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Culture of Learning

Halina Ostankowicz- BazanMoodle MOOC 7November 2015

Transformative

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Outline

• Learning Culture

• Transformative Learning

• Benefits

• Create a Culture of Transformation

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Definitions of LEARNING

• the act or experience of one that learns

• knowledge or skill acquired by instruction or study

• modification of a behavioral tendency by experience (as exposure to

conditioning)

http://www.merriam-webster.com/dictionary/learning

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• Learning is a continuous process that commences at birth and continues until death; it is the process through which we use our experience to deal with new situations and to develop relationships.

• Learning involves far more than thinking: it involves the whole personality - senses, feelings, intuition, beliefs, values and will.

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Learning occurs when we are able to:

• Gain a mental or physical grasp of the subject.• Make sense of a subject, event or feeling by interpreting it into

our own words or actions.• Use our newly acquired ability or knowledge in conjunction

with skills and understanding we already possess.• Do something with the new knowledge or skill and take

ownership of it.

Find more athttp://www.skillsyouneed.com/learn/learning

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Model

Learn Remember Do

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Transformative Learning

Dimensions:

Psychological (change in

understanding)

Behavioral (change in

actions)

Convictional (revision of

belief system)

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• Mezirow defined TL as a learning which involves qualitative changes in the learner’s ‘meaning perspectives’, ‘frames ofreference’ and ‘habits of mind’ (1978, 1991), i.e. the mainly cognitive mental structures which fundamentally organize our understanding of ourselves and our life world.

• In this connection, critical reflection, open discourse and implementing new understandings in practice, were seen as important elements. (see also Mezirow, 1990, 2000).

This definition has been criticized many times.• New definition of TRANSFORMATIVE LEARNING :

The concept of transformative learning comprises all learning which implies changes in the identity of the learner. (Illeris, 2014, p. 40)

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Ttransactional vs. Ttransformational Learning

• Transactional learning methods operate from the view that skills or information are things to be transferred from the knower / teacherto the learner.

• The students are passive consumers.

• Transformational learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises

• Transformational learning is active learning, not passive.

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In that sense, we want students to be involved in activities within legal actions, rather than standing back from the actions and merely learning about them.

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• Many studies (Mitra, Robinson) demonstrate how useful

is self-directed, self-controlled learning.

• Mezirow and others identify that negotiating through

dilemmas guides to transformational learning. (The role

of the educator is to present difficulties while the

student hypotheses the solution; new meaning scheme

and perspective transformation).

• ‘Change’ is essential in transformational learning.

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Transformative Learning redefined: as changes in elements of the identity.

Knud Illeris

International Journal of Lifelong EducationVolume 33, Issue 5, 2014

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https://sites.google.com/site/transformativelearning/technology-impacts-in-transformative-learning-practices

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Personalized blended learning

Customization the collection of edtech tools that can meet the

needs of students in a personalized, meaningful, and timely manner based on best

practices stand to rule.

Technology isn't the driver.

Strong belief in innovation is

secondary to the needs of students,

teachers, and administrators.

Recognize that teachers are tasked

with implementing, and

often times, identifying, the

best mix of digital learning tools for

each student.

Different approaches to learning, such

as project-based learning,

maker education,

game-based learning, and

more, will continue to be

explored as part of personalized

blended learning models.

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Your Learning Culture

You already have one

Humans are wired to learn

Learning is happening every day

Learning is a bit like

breathing, in the sense that it is

constant and life giving.

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A learning culture is a set of organizational values, conventions,

processes, and practices that encourage individuals—and the

organization as a whole—to increase knowledge, competence, and

performance. “High impact” simply describes the idea that the

learning culture positively impacts business results.

In other words, it makes a difference.

http://www.oracle.com/us/chro-docs/june-2013-chro-deck4-1961622.pdf

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• Many people appear to object to the approximation of a 'culture of learning.'

• Every formal education institution has a culture of its own, which imitates a system of implicit and explicit beliefs about learning.

• Learning also has a cultural dimension that is the manner we see and perceive education which may shift depending on situations and environment.

