Week Nine Blog

How much can theory and research explain about what happens in a learning experience?

According to Karl Popper, “we can never be fully justified in accepting a particular scientific belief.” It is hard to totally confirm any claim by evidence.  He thinks it is best to conduct research to test it again and again to find whether it has failed to falsify the claim. In this process knowledge grows. Later time Imre Lakatos tried to refine Popper’s idea and suggested that “scientists are not concerned with acceptance or refutation of a particular hypothesis but rather with the effects of certain results on the parent theory guiding their research.”

According to Kuhn (1970), “no paradigm for research ever solves the entire problem it defines, nor do two competing paradigms leave the same problems unresolved. “ An instructional system is considered as a developing science. As it is developing in nature, the field embraces a broad range of research paradigm including psychology and information systems.

Dewey (1938) explained about learning experience in his model of experiential learning as learning is a dialectic process that integrates experience and concepts, observations, and actions. The experience gives ideas and ideas gives direction to impulse. Postponement of action is necessary for observation and judgment to intervene. Also, action is essential for achievement of purpose. Dewey (1938) believed that “ all genuine education comes about through experience does not mean that all experiences are genuinely educative. Experience and education cannot be directly equated to each other.” Dewey explained two aspects of equality of experience-agreeableness and effects on later experience. “He specified two principles of experience being educative- principles of continuity and the principles of interaction. Experiences build on previous ones and they need to be directed to the end of growth and development. Interaction is the lateral dimension of experience where the internal and objective aspects of experience interact to form a situation. These two principles interact and unite to form longitudinal and lateral aspects of experience (Dewey, 1938)”.             The purpose of interaction is to derive learning from experience through reflective thinking. Dewey called this process a scientific method.

Piaget rejected the idea that learning is the passive assimilation of given knowledge. He proposed (1968) that “learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world . Piaget’s theory has two main strands: first, an account of the mechanisms by which cognitive development takes place; and second, an account of the four main stages of cognitive development through which children pass.”

Source: Kolb (1984).

In conclusion, learning is a continuous process by which knowledge is created through experience. Knowledge is a transformation process that continues to create and recreate. Learning transforms experiences in both its objective and subjective form. To understand learning we must understand the nature of knowledge (Kolb, 1984).

References:

Dewey, J. (1938). Experience and education. New York, Collier Books.

Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Kuhn, T.S. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.

Noddings, N. (2007). Philosophy of Education. Westview press. USA.

Week Eight Blog

Where do you think identity comes from really? How much of an impact does it have on teaching and learning? Why? What examples can you give? Explain.

I think identity comes from society. Society plays an important role in creating a person’s identity. Identity has great impact on teaching and learning. This blog attempts to explain with examples why identity has impact on teaching and learning.

Identity is a relational term in philosophy. Identity can be both personal identity and social identity. Philosophers disagree both about material and immaterial self and what makes a person unique. Descartes held that “each of us is an eternal, non-physical substance, a conscious being endowed with free will.” On the other hand, Locke contended that “we owe our knowledge of our continued existence through time to memory, which makes us conscious of who we were yesterday and what we did then.”

According to Hume, “we are a bundle of perceptions at any given time point.” It is an illusion to Hume when the ‘self’ perceived as something fixed through time. According to him strict identity claims are simply false when talking about ourselves as persisting through time. The bundle of perceptions constantly changes with each experience. So, what I identity as myself before I join the PhD program in learning technologies is different now I myself am writing this blog about identity.  I am no longer the same person because my bundle of perceptions has been changed.  I support his theory of identity. I do believe that I am different now as “self” than what I was yesterday or a year ago. According to Hume our mind passes constantly from one thing to another and we relate things with our imagination.

I would like to share my very personal life experience and how it shaped my personal identity inside me. I think it happens in my unconscious mind because I am impacted by the characteristics of some people whom I like much. I still remember my 8th grade math teacher and 12th grade Bengali literature teacher. Specially I remember and visualize Dr. Wahab’s lecture on Hindu puranic story about Ramayan and his journey to Sri Lanka. Even though I was not a literature student I was so amazed by his ability to deliver lecture as if I was in that journey with Ramayan that happen 1000 years ago. After 20 years later I got Dr. Warren who I found like my bengali literature teacher. When Dr. Warren speaks about a topic it sounds like so easy even though the topic is very hard. I never get bored to listen when he speaks. I think it does change my thinking and in my mind I want to be like Drs. Warrren and Wahab, and that is how my identity changes as well day by day.

James in ‘The Principles of Psychology’ (1890) stated three aspects of “empirical self or me”

The material self or body;

The social self; and

The spiritual self and

Social identity

Social identity is a person’s knowledge that he or she belongs to a social category or groups (Hogg & Abrams, 1988). Members of a group believe that they hold common identification in that group. Self-categorization and social comparison are two important processes that are involved in the formation of social identity. In general, one’s identities are composed of self-views that emerge from the reflexive activity of self-categorization in terms of membership in particular groups or roles. The core of an identity is the categorization of the self as an occupant of a role (Burke and Tully, 1977). Uniformity of perception and actions are seen in group-based identity.

