Learning Philosophy

In general I believe as humans we are all constantly learning from the experiences brought about by the stimulus of our environment. While my learning Philosophy is mainly constructivism, I do believe we build on our prior cognitive knowledge. Also, while acting as a guide or coach, using behaviorist drill and practice can be beneficial for physical technique, patterns, plays or performances.

Instead of dictating facts to be reguritated later and soon forgotten, we should act as a coach and provide the propper learning environment for students while understanding the learners preexisting conceptions and guiding them with specific tasks. Teaching is imparting knowledge. Learning is acquiring knowledge. Coaching or guiding is also a form of learning. By modeling the learning activity we become better at that subject and often are posed with questions to which we may not already know the answers.

I believe that the current technical age we live in makes it easier to access content, tools for creation and interaction through social applications. (Thomas, D., & Brown J. S. 2011) A great example of this is Youtube. When I wanted to learn photoshop quickly I discovered a series of episodes called You suck at photoshop that presented the subject as a series of real-life task that you might do in photoshop if you were breaking up with your partner. Each episode built upon the previous situation and offered alternate methods for competition of the task. The ability for me, the learner/watcher to choose their own image and situation combined with the comments section for connecting socially make this a pretty good learning environment.

I mostly relate to Piaget since his research seem to be some of the oldest. From his article defining authentic learning, Steve Revington (Revington, 2012), like Piaget, believes that learners must connect their learning to something tangible and real in their community (Ginsburg & Opper, 1969). It must be experiential and use multiple senses. Challenge based learning also builds upon project based learning this way. A great example of this was demonstrated to me by students in the nursing program at Abilene Christian University The program had team projects requiring each team to create an assistive device for a member of the community who had a disability of some sort. The team would be required to interview the community member, understand the need, take measurements, record data and share data, ideas and progress with team members. The iPad was a great technical portion of the learning environment. (Abilene Christian University. 2013)Not only did it provide access to the internet of resources but also allowed the team to share data, discuss and collaborate about their subject and solution. The team used the iPads to take photos and video plus draw out multiple tests or iterations of their solution. The team used the university maker lab to fabricate the solution for as many tests and failures as was required. In the end the team modeled and presented the solution for the community member and recorded the response and results. Overall this provided a great example of authentic learning in a significant learning environment while demonstrating choice, ownership, and voice.

In my proposed innovation plan we will work to incorporate the philosophy and examples presented in this document to achieve the professional learning portion of the implementation outline. None of the philosophies I prescribe to are new, but if we can invest in ongoing professional learning that supports the teachers as they move towards the role of a guiding coach creating assignments that stimulate passions, endorse inquiry, support the collective of learners in authentic learning environments.

Please continue to the Aligning, Outcomes, Assessment and Activities page.


References

Abilene Christian University. (2013). 2012-2013 Mobile Learning Report. ACU Adams Center for Teaching and Learning, p.9

Ginsburg, H., & Opper, S. (1969). Piaget’s theology of intellectual development: An introduction. Englewood Cliffs, NJ: Prentice-Hall.

Harapnuik, D. (2017, November 14) Piaget’s Key Implications for Learning. Retrieved from http://www.harapnuik.org/?p=7195

McLeod, S. (2019) Constructivism as a theory for teaching and learning. Retrieved from. https://www.simplypsychology.org/constructivism.html

My Damn Channel. (2007, December 21). You Suck at Photoshop. Retrieved from https://youtube.com/playlist?list=PLD19BCF9D57320E03

Nichols, M., Cator, K., and Torres, M. (2016). Challenge Based Learner User Guide. Redwood City, CA: Digital Promise. p.6-8 Retrieved from https://books.apple.com/us/book/challenge-based-learning-guide/id1145036840

Revington, S. (2012, November) Defining Authentic Learning. Retrieved from http://authenticlearning.weebly.com/

Schunk, D. H. (2012) Learning theories: An educational perspective. New York, NY, England: Macmillan Publishing Co, Inc.

Thomas, D., & Brown J. S. (2011). A New Culture of Learning: Cultivating the imagination for a world of constant change. (Vol 219) Lexington, KY: CreateSpace.

Bibliography

Abilene Christian University. (2013). 2012-2013 Mobile Learning Report. ACU Adams Center for Teaching and Learning, p.9-10

-Discussion of Mobile Enhanced Inquiry Based Learning supports the example from ACU and generally matches my learning philosophy with the integration of a mobile device environment and use of multimedia.

Ginsburg, H., & Opper, S. (1969). Piaget’s theology of intellectual development: An introduction. Englewood Cliffs, NJ: Prentice-Hall.

-Discussion of Piaget’s determination that learners need concrete activities to achieve authentic learning.

Harapnuik, D. (2017, November 14) Piaget’s Key Implications for Learning. Retrieved from http://www.harapnuik.org/?p=7195

-Overview of Piaget’s work that leads me to understand why I tend to agree with many or all of his research based findings.

McLeod, S. (2019) Constructivism as a theory for teaching and learning. Retrieved from. https://www.simplypsychology.org/constructivism.html

-This article does a good job of describing the differences between the different versions of constructivism.

My Damn Channel. (2007, December 21). You Suck at Photoshop. Retrieved from https://youtube.com/playlist?list=PLD19BCF9D57320E03

-Experience led me to understand how multimedia based on-line learning could be achieved. Realized that the environment YouTube creates for learning has many great features as discussed by Thomas but is incomplete in many ways.

Nichols, M., Cator, K., and Torres, M. (2016). Challenge Based Learner User Guide. Redwood City, CA: Digital Promise. p.6-8 Retrieved from https://books.apple.com/us/book/challenge-based-learning-guide/id1145036840

-Description of challenge based learning in introduction matched well with Piaget and Revington on importance of working onreal world subjects.

Revington, S. (2012, November) Defining Authentic Learning. Retrieved from http://authenticlearning.weebly.com/

– Incredible article with lots of passion. I tried to make this assignment similar to his outline by giving examples. His definition and examples of authentic and active learning helped me really understand the definitions.

Schunk, D. H. (2012) Learning theories: An educational perspective. New York, NY, England: Macmillan Publishing Co, Inc.

-Review of different learning theories help me position my beliefs and understand how long these ideas have been around.

Thomas, D., & Brown J. S. (2011). A New Culture of Learning: Cultivating the imagination for a world of constant change. (Vol 219) Lexington, KY: CreateSpace.

-Helps with understanding of the teacher’s role in creating the environment for learning and what parts of the environment are critical to authentic learning.

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