In this post, I would like to explore Learning theories and Learner Taxonomy.
(a) connections/disconnections/re-connections of learner with networks;
(b) interactions/engagement/cooperation/collaboration/integration with nodes/networks; growth, development & sustainability/decay;
(c) unlearning/relearning in response to changing/dynamic networked/learning environments?
The article here provides a useful summary of some application of learning theories. Peter concluded that:
To make online teaching and training materials more effective, an agency should first establish suitable learning goals and objectives. Since the priority of instruction is to “benefit” or “instruct” the learner, instructional designers should then strive to facilitate the learning process i.e., make learning easier. This can be accomplished by applying proven learning theories and pedagogical practices, as well as, practical web-design strategies and guidelines, to their instructional design.
I have been recently thinking about learning based on a number of perspectives/assumptions (refer to this Match and Mismatch between Learner Stages and Teacher Styles also discussed in Rita’s post here):
(a) Learning from a teaching perspective,
(b) learning from a learning perspective,
(c) teaching from a teaching perspective, and
(d) teaching from a learning perspective.
This would then form a matrix with the 4 quadrants. Each quadrant would then be connected with others (juxtaposed) to delineate the emphasis based on a number of criteria.
Teaching perspective could include the following themes & dimensions: LMS, Formal course/instructional design & pedagogy, teaching space, power and control (where I would like to refer to Stephen’s post on power of networks), assessment and accreditation, teachers’ role and responsibilities, teaching and learning resources.
Learning perspective could include the following themes & dimensions: PLE/PLN, eportfolio, self and peer assessment and teacher’s assessment, learners’ role and responsibilities, OER (open education resources), learner’s autonomy, social media, networks and Web 2.0 (i.e. media affordance), and network connections, interactions and engagement.
With each perspective, then one could develop the mapping based on a model similar to revised Bloom’s Taxonomy, (though I think it could be further refined or developed based on a more learner-based PLE/N model), to reflect the dynamic and adaptive mode of learning, rather than the “static” and linear model of “taxonomy”.
How about a dynamic model that is based on Folksonomy and Wordle approach (with tags and key words of learning from a learners’ perspective)?
The emerged themes would form the basis of individual’s learning based on personal learning, “individual learning styles”, multiple intelligence one has and the conceptual connections within and across domains. This could then be overlaid with the teacher’s perspectives (like the constructive alignment).
Such approach would be based on emergent principles (i.e. both the chaos and complexity theory) as the learner may be self-directed and the network he/she engages may be self organising, which means that a higher order of learning would involve sensemaking and wayfinding – i.e. identifying ways and strategies, analysing, sensing (sense making), responding, interacting, cooperating and collaborating/open sharing via networks, personal risk “controlling”, integrating, creating (individually, connectively, and or collectively) and deciding.
Such teaching/learning needs to be based upon the complexity of learning situations (situational learning, learning trajectory that one would like to adopt, i.e. LPL (legitimate Peripheral Learning) or Self-directed Learning to Active Participative Learning and personal autonomy.
Finally a connective learning approach would consolidate and integrate the learning that form the basis of networked learning – with different learning theories embedded at different stages of learning as shared here.