Integrative Learning Report

8/12/2019 Integrative Learning Report

1/35


2/35

INTEGRATIVELEARNINGSaniya G AbirinDiscussant


3/35

Integrated and integrative are synonymous

Integrated [adjective] formed or united into a whole

Integrative[adjective] tending to combine and coordinate

diverse elements into a whole.

To integrate[verb]

to bring together or incorporate (parts) into a whole

to make up, combine, or complete to produce a whole or a larger unit

to unite or combine.

to combine that which was previously separateinto one unifiedsystem

Meanings of

Integrative/Integrated learning


4/35

WHAT IS INTEGRATIVE

LEARNING?

is the process of making

connections among conceptsand experiences so that

information and skills can be

applied to novel and complex

issues or challenges.


5/35

WHY INTEGRATIVE LEARNING?

- Integrate knowledge from different

courses

- Identifying & connecting both tacit &

explicit knowledge

- Applying knowledge gained from one

place to a new situation- Connecting learning experiences to their

own sense of purpose, identity and

sources of engagement and curiosity


6/35

CHARACTERISTICS OF

LIFELONG LEARNERS

adapt to changing conditions,

emergent knowledge and newinformation

reflect on & learn from life

experiences identify their own limitations

Know when to seek feedbak


7/35

Integrative learning is an understanding and a

disposition that a student builds

across the curriculum and co-curriculum, from making simple

connections among ideas and

experiences to synthesizing andtransferring learning to new,

complex situations within and

beyond the campus. (AACU 2009)


8/35

The Statement on Integrative

Learning (AACU 2009)

Four areas of Integration

connecting skills and knowledge from multiplesources and experiences;

applying theory to practice in various settings;

Utilizing diverse and even contradictory points ofview; and

understanding issues and positions contextually.


9/35

ntegrative learning concept map


10/35

Integratinglearning from allaspects of life


11/35

CHALLENGES TO

INTEGRATIVE LEARNING

Problematic assumptions about

knowledge, learning & humandevelopment

Fragmented Curriculum

Faculty training

Hundreds of years of traditions


12/35

CHALLENGES TO LIFELONG

LEARNINGInstitutional Needs VS.Need to provide evidence that students areachieving specific & distinct competencies

Students NeedsNeed to reflect on learning, connect

separate experiences & integrateknowledge with their own identities

CHALLENGES TO INTEGRATIVE & LIFELONG

LEARNING


13/35

A capacity learned or demonstrated in one place

does not automatically translate to other

contexts; adaptation must be facilitated!

CHALLENGES TO INTEGRATIVE &

LIFELONG LEARNING
http://images.google.com/imgres?imgurl=http://www.csulb.edu/about/images/lyt_225px_h_classroom.jpg&imgrefurl=http://www.csulb.edu/about/faculty/&usg=__Ywf1rgxYVdmKzHRPhDrJ5L83-z0=&h=225&w=225&sz=18&hl=en&start=7&tbnid=6gqGAATRaCQB_M:&tbnh=108&tbnw=108&prev=/images?q=students+in+classroom&gbv=2&hl=enhttp://images.google.com/imgres?imgurl=http://www.csulb.edu/about/images/lyt_225px_h_classroom.jpg&imgrefurl=http://www.csulb.edu/about/faculty/&usg=__Ywf1rgxYVdmKzHRPhDrJ5L83-z0=&h=225&w=225&sz=18&hl=en&start=7&tbnid=6gqGAATRaCQB_M:&tbnh=108&tbnw=108&prev=/images?q=students+in+classroom&gbv=2&hl=en


14/35

#1. Real learning primarily occursthrough cognitive understanding of

expert knowledge that is combined

with self-awareness

Problematic Assumptions


15/35

Students do not naturally

integrate their learning &higher education institutions

do not address this need


16/35

The key to integration & learning:

Understanding

that we are dynamicself-organizing systems


17/35

Nature creates infinite complexity

from a few simple elements or

ordering parameters


18/35

Connection: when basic elements or

ordering parameters interact with the

new information new connectionsemerge


19/35

Connections give rise to patterns that express

new forms of coordinated intelligence


20/35

ImplicationsChange and learning are the most

natural thing we do

We are not aware of most of the

learning that takes place within us

In order for a dynamic self-organizing

system to learn, grow and evolve itmust develop and maintain a coherent

center capable of coordinating and

synthesizing new information


21/35

Questions to consider

Who in your institution is *charged*

with helping students connect,synthesize and demonstrate their

knowledge and learning?