• A culture of teaching and learning is collaboratively constructed by students and teachers. It is about their expectations of 'what should be known' and 'who should experience it.'

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• This culture of learning includes elements of what learning looks like and defining some processes of learning structure.

• The idea that learning is a culture refers to the habits, networks, people, curiosities, emotion, and warmth that all meaningful learning includes.

• Constant, authentic learning not only performs like a culture but is implanted in one.

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„ We live in a time of constant change—in liquid modernity—and this has created a rapidly growing need for Transformative Learning (TL): we must be able to constantly change and develop ourselves in order to keep pace with the changes in our environment and life situation. However, the need for change has grown so fast and in so many directions that the term of TL has itself become uncertain or even confused.The traditional definition of the term as changes in the learner’s ‘meaning perspectives’, etc. is too narrow and too cognitively oriented.”

KNUD ILLERIS

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For Human Being Learning Is as Natural as Breathing

• Self directed learning is the only answer in this fast changing

era of technology driven knowledge society.

• Not to just focus on imparting skills and knowledge to the

students, it is important to enable them to learn how, when and

where to apply all that they are learning.

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Wired for Learning

Necessary for survivalBrain science researchCentral + peripheral nervous systems

https://youtu.be/_NNAjVP57Mk?list=UU1KL9tFZkeKgz29F26EGfEg

Keynote speaker Alan November

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Sources

Richard DavidsonCarol DweckDaniel SiegelRudolph Tanzi

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• The “data drive”• Moves learning into memory• Unites left and right hemispheres

• Where habits live

• Routinized behaviors become “second nature”

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Questions

• Who controls the learning?• Do your learning events match with their

experience/reality?• How are you building value and trust with each learning

experience?

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Transformative Learning

• Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises .

• A defining condition of being human is that we have to understand the meaning of our experience.

• Transformative learning develops autonomous thinking.• An important part of transformative learning is for individuals to change their

frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds.

https://en.wikipedia.org/wiki/Transformative_learning

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• Learning has a purpose• Opportunities to take risks and even fail

Deal, Claire. (2006). Learning with Conviction: Service Learning, Social Documentary, and Transformative Research. InterActions: UCLA Journal of Education and Information Studies, 2(1), Article 2. Retrieved from: http://escholarship.org/uc/item/96p552fh

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The book covers five broad areas: historical, theoretical, practical, research, and future perspective.

The educator's role is to assist learners in becoming aware and critical of assumptions.

Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self

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• Individuals are encouraged to develop

• Learning is respected and stimulated

• Every level has exciting learning openings

• Good teachers are recognized and distinguished

• Innovations are included

• Learning is planned to be transformative

Transformative Learning Culture

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Using the Discovering Model to Facilitate Transformative Learning in Higher Education Michael Kroth, Patricia Boverie, 2014

Chapter 11 discusses a simple model that faculty and students can use to help understand the transformative learning process.

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Profits of Transformative Learning

• Dynamic contribution

• Reliable motivation

• Continuing improvement

• Active Engagement

• Protection of top talent

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Mindset is a simple idea discovered by world-renowned Stanford University

psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference.

In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.

In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.

Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships.

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Mindsets are beliefs—beliefs about yourself and your most basic qualities. Think about your intelligence, your talents, your personality. Are these qualities simply fixed traits, carved in stone and that’s that? Or are they things you can cultivate throughout your life?

Scientists are learning that people have more capacity for life-long learning and brain development than they ever thought. Of course, each person has a unique genetic endowment. People may start with different temperaments and different aptitudes, but it is clear that experience, training, and personal effort take them the rest of the way.

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Create the Culture

Encourage potential

Price learning

Recompense growth

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Learning Solutions

Blended learning

works “with” the

brain’s wiring…

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Flip Your Classroom

http://www.knewton.com/wp-content/uploads/flipped-classroom-1.jpg

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The Flipped Classroom

is about making sure that the "voice" most often heard in the

classroom is that of the student, not the teacher. That voice could be

the student literally doing the talking by sharing or processing

information with the class, but it could also be the students creating

something visual or auditory (whether in Band or Calculus) to

demonstrate their comprehension of the material.Julie Shier

Teacher, Clintondale Community Schools

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Value Learning

• Make it abundant

and accessible

• Role model it at every level

• Make it safe to take

risks and fail

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"We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us." - Marcel Proust

Value Learning

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• Recognize learning appetite and assurance• Prize improvement

Teacher empowerment

site-basedmanagement

school choicecharter schools

and tuition vouchers became most important

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The authors examined the relationship between knowledge management, human resource management, and typical knowledge learning goals of an accredited business education program. A theoretical model is presented, illustrating how these relationships might overlap.

