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3 types of Learning: Acquisition, Participation, and Construction

 3 types of Learning: Acquisition, Participation, and Construction





In my masters studies, some ideas are good. Here's one:

Learning is a conceptual and linguistic construction.
In other words, there is no single concept that covers the entire spectrum of what learning actually is.

Why? Because learning does not have a clear physical or identity in the world.
It is a concept constructed and developed by people to label and explain some complex processes.

So, depending on the paradigm you find yourself in, or what kind of methods you decide to choose in educational research, your view on what learning is and what it covers changes.

Reflective Practice: The true value of "lived experience" and why we must first do then think.



Here I will talk about how to become a better teacher through reflective practice.
Reflective practice is the key between the dichotomy I drew between thinkers and doers, describing that you need to act in the world first before you think; and that there are different forms of knowledge that are produced in the world: one is derived from experience (reflective practice), but another (theory-based) is driven away from experience (body) towards the abstract and context-less (mind). These two different forms of knowledge (reflective practice vs theory-based) and the activities that produce that knowledge are in fact in competition with each other for legitimacy, gaining speed in recent times.

Doers and Thinkers - Why to change yourself, you must change the world first.

You can't only just your self by changing your mind through the intake of theories/stories and reading (by the modification of your internal working model - which serves as how you then act and behave); but you can also change yourself by doing.

Doing produces results which (if they are measured and thought as feedback) can be referenced against benchmarks, allowing you to reflect upon why this is, what I want to do better, how I can try next time; this overall process changes the external world and in turn by thinking about how the external world was changed and why, you can change your thinking and thus keep doing while reflecting upon your actions.

This is how to solve a difficult problem.. SYSTEM DESIGN - how do you draw toast? (TEDTALKS)

This is how to solve a difficult problem..


6 Design frames in Educational Research:

Case-holder:

There are 6 design frames in Educational Research:

1. EXPERIMENTAL DESIGN
2. LONGITUDINAL STUDIES & SURVEYS
3. CASE STUDY
4. ETHNOGRAPHY

5. ACTION RESEARCH
6. ACTIVITY THEORY


I will add links that go to pages with further details of each one.

For knowledge creation:
First is mind mapping and creativity techniques in order to create and enact thought-experiments to get a good grasp of the qualitative difference of the (above) categories; and thus later you can use these kind of categories in order to facilitate a merger of old knowledge (these firstly new categories and now part of your working models -> = old knowledge) and new areas that don't fully apply to these categories.

THOUGHTS: research phenonema versus understanding phenomena

To do RESEARCH, it's based on a PARADIGM so need a choice of theories that fit with the paradigm (because of ontological and epistemological assumptions -> internal consistency).

But, to UNDERSTAND fully the phenomena, you can use a multitude of theories (any number is good; even from different types of background assumptions/ontologies) and the more the better; just as long as it fits with the importance of answering your question (-> question (research questions) are the pushing/driving force that forces your mind into dark cramp caves to extract the rock and look at more innovative ideas).

Theories are models of the world which emphasis certain things over other things, so that you can conceive and think of the material world in a certain way -> get some ideas that can push your understanding forward.

e.g. the below picture.

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