anderson, & Archer, 2000

Recognizing the problem - disorienting dilemmaSense of puzzlement - self examinationInquisitive Divergence, Information exchange – Exploration of options for new roles…Tentative Convergence, Connecting ideas – Planning a course of action, Acquiring knowledge and skillsCommitted Vicarious application to real world, Testing solutions – Trying new roles, Building competence & self-confidence in new roles …Defending solutions – Reintegration new perspective into one’s life.

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TL in Online SettingsCase Studies

Case studies on various course topics, e.g., cultural differences, loyalty, teacher development

Phases of transformative learning evident … ¼ have fundamental changes in preconceived ideas, beliefs, habits, or assumptions (Boyer et al, 2006)

Many false starts and random associations in CMC … Able to make rational discourse (Ziegahn, 2001)

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Technology in Practice for TL

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Technology in Practice for TL (Cont’d)

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Pedagogical Implications for Educators

Facilitate and support learning (Cranton, 1994)

Build safe, open, and trusting environment for

respectful, civilized dialogue (Taylor, 2000)

Post questions to stimulate reflection on target topics and to model process (Ziegahn, 2001)

Structure feedback to learning objectives (Boyer, Maher, & Kirkman, 2006)

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Implications for Students

Be a part of a community of learners Responsible for constructing and

creating the condition for transformative learning

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Implications for Societies

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Transformative Learning by Any Other Name . . .

DeBono – Thinking skills training for mine workers in South Africa

Average fights 210/month 4 month

Post-training grievances 7/day 4 month

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Summary & Conclusions

Areas for further study: Kitchenham: applicability of TL in other

disciplines. Taylor: is TL something to be

encouraged? Personal and social negative

consequences of perspective transformation.

Is TL theory the most effective method of bringing about changes in the way people view their world?

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Summary

Transformation Learning process uses prior interpretation to construct new meaning and guide action