Shared+Learning+Theory

=Cadre 9's Theory of Learning= //(I am going to embed some comments about the structure which I will remove later//--mm Today I just worked a bit on the first sentence self-guided was a bit too individualistic so I added in a social context. Are there bits you are not comfortable with? Let us know.) //(opening paragraph...defines learning--tells us where it happens and bit more about the process ending with a bit of metaphoric language)//

Learning is a open-ended inquiry process that is self-guided within a social context. It is often mediated by conceptual and cultural tools which aid the exploration process. It occurs most frequently in a collaborative, interactive, and supportive environment where questions are encouraged and where the consequences of failure are not severe. New learning is built on previous knowledge but is not simple additive. Rather it involves problem solving often in contexts that have real-world consequences and results in new structures of current and past knowledge. In this way it is an iterative, continuous process with no end to a learning eposide as any learning immediately becomes the foundation for the next insight. Learning is reflective because it involves making sense of the experiences and using the knowledge created to help oneself and others approach new problems or challenges. Because of this, learning is a lifelong journey filled with interesting information and inspirational destinations along the way. It provides the context and colors that we use to illustrate our lives.

(//Sets up how our defination of learning compare with those of others--what is similar or different? When you use a dictionary defination, don't think of it as being truth...you have a right to disagree with a dictionary definitation--they are never fixed...language evolves the more we use it. Ask yourself for each usage is this how I think about learning? Does it capture the best points of learning? I worked a bit more to get the fluid notion of the mind-mm)//

A theory of learning focused on the process and makes predictions about the factions that will be necessary for learning to occur. We also want to be clear on what we mean when we say that learning had taken place. Basic definations (dictionary.com, 2006) include These definations, particularly the last one, refer to the accumulation of ideas or what Dewey referred to as inert knowledge. It calls forth an unproductive "folk theory of the minds as file cabinet (Berieter, 2002)." While learning includes the acqusition of new knowledge it is often embedded in experiences that require working with ideas. It involves using what we know to solve problems, gain insights, or rearranging the very structure of knowledge. This freedom to explore and create ideas requires a more active metaphor then a file cabinet, instead the mind is more active like a computer processor moving thing around in a fluid way to create everchanging arrays of what we know. Every new experience has the ponential to create resort and rewriting of what is known. In any eposide of learning we have to make decisions about when, how and which knowedge to use, (metacognitive skills) and we need to know how to evaluate what happens through analytic reflection. So our definition of learning extends beyond what the static notions captured in these dictionary definitions.
 * "to acquire knowledge of skill in by study, instruction, or experience",
 * "to become informed of or acquainted with; ascertan", "(of a device or machine/tool, esp. a computer) to perform an analogue of human learning with artificial intelligence",
 * "learn, ascertain, detect, discover imply adding to one's store of facts. To learn is to add to one's knowledge or information: to learn a language. To ascertain is to verify facts by inquiry or analysis."

//(What are some of the assertions that make our conception different from others--I have pulled together what you listed into 6 sections. I am suggesting that each of you work on one section.  David is a natural for the section on narratives and the role they play in learning.  Feel free to put your name next to a section and work on it.  I will edit and worry about consistency across the sections. //
 * 1) element of playfullnes but at the same time a deep sense of inquiry--asking questions--Learning happens with engagement --Where inspiration, excitement, and thirst for knowledge can be created
 * 2) Social dimensions--embedded in a context with people where actions make a difference to the community --A collaboration between those at different levels Learning happens when the learner is interested - legitimate participation --A collaborative experience--Learning is a social theory - participation, ZPD, stories (mostly in there...no mention of zone)--My personal learning theory is based on building blocks of shared experiences with peers and experts, where personal growth and development is continuous and measureable--RM
 * 3) Muti-senses and modalities --Learning involves listening, observing, documenting--Grounded in experience--Learning involves interacting with the physical world--Learning is individualistic --Unique to each individual (not really covered but I think would go in the modality section)
 * 4) Active constructivist process --Risk taking --Learning is directed toward success --but can learn from failure and success when engaged in a constructive process
 * 5) The role of narratives in sharing what is learning--Being open to sharing of information
 * 6) Not time bound- learning is lifelong with end - never being "done"

