Transformative Learning and Participatory Pedagogy

Participatory Pedagogy

Transformative learning presumes an interactive relationship of participatory pedagogy on the contrary to information transfer from teacher to student. The teacher and students are on a shared path towards new knowledge, and both of them are challenged to step outside their comfort zones during the process of learning.  Transformative learning necessitates moving away from rote recall towards a holistic understanding, for both instruc­tor and students, of choice and flexibility, challenge and risk, and critical reflection about the learning process which begins with identifying the assumptions and beliefs they take for granted.

Learning is seen as a journey, rather than an episodic event, as a “reflective process that brings to consciousness knowledge one may have acted on but not fully realized or elaborated, mak­ing possible future, purposeful action” (Lyons, 2002). Framing learning this way recognizes the need to build on pre-established and often bur­ied ideas in an ongoing process of uncovering what the students already know and helping them cre­ate new meanings as additional concepts are inte­grated.

Participatory pedagogy is implemented through various pedagogic solutions and by certain methods in TAMK today. For example, problem based learning and progressive inquiry challenge teachers and students, the stakeholders in learning process, to the zone of proximal development where learning occurs. Teachers have adopted a new role as coaches and facilitators of learning process guiding the students’ journey to self-directed and autonomous learners. Transforming one’s frames of reference is essential both when it comes to students and teachers.

In Simmons, Barnard and Fennema’s case study (2011) three key elements arose for successful participatory pedagogy:

1) providing ample choice and flexibility in assignments and course activities; “We believe meaningful learning happens when instructors provide “genuine choices

for learners and use various methodological approaches to appeal to different learning styles”

2) navigating the balance between challenge and risk; “Creating contexts for students to develop requires inviting them beyond comfortable boundaries.”

3) creating contexts for critical reflection; “reflection…begins with identifying the assumptions and beliefs we take for granted...and involves engaging...learning processes...that will either lead to a validation or rejections of our assumptions”

Simmons, Barnard and Fennema’s   students advise an instructor considering participatory pedagogy:

• be open to the interaction thereby enabling the students to have a voice.

• be willing to commit to the style and be an active participant yourself.

• have courage and be willing to go outside of your teaching safety zone into new unexplored domains.

• be frank, up front with the format, and provide encouragement to the students so

they feel supported during this new learning format.

• plan learning based on student interests and choice, and do so by collaborating with and

guiding learners as opposed to informing them.

• create an atmosphere of learning where expectation of learner action is high and modify the activities/plans to meet their needs.

• be open, willing, and supportive to students if you are trying creative adventures because

it can be a risky thing for adult learners to engage in.

• be very comfortable with awkward pauses and strange looks, and be willing to walk students through their discomfort.

• be humble but have a good depth of experience, both human and professional

Simmons, N., Barnard, M. & Fennema, W. 2011. Participatory Pedagogy: A Compass for Transformative Learning? Retrieved August 2013. Available at http://ojs.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3278

A Learning Theory for a Digital Age

Summary: A Learning Theory for a Digital Age

 A Learning Theory for a Digital Age

In this article Siemens discusses learning theories reflecting them to the challenges raised by knowledge society and underlying social environments and such as life of knowledge and changes of work life, both of which are strongly affected by technology and IT applications. A retrospection to behaviorism, cognitivism, and constructivism reflects the time when learning was not impacted through technology. They were the theories developed and utilized (in the past and even today) by pedagogs creating “instructional environments”, as Siemens states. The concept of instructional environment is no longer sustainable, and today learning is seen as a far more comprehensive concept. Lifelong learning is a must andlearning also occurs outside an individual, in organizations, stored and manipulated by technology and contributing to organizations’ knowledge management. Technology is one learning environment, and learning environments exist, regardless of our own choice. Technology performs many of the cognitive operations previously performed by learners such as information storage and retrieval.

The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Knowledge management is a crucial success factor for an organization. Poor flow of information is criticized over and over again as a remarkable obstacle for realizing strategy on various levels. Siemens states that in a knowledge economy, creating, preserving, and utilizing information flow should be a key organizational activity. The health of the learning ecology of the organization depends on effective nurturing of information flow.

Siemens mentions chaos theory, which recognizes the connection of everything to everything. Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities. Another element in understanding learning models in a digital era is social network analysis. Including technology and connection making as learning activities begins to move learning theories into a digital age. We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connection, such as personal learning networks.

Connectivism

Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era. The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.

Principles of connectivism:

• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
• Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Conclusion

The notion of connectivism has implications in all aspects of life: learning, management and leadership, media, news and information, personal knowledge management in relation to organizational knowledge.  Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Siemens, G. 2004. A Learning Theory for a Digital Age. Retrieved August 2013. Available at http://www.elearnspace.org/Articles/connectivism.htm

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