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PERFORMANCE-BASED TEACHER EDUCATIONWhat is the State of the Art?

by Stanley Elam Editor, Phi Delta Kappa Publicationsfor the AACTECommittee on Performance-Based Teacher EducationDecember 1971American Association

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Transformative Learning Studies that correlate intercultural

experience and transformative learning carry a deep and timely

importance interpersonally as well socially in our world.

Personal benefits include increased self-awareness and the

satisfaction of developing an intercultural identity. However, these

benefits carry into the greater society.

Both on a personal and societal level, it is true that we are not what

we know, but what we are willing to learn (Bateson, 1994).https://www.msu.edu/~feyensha/academic_docs/Fall07foliodocs/pdf/transformativelearning.pdf

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PART IV: CREATING MULTICULTURAL CLASSROOMS Literature Review of Multicultural Instrumentation

Multicultural Perspectives Volume 17, Issue 4, 2015

Special Issue: Celebrating NAME's 25th Anniversary!

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Creating and Sustaining Online Learning

Communities: Designing Environments for

Transformative LearningPublishing models and article dates explained

Published online: 17 Dec 2014

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ConclusionIn the contemporary world there is no doubt that TL

• will be increasingly important to individuals,

• as well as to various communities and movements, private

and public enterprises, nations and even to the future of the

world, which we all share, in order to cope with the constant

conditions of change at all levels.

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• We shouldn’t dehumanize the educational process.

• The need to learn begins in a community and finishes there as well.

• From this community, people carry with them stories, insecurities, interests, and other strands of living that can act as dynamic schema in the learning process.

"Situated Cognition and the Culture of Learning" (Brown, Collins, and Duguid, 1989) and "Culture and Cognition" (DiMaggio, 1997)http://innovation.saintleo.edu/rethinking-thinking/

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References

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• Brookfield, S.D. (2000). Transformative learning as ideology critique In J. Mezirow & Associates (Eds.), Learning as transformation. Critical perspectives on a theory in progress (pp. 125–150). San Francisco, CA: Jossey-Bass.• Cranton, P. (2006) Understanding and Promoting Transformative Learning: A Guide for Educators of Adults (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.• Dirkx, J.M., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4(2), 123-139.• Fletcher, S. (2007). Mentoring adult learners: Realizing possible selves. In M. Rossiter (Ed.), Possible selves and adult learning: Perspectives and potential. New directions for adult and continuing education (no. 114, pp. 75–86). San Francisco: Jossey-Bass.

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• King, Kathleen P. (2005). Bringing transformative learning to life. Malabar, FL: Krieger.• Lysaker, J. & Furuness, S. (2011). Space for transformation: Relational, dialogic pedagogy. Journal of Transformative Education, 9(3), 183-187.• Mezirow, J. (1975). Education for Perspective Transformation: Women's Reentry Programs in Community Colleges. New York: Center for Adult Education Teachers College, Columbia University.• Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.

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Miller, J.P. & Seller, W. (1990) Curriculum: perspectives and

practice. Toronto: Copp Clark Pitman

O'Sullivan, E. (1999) Transformative Learning: Educational vision

for the 21st century. Toronto, Canada: University of Toronto Press

Inc.

Torosyan, Roben. (2007). Teaching for Transformation: Integrative

Learning, Consciousness Development and Critical Reflection.

Unpublished manuscript.

http://www.faculty.fairfield.edu/rtorosyan/

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The idea that learning is a culture refers to • the habits, • networks, • people, • curiosities, • emotion, • and warmth that all meaningful learning includes.

Thank you all for watching,Halina Ostańkowicz- Bazan

November 2015