People are tied organically to their groups through the social identity and they are tied mechanically through their role identities within their groups. For example, teacher and student are roles that are defined within the groups/organization of a school. Regarding performance and relationships between these roles meanings and expectations are tied to each of these roles. At the same time teacher and students are social groups that constitute different  in-groups and out-groups.

From above discussions, it is concluded that an individual as a teacher and as a student bring their life experiences, histories, and cultures—into the classroom. They bring their assumptions and beliefs about themselves, their knowledge of education theory, research, and human development, and their love and knowledge of content areas. They bring their personalities and teaching styles that are shaped by social and cultural interactions.

References

Burke, P.J. and Tully, J.  1977. The measurement of Role/Identity. Social Forces, 55:881-897.

Hogg, M.A. and Abrams, D. 1988. Social Identifications: A Social Psychology of Intergroup Relations and Group Processes. London: Routledge.

Hollis, M. (1997). The philosophy of Social Science. Cambridge university Press. London.

Week Seven Blog

Week seven does not have any blog

Week Six Blog

How can systems thinking help us with learning systems and technology systems today? Can it? Explain.

This blog discussion attempts to define systems, learning systems and importance of systems thinking in regard to learning systems and technology systems. I would explain how systems thinking can help us with learning systems and technology systems in this discussion.

A system is composed of more than two or more elements that function as a whole to attain a common goal. Our life is an example of a system. It has the physical part-physical body, clothes, house and other possessions. It has also the abstract elements such as beliefs, values, identity etc.  Systems are characterized by synergy—the whole (system) is greater than the sum of its parts (elements), because the relationship among the elements adds value to the system (Bertalanffy, 1968).  An element is a necessary in a system but not self-sufficient component of a system. The system cannot achieve its goal without the element, and the element alone cannot replicate the function of a system. Other examples of systems include biological organism, ecological niches, factories, organizations, families, nations etc.

A learning system is essentially a collection of artifacts that are brought together in a systematic way in order to create an environment that will facilitate various types of learning process. Examples of learning systems include a book, a computer, a school and a university. These learning systems would provide various types of learning resource and procedures to achieve particular learning outcomes. Also, these would incorporate different strategies for assessing the levels and quality of the achievement of their users.

Understanding system theory and system thinking is important for learning. It facilitate creating an environment for critical thinking skills. Chen and Stroup (1993) stated that system theory provides a set of powerful ideas pupils can use to integrate and structure their understanding in the disciplines of physical, life, engineering, and social science and it aims to bridge the gap between the world of the learner and the world of science and technology. It also offers intellectual tools for learners to build an understanding of the dynamic nature of the world.

Dewey (1916) advocated a curriculum and a teaching methodology linked to the experiences and interests of a child and to the physical and social contexts in which learning takes place. It is essential for the learner to discover meaningful relationships between abstract ideas and practical applications. The teaching of dynamic processes in systems can be applied to many different environments and forms of experience in learning in schools and outside school life as well.

One of the major tools for teaching and learning about system structure and functioning is computer games and simulations. There is diverse range of modeling tools for visual, graphical and mathematical representations and analysis of systems structure and behavior in engineering and science curricula. This is a major resource for developing, organizing, and presenting technological and scientific knowledge.  Also, to learn interdisciplinary concepts in systems and control, pupils need to go through a variety of learning experiences beyond a teacher’s presentation or simulations. Warren and Wakefield (2013) wrote a book chapter about use of simulations, games, and virtual worlds as Mindtools and its impact in student’s learning.

In conclusion, systems thinking foster critical thinking skills. Above discussions and variety of mindtools relating to system dynamics have been developed both for instruction and for professional use. Problem-based learning or project-based learning that includes the design and construction of physical working systems or models provides a promising platform for fostering active learning about systems. It is also critical that these learning activities are tied to a theoretical framework.

References:

Barak, M & Williams, P. (2007). Learning elemental structures and dynamic processes in technological systems: a cognitive framework. Int J Technol Des Educ, 17:323–340.

Bertalanffy, L. V. (1968). General system theory: Foundations, development, applications. New York:George Braziller.

Chen, D., & Stroup, W. (1993). General systems theory: Toward a conceptual framework for science and technology education for all. Journal of Science Education and Technology, 2(3), 447–459.

Dewey, J. (1916). Democracy and education. New York: Macmillan.

Hollis, M. (1997). The philosophy of Social Science. Cambridge university Press. London.

Scott J. Warren, Jenny S. Wakefield. (2013) Simulations, games, and virtual worlds as Mindtools, 66-87. In Learning, problem solving, and Mindtools: Essays in honor of David H. Jonassen.