On reflection upon learning theories discussed in the
earlier section, IBL appear to take its understanding from mostly the
humanistic and socio-cultural theories. Take for example, the androgogical
approach. The group is made up of adults who bring their own experience to the
collective understanding. They work towards learning of issues that are
problematic and learning tends to span a variety of subjects, which will help
them find the solution. They need ‘guidance’ to help achieve the learning
rather than ‘teaching’ in the traditional sense.
While the Rogerian view of freedom to learn contributes to
the understanding from a similar view of learning. It applies to all
individuals who learn throughout life with or without the assistance of a
teacher. Again his ideas relate to learning in a coherentist manner that is not
subject orientated. The motivation to learn is synonymous with motivation to
survive and function within the society. The teacher is seen to be a
facilitator of learning and the learner is more important in the student –
teacher relationship. However, attention must also be paid to the contribution
of Gagne’s (1975) levels of learning as IBL encourages the use of problem
solving approach. In essence the role of the facilitator described by Rogers is
synonymous with what a facilitator is within the IBL process.
Vygotsky’s (cited by Wells 2000) theory for learning has
implications for education, which appear synonymous with the IBL approach. They
are:
- The classroom is seen as a collaborative community where the learners are participants within the community and work towards achievement of shared goals.
- Purposeful activities involve whole persons so that individuals will be transformed to better functioning members of the society.
- Activities are situated and unique as any activity takes place in particular time and is specific to the individuals coming together to participate in it.
- Curriculum is a means and not an end as it aims to promote life long learning skills allowing for constant renewal of the culture
- Outcomes are both aimed for and emergent, for the learning can begin with aims to be achieved but the route to learning emerges from the properties of that given situation.
- Activities must allow diversity and originality to allow for development of both individuals and the society.
Curriculum underpinned by IBL has many of the features of a
learning curriculum described by Lave and Wenger (1991) as it reflects a
situated view of mind and knowledge, which is compatible with the functional
aim of education. It incorporates the predispositions, which Bruner (1996)
states underlie a psycho-cultural approach to education. The process takes into
account most aspects of the socio-cultural theory of learning.
The idea of active participation in collaboration with
others is central in the situated view of learning, where knowledge is
described as knowing and ‘knowing is sustained participation in practice of a
community’. (Greeno et al 1997, pp. 138) Knowledge is constructed by the individual
and is created in active participation with others. This idea reflects the
participation metaphor, one of the two metaphors that Sford (1998) argues
underpin theories of learning. Also, this idea of knowing as sustained
participation in practice of a community reflects Roth’s (1995) analysis that
knowing is distributed, rather than in the heads of individuals. However,
Greeno et al (1997) suggest that actions are both individual and communal,
thereby taking a social constructivist view, that knowledge is social but
appropriated by the individual. This suggests that Greeno et al (1997) appear
to analyse learning and achievement from the viewpoint of a community of
practice.
Central to this perspective is engagement in authentic
activity, which Roth (1995) illustrates as learners engaging in activities that
have a large degree of resemblance with the activities in which the core
members of a community are actually engaging. Greeno et al’s (1997) analysis
concurs Lave and Wenger’s (1991) observation of a community of practice, that
of the school where, for example, learners participate in school activities in
relation to health visiting and the learners participating in the practice of
health visiting in the health clinic. It is the functionalist view of knowledge
that underpins the approach to learning. The problems are set within the
context of the community of practice.
Therefore, at the level of experienced curriculum, Lave and
Wenger’s (1991) concept of legitimate peripheral participation places students
in a position of power, in relation to their learning. This will enable them to
become full participants in the community of practice, and ultimately transform
that practice as elaborated by them. They argue that ‘learning is integrated
with practice and through engagement in a community of practitioners, students
or newcomers become increasingly competent in their identity as practitioners.’
(Spouse 1998, pp 347)
Another concept that is immensely important, as suggested
earlier is the collaborative or group approach and learning from one another,
or peer group learning (Lincoln & McAllister 1993). Lincoln &
McAllister (1993) hold the view that peer learning is compatible with Knowles’
(1990) characteristics of adult learners while also lending itself to the
processes necessary for deep and life long learning. They believe this form of
learning is particularly suitable for all programs that incorporate practical
skills as it encourages application of theory to practice. Hart’s (1990)
research into nurses elaborates the benefits of this form of learning in
developing innovative and autonomous professionals.
Collier (1983) suggests that the goal of education is to
produce autonomous learners who will be able to apply, analyse and synthesise
information. His technique ‘syndication’ is similar process to what the
learners undertake during the IBL as described earlier. He explains that
students form syndicates and take on the responsibility of researching and
disseminating chosen topics to the rest of the group. The method increases :
• motivation,
• involvement
in academic work,
• development
of critical thinking and problem solving
skills,
• depth of
learning,
• self-direction,
and
• independent
learning skills.
This is indicative of methods of learning that will foster
emotional intelligence, which is becoming increasingly important and focused
upon today. Through collaboration students ‘scaffold’ for each other or as
Bruner (1996, pp. 93) states ‘that we do
not learn a way of life and ways of deploying mind unassisted, unscaffolded,
naked before the world’. Thus, learning within this approach takes place
through the process of scaffolding and uses experience of each member of the
group. At the same time, the individuals work together and collaborate as a
group, also highlighted within the description of the process. The functioning
of a group requires developing and strengthening the qualities identified as
the basis of emotional intelligence. This will be further referred to later in
this section.
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