//I am seeing some possible structure here wrestling with individual vs social perspectives. 1, 3, 6, seem more from the individual and 2, 4, 5 could be more from the social but I don't know if we want to set up a false duality. You might want to say you look out from the eyes of the person at the social process, or you can from a systemic community perspective look back at the individual.//

1) Learning is playful inquiry We are asserting that people learn the best when they are engaged in a holistic way and find enjoyment in what they are accomplishing. We see a playful engagement as part of the innovative process that incubates new startegies or new approaches. Learning often involves a level of risk, not every action leads one forward. Since learning is never ending it also needs to lead to one wanting to know another truth.

2) Learning is always social (even when we are alone our actions are embedded in communities

A primarily social activity, learning takes place when people collaborate to solve real-world problems in a meaningful context. It can occur when a person is alone or among members of a community, but always builds upon what the learner and others have previously experienced and shared. That is, learning is constructed both independently and socially, and is solidified for the learner through the process of reflection upon what was learned and the experience which brought it about. THere is a some risk involves in opening one's ideas to the scrutiny of the community, but knowledge this not shared or sharable is less valuable.

People learn best when they have access to people with comparable interests whose skills exceed their own. This is as Vygotski described, learning when moving outside of the circle of comfort and into a area containing various levels of knowledge holders and learners. The work that the students is able to accomplish when exposed to the ideas, experience, and at times leadership is of higher quality and of more importance for further personal development than ideas learned in isolation. At the same time I benefit from the exposure to new ideas, different ways of doing things, and a fresh outlook on the situation.

Learning takes place when people are mindful and supported by their environments and experts. These experts come in forms of communities, groups, social practices or coparticipants. Having a mentor or expert always makes learning more meaningful and concrete for me.

Basically, learning and development are interrelated, people learn when they are interacting or collaborating with others. Vygotsky felt that children learn when their is an expert giving guidance, the same for adults. If we have a mentor or expert that will provide feedback and knowledge, then we can advance our learning.

( 3) Learning involves mutlit senses and modalities

Learning can involve various senses and modalities. For instance visual, kinesthetic, verbal/linguistic, musical, auditory processes can be used help build ideas. In an art room a teacher shared with her students that another student, Kelsey brought me back a coin from Belize. The coin had ten edges. The teacher held it up for the students to see asking if they knew what a ten-sided object/shape was called. To their teacher's surprise, the students did not so she told them it was a decagon. Then wrote dec, deca, and deci on the whiteboard and explained these beginnings all mean 10. This led to the question of why December is the 12th month? In the past it was the 10th month. This lead to a discussion of the Romans, and the changing months on the calendar. October (oct=eight) but it's the tenth month. The students passed the coin around so they could look at it more closely and hold it. This simple act of explaining what a decagon is involved all the modalities listed above with the expception of musical. One could easily imagine adding a simple song to or rhyme where repeitition would encourage thinking about how we talk about shapes. This example highlights the importance of understanding, what Gardner presents, multiple ways of learning.

Learning can also happen vicariously. Some learners can overhear a conversation and never forget it. Perhaps it is because the person finds a key to some ideas they where struggling with.

4) Active constructivist process --Risk taking --Learning is directed toward success --but can learn from failure and success when engaged in a constructive process

5) it involves sharing othen in the form of stories or narratives) Learning can also take place by sharing relevant stories that apply to the subject at hand. For example,Our encounters with the world and our reflections upon them help to create meaning in a world which becomes clearer and clearer. (hum... I wonder if we always move foward in incremental ways)

6) Not time bound- learning is lifelong with end - never being "done"