Class 7, learning from experience, reflection and co ps
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This document discusses experiential learning and reflection. It defines formal, informal, and incidental learning and notes that much learning occurs informally and incidentally through experience rather than formal education. Significant learning involves experience that is attended to, reflected on, personally impactful, and transformative. Situated learning theory holds that knowledge is socially constructed through participation within communities of practice. Reflective practice involves critically reflecting on experiences to challenge assumptions and learn from them. Strategies like journaling, essays, and digital storytelling can help engage learners in reflection.
Class 7, learning from experience, reflection and co ps
- 1. Experience and Learning Class Session 7, ADLT 671 - Summer 2017
- 2. The Nature of Experiential Learning • Sometimes dysfunctional, always incomplete • Need to use present experience to test our beliefs, correcting the misinterpretations we’ve made • We often manipulate experience to fit our beliefs • We usually see and hear selectively
- 3. What Makes Learning Significant? (experience attended to and reflected on) (experience not attended to) Learning Non-Learning Experience Non-Significant Significant (can involve expansion but is not subjectively valued) • Subjectively valued AND • Has personal impact involving expansion or transformationFrom: Learning from Life Experience, Merriam & Clark, 1993
- 4. Can you recall a personally significant learning experience? In formal education or in the school of life? What was it and the circumstances? Why was it significant to you? Stop and Think
- 5. Formal Learning • What we traditionally think of as “learning” – planned learning activities sponsored and carried out by the institution for learners at various levels • Includes institutionally-organized learning events, whether classroom, simulation, or clinical didactics, and Grand Rounds, most faculty development, etc.
- 6. Informal and Incidental Learning from Experience • Informal Learning: Can be planned or unplanned, but usually conscious awareness that learning is taking place • Incidental Learning: A by-product of some other activity; usually unintentional, unexamined From: Marsick & Watkins, 1990, 1992
- 7. Informal Learning • Requires becoming aware of conscious learning in a non-routine situation as people reflect on experience
- 8. Incidental Learning • When incidental learning occurs, people often act with little or no reflection, and the learning is thus embedded in their action • To bring awareness of learning to the surface requires making tacit assumptions explicit; Ellen Langer calls this concept “mindfulness”
- 9. What proportion of our learning do you think is informal and incidental as compared to formal learning? What are the implications of this for the learners you teach?
- 10. Situated Learning and Communities of Practice
- 11. What are the implications for the idea that knowledge is socially constructed, not acquired, within your field of practice?
- 12. Situated Learning • Communities of practice • Legitimate peripheral participation • Situated learning, situated cognition, learning in situ • Cognitive apprenticeships • Tools and learning • Canonical practice • Inert knowledge vs. robust knowledge • Organizations as communities of communities
- 13. Four Major Premises • Learning is grounded in actions of everyday situations • Knowledge is acquired situationally and transfers only to similar situations • Learning is a social process • Learning is not separated from action
- 14. Unique Factors in Situated Learning • Students learn content through activities rather than by acquiring information as organized by instructors • Content is inherent in doing the task • Learning is dilemma-driven • Subject matter emerges from cues in the environment and from dialogue among the community
- 15. Content is embedded in … Context Community Participation
- 16. Traditional vs. Situated Learning • Formal • Retention of new knowledge • Teacher centered • Learning in individual mind • School activity • Deliberate • Acquiring info in discrete packages • Content-driven • Informal • Application of new knowledge • Participatory / community • Authentic situations • Unintentional (incidental) • Learning content through activity • Structure of learning implicit within the experience of how it is learned
- 17. What is a Community of Practice (CoPs)? In what CoPs do you belong?
- 18. Key Features - CoP • Informal, ever-changing membership • Movement from periphery of practice to full membership • Negotiated meanings unique to the community, with its own language and jargon • Particular sites of knowledge construction
- 19. Zone of Proximal Development What the learner can achieve with assistance Levelofchallenge Level of competence What the learner can currently achieve independentlyBoredom What the learner will be able to achieve with additional knowledge and experience Anxiety Vygotsky, 1978 Scaffolding occurs through the support of the “more knowing” other
- 20. What’s a Cognitive Apprenticeship? • How can you make thinking visible to your learners? • What might be the benefits of doing so? • Brown and Duguid wrote about learners “stealing moves?” What moves would you want learners to “steal” from you?
- 21. Questions to Consider • If knowledge is constructed in the action of performing in a practice situation, why didactics at all? – What would happen if the first day of medical/ dental/ nursing school started in the clinical setting? • Learners at the periphery of practice, doing small “bits” of the task as they learned the culture, norms, language, & behaviors of expert practice over time?
- 22. Questions to Consider • Transfer of knowledge from classroom to practice settings is always a concern for educators, and sufficient transfer rarely occurs. – How does the concept of legitimate peripheral participation (LPP) eliminate the concern with transfer of knowledge? – What are the implications of LPP for learning in clinical settings?
- 23. Questions to Consider • What are the tools of your practice that are taught to learners in the doing of a skill in your specialty? • What is the language of practice taught to learners– what norms, jargon, special meanings are unique to your practice? • How much of the learning that occurs in health professions education do you believe is socially acquired and socially constructed in community?
- 24. Questions to Consider • What challenges to the practice of medical education (dental / nursing education) are not addressed by the assertion that learning is deeply situated in practice and socially constructed in community?
- 26. What do we mean by “reflective practice?” Mezirow’s concept of critical reflection and critical self-reflection David Boud’s ideas about reflective learning through writing Donald Schön’s concepts • Knowing-in-action • Reflection-on-action • Reflection-in-action
- 27. What strategies do you use to engage learners in reflective practice? Journal writing End-of-course reflective essays Blogs as reflective learning journals Digital storytelling
- 28. Learning from your Experiences as a Professional • Guidelines developed by scholars at UCSF (2011) • Available on MedEd Portal • Constructed as a SOAP note • 2012 publication in Medical Education to describe value of teaching critical reflection rather than leaving “reflective practices” to chance
- 29. Critically Reflective Practice … Engages students in deeper-level learning from experience Can challenge taken-for-granted assumptions Generates social learning when carried out in a supportive community of students Can be creative and emotionally expressive when learners are engaged in digital storytelling