Reflecting on the different educational pedagogies and
reviewing each one in relation to technology for online learning and teaching I
would be taking different aspects of each one into consideration. The first
consideration was the two metaphor approach discussed by Sfard (1998). The two
metaphors explain clearly how learning is viewed as two opposing ideologies
which I believe is limiting since there is no suggestion of a connection /
continuum between the two. Sfard (1998) herself suggests that a sound theory of
learning will consider both the metaphors to explain effectively how learning
takes place. Expanding the two metaphors to three paradigms as suggested by
Greeno, Collins & Resnick (1996) allows us to include the three main issues
related to learning – as activity, as achieving understanding and as social
practice. The different theories of learning once more can be placed in one
paradigm or the other. The application of theories is, however, closely linked
to what is being learnt. This means that a single theory and therefore a single
paradigm cannot be used in all manner of learning as it becomes difficult to
achieve holistic learning. This is also reflected in the way in which people
learn.
I think, that the experiential learning theory can provide
the holistic approach that both Sfard’s (1998) metaphors and Greeno, Collins
& Resnick’s (1996) three paradigms are lacking. It takes into consideration
the activity, the knowledge and application of that back into social practice.
The cyclical process described by Kolb and Fry (1975) shows clearly how these
aspects fit together. None of them have an advantage over others as all parts
of the process have equal importance. The other advantage of the cyclical
process is that one can enter into the learning cycle at any point. This allows
all learning styles to be incorporated into the learning process. For example, an activist learner can start
the process of learning at the point of carrying out an activity / having a
concrete experience, while a theorist learner can start the cycle at the point
of reading literature / learning about the relevant theories and continuing the
cycle. The cycle also takes into account the aspect of linking the theory to
practice as knowledge has to be used in reality. This link is provided by the
review / reflection part of the learning process.
The process of
reflection is also a cycle and takes into account the situational
context and social aspect of the activity that is the focus of reflection.
(Schon, 1983, 1987) The two cycles linked together forms the appropriate
pedagogy for learning in any situation. This understanding can explain how
learning takes place for individuals. There is a transaction of meaning that
happens during reflection. One has to review the situation in relation to the
social context and existing understanding. The concepts that are central to the
situation are explored and reading of relevant literature is carried out. Then
the individual attempts to return to the situation and sees how the new knowledge
can be incorporated to give a better understanding of the situation and thus
improve practice. Thus, an internal dialogue takes place when the individual
tries to integrate old and new knowledge.
However, we need to remember that in the educational context
learning takes place in groups and not individually. Learning takes place in
the educational institution or in the workplace where other people are
involved. In such situations the individual approach to learning would not be
entirely effective. We need to expand this experiential learning and reflection
to take into account the impact of the group (colleagues or peers) on the
process of learning. This collaborative approach to using experiential learning
and reflection can be seen within Wenger’s (1999) community of practice and
social learning theories where the group can participate in every stage of the
process of the experiential learning cycle. The learning within this kind of
collaborative approach takes place through sharing, scaffolding and negotiating
meaning. Learning is taking place also through thinking and reflecting on
others contribution in the discussion. Collaboration provides a much richer
environment for the learners as there is collective knowledge to reflect on
rather than individual. Here also, a dialogue is taking place to transact the
meaning, but it is now external to the individual. Individuals learn from and
with each other in the group. This takes into account some elements of the
socio-cultural and constructivist theories. There is room for individual
reflection within this process and so makes this combination of individual and
collective learning an attractive pedagogy of education. This collaboration and
scaffolding is also embedded in the different argument theories (see earlier
blogs). While all of the theories seem to explain the process and parts of a
logical argument and its outcome, Progressive Inquiry actually gives the
process a structure and explains how the concept can be used in educational
context. It is comparable to the recently popularised Problem / Inquiry Based
Learning approach to curriculum development. This approach can also be linked
to two of Mason’s (2001) framework for online.
When applied to use of technology in learning and teaching,
we can still see the usefulness of both aspects. Thus, despite the move of the
education from classroom to online, the ideology of learning with and from the
group is still important. The courses online can be developed such that they
encourage learning and this can be both individual and collaborative. The
software for encouraging learning is designed to enhance and support the process
of learning by developing critical thinking skills. The design can be focused on encouraging
experiential learning and reflection and / or collaborative learning via a
Progressive Inquiry approach. Context, question and brainstorming aspects of PI
can take place in a synchronous session, critical evaluation, deepening and
structuring can be carried out asynchronously to allow for the reading and
reflection that is required of the members of the community. The concluding of
the negotiation of meaning can be done synchronously as this brings the group
together to complete the discussion in real time. Finally, the shared
understanding can be carried out asynchronously to adjust the changes to the
knowledge of the group. The asynchronous online learning allows for individual
reflection and learning before sharing that knowledge with the group. The
synchronous learning online tends to mimic the face to face classroom approach
which needs to be adapted to a different medium. Therefore, the software for
synchronous online learning, whether linear text display of discussion or graphic
and spatial display of discussion, needs to encourage collaborative approach so
that understanding of the concept under discussion can be constructed by the
group members.
