Kapp recently posted on his blog a response to the –isms of educational theory. What is compelling about Kapp’s blog is that he invites us into an ongoing discussion. How better to learn and see the nuances of a theory than to watch the discourse between important thinkers?
Kapp links back to Kerr. The basic thought they are sharing is that each new –ism (theory) is a new idea. But, the idea is not a STAND ALONE idea. It is dependent on something else. Technically, then, learning theories (behaviorism, cogntivism, constructivism, et al) are linked. Yes, each has its own focus – behavior, thought process, constructing meaning. Consider an example: I am learning a foreign language. Rote memorization and repetition allows me to learn the sounds of the language. Repeating in class to my instructor, I gain feedback on my work. I then move into a Second Life café environment to chat with a fellow learner to improve my vocabulary and pronunciation. Each step in this process takes on a different learning theory. They are all working together to help me form an understanding of the concept.
Kapp (2007) noted, “The issue many forget is that “learning” is not one thing…it is a multi-layered word that tends to get treated as if it were just one thing…and it’s not. It is multi-facetted and that is why developing new models for “learning” is so difficult…there are too many levels for one school of thought or one model to do it all.” This summarizes it all doesn’t it?! It’s not just one method we try in the classroom but a variety of methods to ensure students are learning the concept.
Consider this basic overview from Siemens:
It seems that the focus of 21st Century learning is not the focus on *how* the concept is taught but rather how the student gains that concept. These are very different. Teaching cannot be based on one theory. Rather, several theories must be built upon to find methods to engage students. Perhaps if students were vessels for us to pour knowledge into, we would be able to focus on one –ism. Students are not though. They are all different! That means that the classroom needs to be a place where their modes of learning are engaged.
Here is an example from a Canadian teacher on how he is revolutionizing his classroom and stepping away from –isms:
Siemens noted there are four metaphors of educators.The first is the Educator as Master Artist.Siemens (2008) noted “Expertise is still present; not to direct learners to an intended target but to inform and offer perspective shifts based on the work of the masters from generations past” (p. 15).This metaphor presents some interesting aspects to learning.The most important is that the learner/student is using their own experience and knowledge to view and mimic the masters to formulate a new form of the knowledge present.This is a common teaching tool in the arts.Interestingly, we discourage this in writing.Mimicking the master can invoke a charge of plagiarism.Arguably, mimicking the master and learning format is a valuable tool.However, how does the learner move from one who mimics to one who creates?I think this is an important facet missing from the Educator as Master Artist.There needs to be a further step that gives the learner the push to move into a realm of creating knowledge.
The second metaphor is Educator as Network Administrator.Siemens (2008) formulated this as the educator helps student form connections and learning networks (p. 16).The networks are then responsible for helping students meet and understand the objectives of the task.Siemens (2008) also noted that the educator in this model helps students continually question and improve their learning networks as their knowledge grows (p. 16).The assumption with this metaphor is that the student, network, and educator all work together to improve and move the learner forward with knowledge.This would require constant reflection on the parts of the learner, the network, and the educator.The value in this metaphor is that the acquisition of knowledge is always evolving.The drawback of this metaphor is the activity on all three members.If one part of the puzzle is not using reflection and critique, the acquisition of knowledge could be changed.Also, the educator has to be very active and knowledgeable with each learner to ensure that the network works for that learner.
The third metaphor according to Siemens is Educator as Concierge.Siemens (2008) characterized this type of educator as providing “soft” guidance that combined lectures with learner exploration (p. 16).This metaphor resembles how some education is carried out in classrooms today.The instructor gives guidance and sends students off to learn more.This is a feeling that students can have in distance learning. There is knowledge available but students have to explore and decide how to use it based on their own interpretation.The downfall here is that students will not all choose the same path.Like a concierge at a hotel, the educator can give students the guidance to pick one of the five restaurants in walking distance but it is up to the student to choose the one they want.Likewise, students will choose how to interpret the knowledge.While students are gaining meaningful knowledge based on their needs, are they meeting the objectives of the task?This could vary from student.This model would also require a high level of motivation on the students’ part.If they do not move forward with the bits of knowledge the educator has given them. Have they met the outcomes?
The final metaphor is Educator as Curator.Siemens (2008) wrote that this educator is “the expert with advanced knowledge” who guides and fosters learners (p. 17).The model allows the educator to give knowledge and create the boundaries of where students explore with this knowledge.In this metaphor, learners are still responsible for exploring the knowledge.The caveat is that they are given explicit guidance to help them navigate the knowledge.The downside to this model is that students are restricted to the educators use and guidance of the advanced knowledge.A student may want to break away from the guidance the Educator as Curator gives but the learner is restricted to the path the educator has given.On the other hand, this model allows the educator the most control over the learning process, ensuring that the objectives of the task are met.
I would like to offer Educator as Transformer.In this model, the educator breaks the barriers to knowledge and gives students resources to navigate knowledge.Learners/students should be given license to follow their passions and interests.Learners need to be told that it is OK to explore.I have attached a TED video from Sir Ken Robinson (2010).In it, he talks about personalizing education.He says “Human flourishing is not a mechanical process, it is an organic process.”We never truly know the outcomes of human development.This model needs to be in education.The Educator as Transformer allows students to become what they will become based on their interests.
Will this model work for everyone?No.This model expects that educators will be able to break down barriers and allow students to learn and explore based on the learners’ passions.This means that the educator has to believe that the students will learn through their own exploration.It also means that the educator should be available for feedback and guidance as need. Yes, this is a function of the Siemens’s metaphors as well.The difference, though, is that the educator in this model unanchors learning from prescribed objectives and allows students to explore and gain knowledge.This is not a skill that can be tested, so it would not work in the current education system.
I agree with Sir Ken that we kill creativity in education.We expect that all children will learn the same basic facts more or less in the same manner.We test them on that learning to ensure they have met objectives.Once they are in the “real” world of work, they lack the skills to critically and to creatively think because that was discouraged in education.In the digital classroom, we have a responsibility to show students how to transform knowledge into something usable and practical.The only way to do this is to engage them on their passions.The digital classroom is perfect for this type of learning because students are given the tools to explore and find more knowledge.An engaged and passionate student has to trump the student who passes standardized tests but has no real knowledge to apply to global or work situations.
References
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved fromhttp://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
