Transformative Culture of Learning
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The document discusses the concept of transformative learning and its significance in fostering a culture of learning within educational institutions. It highlights the need for continuous, self-directed learning that evolves accordingly to societal changes, emphasizing the importance of engaging learners actively in the educational process. Moreover, it points out the various dimensions of transformative learning, redefining it as a process that involves personal identity changes and critical reflection on one’s assumptions.
Transformative Culture of Learning
- 1. 1 Culture of Learning Halina Ostankowicz- Bazan Moodle MOOC 7 November 2015 Transformative
- 2. 2 Outline • Learning Culture • Transformative Learning • Benefits • Create a Culture of Transformation
- 3. 3 Definitions of LEARNING • the act or experience of one that learns • knowledge or skill acquired by instruction or study • modification of a behavioral tendency by experience (as exposure to conditioning) http://www.merriam-webster.com/dictionary/learning
- 4. 4 • Learning is a continuous process that commences at birth and continues until death; it is the process through which we use our experience to deal with new situations and to develop relationships. • Learning involves far more than thinking: it involves the whole personality - senses, feelings, intuition, beliefs, values and will.
- 5. 5 Learning occurs when we are able to: • Gain a mental or physical grasp of the subject. • Make sense of a subject, event or feeling by interpreting it into our own words or actions. • Use our newly acquired ability or knowledge in conjunction with skills and understanding we already possess. • Do something with the new knowledge or skill and take ownership of it. Find more at http://www.skillsyouneed.com/learn/learning
- 7. 7 Transformative Learning Dimensions: Psychological (change in understanding) Behavioral (change in actions) Convictional (revision of belief system)
- 8. 8 • Mezirow defined TL as a learning which involves qualitative changes in the learner’s ‘meaning perspectives’, ‘frames of reference’ and ‘habits of mind’ (1978, 1991), i.e. the mainly cognitive mental structures which fundamentally organize our understanding of ourselves and our life world. • In this connection, critical reflection, open discourse and implementing new understandings in practice, were seen as important elements. (see also Mezirow, 1990, 2000). This definition has been criticized many times. • New definition of TRANSFORMATIVE LEARNING : The concept of transformative learning comprises all learning which implies changes in the identity of the learner. (Illeris, 2014, p. 40)
- 9. 9 Ttransactional vs. Ttransformational Learning • Transactional learning methods operate from the view that skills or information are things to be transferred from the knower / teacher to the learner. • The students are passive consumers. • Transformational learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises • Transformational learning is active learning, not passive.
- 10. 10 In that sense, we want students to be involved in activities within legal actions, rather than standing back from the actions and merely learning about them.
- 11. 11 • Many studies (Mitra, Robinson) demonstrate how useful is self-directed, self-controlled learning. • Mezirow and others identify that negotiating through dilemmas guides to transformational learning. (The role of the educator is to present difficulties while the student hypotheses the solution; new meaning scheme and perspective transformation). • ‘Change’ is essential in transformational learning.
- 12. 12 Transformative Learning redefined: as changes in elements of the identity. Knud Illeris International Journal of Lifelong Education Volume 33, Issue 5, 2014
- 14. 14 Personalized blended learning Customization the collection of edtech tools that can meet the needs of students in a personalized, meaningful, and timely manner based on best practices stand to rule. Technology isn't the driver. Strong belief in innovation is secondary to the needs of students, teachers, and administrators. Recognize that teachers are tasked with implementing, and often times, identifying, the best mix of digital learning tools for each student. Different approaches to learning, such as project- based learning, maker education, game-based learning, and more, will continue to be explored as part of personalized blended learning models.
- 15. 15 Your Learning Culture You already have one Humans are wired to learn Learning is happening every day Learning is a bit like breathing, in the sense that it is constant and life giving.
- 16. 16 A learning culture is a set of organizational values, conventions, processes, and practices that encourage individuals—and the organization as a whole—to increase knowledge, competence, and performance. “High impact” simply describes the idea that the learning culture positively impacts business results. In other words, it makes a difference. http://www.oracle.com/us/chro-docs/june-2013-chro-deck4-1961622.pdf
- 17. 17 • Many people appear to object to the approximation of a 'culture of learning.' • Every formal education institution has a culture of its own, which imitates a system of implicit and explicit beliefs about learning. • Learning also has a cultural dimension that is the manner we see and perceive education which may shift depending on situations and environment. • A culture of teaching and learning is collaboratively constructed by students and teachers. It is about their expectations of 'what should be known' and 'who should experience it.'
