Digital literacies tandc models of adult learning

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  • 1. Digital Literacies Thesis and Coursework moduleModels of learning should they change in digitally mediatedsettings?Karin Tusting

2. Models of learning Drawing on Tusting and Barton 2003/6,Models of Adult Learning, NIACE Produced to inform adult literacy andnumeracy research Revisit in relation to digital literacies Importance of making underlying models oflearning explicit 3. Models from psychology Learning in the individual mind Behaviourism Cognitivism Cognitive constructivism Staged developmental models 4. Models from psychology Learning as socially situated changingparticipation Activity theory (social constructivism) Mind develops through engagement in Goal-oriented activity In interaction with others Using mediating tools material and cultural Situated cognition Communities of practice 5. Models from adult education Andragogy: characteristics of adults learning,different from children Learn when there is a reason for learning Self-directed Problem-centred, not subject-centred Have extensive real-life experience to draw on Learning in relationship to tasks associated withsocial role / stage of life Internal, not external motivation 6. Models from adult education Humanistic psychology Intrinsic drive to growth and self-actualisation Once more basic needs are fulfilled (Maslow)(image Learning as personally / socially transformative 7. Models from adult education Development of various elements ofandragogical model Self-directed learning Self-directed style, vs. Self-directed activities Learning to learn Informal learning 8. Reflective / experiential learning (Dewey) Learning cycle (Kolb) (image from Learning styles Transformative learning 9. Models from adult education Postmodern theories of learning Rejecting notions of truth and progress narrativetowards integration / actualisation Experience as an open text Learning as a process of creative meaningconstruction 10. Summarises key points about adult learning Adults have their own motivations for learning Adults have a drive towards self-direction andautonomy in learning Adults can learn about their own learning processes,explicitly Adults learn through participation and engaging inpractice Adults reflect on and learn from their real lifeexperiences Reflective learning is unique to the person; a lot oflearning arises from situations and cant be planned Adult learning is potentially transformative, as peoplereflect on experience and see situations in new ways 11. > Distinctiveness of learning digital literacies or not? 12. Models of learning digital literacies? Learning in the digital age How the affordances of digital contexts shape thesort of learning that happens How the digital context highlights more generalprinciples about learning How the digital context offers possibilitiesdifferent from traditional educational institutions Implications for learning of young people asdigital insiders 13. New models of learning in digital spaces? Haythornthwaite et al. 2007 claim that thereis a need for new theories and models for theonline learning environment Formal and informal learning Individual and community learning New practices 14. Impact of computer media on communication Possibilities for anonymity of individual andaudiences, and / or invisibility of physical attributes,local setting, side activities (though changing withmore multimodal activities, video chats?) Persistence and retrievability of conversational text living repository for group norms, expertise andidentity, enactment of community of practice Attention can be divided between local and remote eg juggling learning with family and work 15. Models proposed Living technologies (Bruce) Co-evolution of technology and learning practices(Andrews) Technology and social tie formation(Haythornthwaite) Community-embedded learning (Kazmer) Learner-leaders (Montague) Braided learning (Preston) > All address themes of emergence, complexity,embedding contexts technology and practicesco-evolving as living, active system 16. Resonances with existing models Psychology Constructivism Activity theory / situated learning Experiential learning Adult education Self-directed Reflective / experiential Problem-driven Drive to move to next stage of development 17. Over to you Do we need new theories to describe learningin digital environments, or can existing modelsaccount for what is going on? Which of the models of learning in the reportyou read fit with learning in digitalenvironments? Which ones dont fit well? Do you have other models or metaphorswhich help you understand learning in digitalenvironments? 18. Activity: Your own learning histories Produce a timeline of your own personal life history oflearning which has engaged in some way with digitaltechnologies. You can do a general life history timeline, orfocus in more closely on how you have learned to engagewith a particular platform (Facebook, Twitter, Moodle (!),.) For each point on your timeline, try to identify which ofthe models discussed here represents your learning in themost appropriate or useful way. Upload a representation of this timeline to the discussionsection on the Moodle site. You can Use the affordances of the Moodle site; Produce a document and attach it, using software of your choice (make sure it is in a form we can all read though!); Use a dedicated timeline producing site (eg tiki-toki, capzles, dipity) and upload a link to Moodle.