How are students supported inmaking sense of their learning?


22/35

2002-2006: Action researchidentifying gaps developingsolutions

What does all this social-justice stuff mean? How do I translate what Ivelearned to the real world?

We need FAR LESS CONTENT& much more time to connect,

reflect, integrate to put allthe pieces together


23/35

There are Many different levels of knowledge

The Discovery of Generative Knowledge

Interviewing

Explicit & Formal knowledge

Cognitive

IntuitiveTacit & embodied

Knowledge

Experiential

Affective


24/35

THE STEPS OF THE

INTEGRATIVEKNOWLEDGE

PORTFOLIO PROCESS


25/35

1. Ident ify & Organize Key Learn ing Exper iences

from bo th academic & real-l i fe experiences


26/35

2. Organize Key Learning Experiences into

Know ledge/Ski l l Categories for Portfol io


27/35


28/35

INTEGRATIVEEXAMPLE OFWORK PAGE

What did I learn &why was it

important? Whatwere the a-ha

moments?

What knowledge,skills &/or

capacities did Igain ordemonstrate?

How does itrelate to other

contexts orexperiences? How does it relate

to my owninterests, passionor goals?

How might I usethis knowledgein the future?

3. Write 1-2 page reflections using Integrative Knowledge

questions; these reflections become a portfolio pages


29/35

FROM IMPACT OF WORK:

Our research work prompted churches and theirmembers to consider the importance and impactof integrating education, prevention and copingstrategies for mental health into the black churchand community.


30/35

FROM SKILLS GAINED:

From this course, I refined my ability toprecisely pinpoint the ways in which Ichoose to use language. When given aquotationI would originally focus on myown feelings. My excitement over all of theinterrelated but irrelevant ideasassociated with a text passage woulddistract me.


31/35

4. Identi fy v alues & create Phi loso phy Statement:

Articulate strengths values & commitments

Demonstrate how these shape actions decisions & goals

Over 85% of

students say thatcreating a philosophystatement is themost difficult yet

rewarding aspect ofthe Integrative

Portfolio Experience


32/35

My passion evolves from my desire to alleviate social,Cultural, economic and spiritual povertyI was born

into training as a social activist..the poverty line wasmy tent. I went to a failing public schoolsIn college,I have thought deeply about differences..preparednessfor college, family structure, support systemsmental

Wholeness. I have become a knowledge producer,activist and change agent..


33/35

Research on Mportfolio

Students need

5. Connect Portfo l io Pages to

inst i tut ional outc omesAfter creating Examples of Work,

Students reflect on how the work

Illustrates different learning

outcomes


34/35

RESOURCES

Peet M., The Integrative KnowledgePortfolio Process: A Program Guide

for Educating Reflective

Practitioners and Lifelong Learners.

MedEdPORTAL, 2010A showcase of students Portfolios

http://mportfolio.umich.edu

Upcoming Summer SummitGenerative Knowledge Institute

http://generativeknowledge.org
http://mportfolio.umich.edu/http://mportfolio.umich.edu/http://generativeknowledge.org/http://generativeknowledge.org/http://mportfolio.umich.edu/http://mportfolio.umich.edu/http://mportfolio.umich.edu/


35/35

Integrative LearningShort clip
http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4http://localhost/var/www/apps/conversion/tmp/scratch_7/What%20Is%20Integrative%20Learning%20%20%20%20%E7%B6%9C%E5%90%88%E5%AD%B8%E7%BF%92%E7%B0%A1%E4%BB%8B.mp4

Documents

Integrative Learning Report