- 18. 18 • This culture of learning includes elements of what learning looks like and defining some processes of learning structure. • The idea that learning is a culture refers to the habits, networks, people, curiosities, emotion, and warmth that all meaningful learning includes. • Constant, authentic learning not only performs like a culture but is implanted in one.
- 19. 19 „ We live in a time of constant change—in liquid modernity—and this has created a rapidly growing need for Transformative Learning (TL): we must be able to constantly change and develop ourselves in order to keep pace with the changes in our environment and life situation. However, the need for change has grown so fast and in so many directions that the term of TL has itself become uncertain or even confused. The traditional definition of the term as changes in the learner’s ‘meaning perspectives’, etc. is too narrow and too cognitively oriented.” KNUD ILLERIS
- 20. 20 For Human Being Learning Is as Natural as Breathing • Self directed learning is the only answer in this fast changing era of technology driven knowledge society. • Not to just focus on imparting skills and knowledge to the students, it is important to enable them to learn how, when and where to apply all that they are learning.
- 21. 21 Wired for Learning Necessary for survival Brain science research Central + peripheral nervous systems https://youtu.be/_NNAjVP57Mk?list=UU1KL9tFZkeKgz29F26EGfEg Keynote speaker Alan November
- 22. 22 Sources Richard Davidson Carol Dweck Daniel Siegel Rudolph Tanzi
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- 24. 24 • The “data drive” • Moves learning into memory • Unites left and right hemispheres • Where habits live • Routinized behaviors become “second nature”
- 25. 25 Questions • Who controls the learning? • Do your learning events match with their experience/reality? • How are you building value and trust with each learning experience?
- 26. 26 Transformative Learning • Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises . • A defining condition of being human is that we have to understand the meaning of our experience. • Transformative learning develops autonomous thinking. • An important part of transformative learning is for individuals to change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds. https://en.wikipedia.org/wiki/Transformative_learning
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- 28. 28 • Learning has a purpose • Opportunities to take risks and even fail Deal, Claire. (2006). Learning with Conviction: Service Learning, Social Documentary, and Transformative Research. InterActions: UCLA Journal of Education and Information Studies, 2(1), Article 2. Retrieved from: http://escholarship.org/uc/item/96p552fh
- 29. 29 The book covers five broad areas: historical, theoretical, practical, research, and future perspective. The educator's role is to assist learners in becoming aware and critical of assumptions. Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self
- 30. 30 • Individuals are encouraged to develop • Learning is respected and stimulated • Every level has exciting learning openings • Good teachers are recognized and distinguished • Innovations are included • Learning is planned to be transformative Transformative Learning Culture
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- 32. 32 Using the Discovering Model to Facilitate Transformative Learning in Higher Education Michael Kroth, Patricia Boverie, 2014 Chapter 11 discusses a simple model that faculty and students can use to help understand the transformative learning process.
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- 34. 34 Profits of Transformative Learning • Dynamic contribution • Reliable motivation • Continuing improvement • Active Engagement • Protection of top talent
- 35. 35 Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships.
- 36. 36 Mindsets are beliefs—beliefs about yourself and your most basic qualities. Think about your intelligence, your talents, your personality. Are these qualities simply fixed traits, carved in stone and that’s that? Or are they things you can cultivate throughout your life? Scientists are learning that people have more capacity for life-long learning and brain development than they ever thought. Of course, each person has a unique genetic endowment. People may start with different temperaments and different aptitudes, but it is clear that experience, training, and personal effort take them the rest of the way.
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- 38. 38 Create the Culture Encourage potential Price learning Recompense growth
- 39. 39 Learning Solutions Blended learning works “with” the brain’s wiring…
- 41. 41 The Flipped Classroom is about making sure that the "voice" most often heard in the classroom is that of the student, not the teacher. That voice could be the student literally doing the talking by sharing or processing information with the class, but it could also be the students creating something visual or auditory (whether in Band or Calculus) to demonstrate their comprehension of the material. Julie Shier Teacher, Clintondale Community Schools
- 42. 42 Value Learning • Make it abundant and accessible • Role model it at every level • Make it safe to take risks and fail
- 43. 43 "We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us." - Marcel Proust Value Learning
- 44. 44 • Recognize learning appetite and assurance • Prize improvement Teacher empowerment site-based management school choicecharter schools and tuition vouchers became most important
- 45. 45 The authors examined the relationship between knowledge management, human resource management, and typical knowledge learning goals of an accredited business education program. A theoretical model is presented, illustrating how these relationships might overlap.
- 46. 46 PERFORMANCE-BASED TEACHER EDUCATION What is the State of the Art? by Stanley Elam Editor, Phi Delta Kappa Publications for the AACTE Committee on Performance-Based Teacher Education December 1971 American Association
- 47. 47 Transformative Learning Studies that correlate intercultural experience and transformative learning carry a deep and timely importance interpersonally as well socially in our world. Personal benefits include increased self-awareness and the satisfaction of developing an intercultural identity. However, these benefits carry into the greater society. Both on a personal and societal level, it is true that we are not what we know, but what we are willing to learn (Bateson, 1994). https://www.msu.edu/~feyensha/academic_docs/Fall07foliodocs/pdf/transformativelearning.pdf
- 48. 48 PART IV: CREATING MULTICULTURAL CLASSROOMS Literature Review of Multicultural Instrumentation Multicultural Perspectives Volume 17, Issue 4, 2015 Special Issue: Celebrating NAME's 25th Anniversary!
- 49. 49 Creating and Sustaining Online Learning Communities: Designing Environments for Transformative Learning Publishing models and article dates explained Published online: 17 Dec 2014
- 50. 50 Conclusion In the contemporary world there is no doubt that TL • will be increasingly important to individuals, • as well as to various communities and movements, private and public enterprises, nations and even to the future of the world, which we all share, in order to cope with the constant conditions of change at all levels.
- 51. 51 • We shouldn’t dehumanize the educational process. • The need to learn begins in a community and finishes there as well. • From this community, people carry with them stories, insecurities, interests, and other strands of living that can act as dynamic schema in the learning process. "Situated Cognition and the Culture of Learning" (Brown, Collins, and Duguid, 1989) and "Culture and Cognition" (DiMaggio, 1997) http://innovation.saintleo.edu/rethinking-thinking/
- 52. 52 References
- 53. 53 • Brookfield, S.D. (2000). Transformative learning as ideology critique In J. Mezirow & Associates (Eds.), Learning as transformation. Critical perspectives on a theory in progress (pp. 125–150). San Francisco, CA: Jossey-Bass. • Cranton, P. (2006) Understanding and Promoting Transformative Learning: A Guide for Educators of Adults (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc. • Dirkx, J.M., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4(2), 123-139. • Fletcher, S. (2007). Mentoring adult learners: Realizing possible selves. In M. Rossiter (Ed.), Possible selves and adult learning: Perspectives and potential. New directions for adult and continuing education (no. 114, pp. 75–86). San Francisco: Jossey-Bass.
- 54. 54 • King, Kathleen P. (2005). Bringing transformative learning to life. Malabar, FL: Krieger. • Lysaker, J. & Furuness, S. (2011). Space for transformation: Relational, dialogic pedagogy. Journal of Transformative Education, 9(3), 183-187. • Mezirow, J. (1975). Education for Perspective Transformation: Women's Reentry Programs in Community Colleges. New York: Center for Adult Education Teachers College, Columbia University. • Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.
- 55. 55 Miller, J.P. & Seller, W. (1990) Curriculum: perspectives and practice. Toronto: Copp Clark Pitman O'Sullivan, E. (1999) Transformative Learning: Educational vision for the 21st century. Toronto, Canada: University of Toronto Press Inc. Torosyan, Roben. (2007). Teaching for Transformation: Integrative Learning, Consciousness Development and Critical Reflection. Unpublished manuscript. http://www.faculty.fairfield.edu/rtorosyan/
- 56. 56 The idea that learning is a culture refers to • the habits, • networks, • people, • curiosities, • emotion, • and warmth that all meaningful learning includes. Thank you all for watching, Halina Ostańkowicz- Bazan November 2015