Dear Lubomir,
Thanks for you response,
Interesting that you bring in medical schools - another profession or
community of practice. I'm unable to comment specifically, but you
reminded me of Prosser and Trigwell's book "Understanding Learning and
Teaching" (2002).
This is a very good study of problems connected with higher education.
It's central perspective builds on Marton and Booth's (1997) theme of
learning and awareness. They (Prosser and Trigwell) give a number of
good examples (including learning and nursing) that deal with the
relationship between learning, experience and meaning making models,
which if not considered can result in knowledge being acquired but not
understood by students.
You also reminded me, for those who are interested, that I forgot to
post references to relevant literature behind my terms,
Learning By, Learning With and Learning In, which I mentioned in my
last post.
Best regards,
Chris.
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“Learning By”: - Constructivist learning theory or “learning by doing”
(von Glasersfeld 2002, Piaget 2001, Dewey, 1991),
“Learning With”: - Awareness learning theory (Marton, Booth 1997,
Marton, Saljö 1976a, Marton, SaljÜ 1976b, Prosser, Trigwell 2002,
Savin-Baden 2000)
“Learning In”: - Activity learning theory or “learning in context”
(Engström 1987, Engström 1999, Freire 1996, Salomon 1993, Vygotsky
1978).
References:
Engström Y (1987) An Activity-Theoretical Approach to Developmental
Research. Orienta-Konsutit, Helsinki
(http://lchc.ucsd.edu/MCA/PapeEngestrom/expanding/toc.htm)
Engström Y, Miettinen, R., PunamŖki, R., (ed.) (1999) Perspectives on
Activity Theory. Cambridge University Press, Cambridge
Freire P (1996) Pedagogy of the Oppressed. Penguin Books, London
Marton F, Booth S (1997) Learning and awareness. L. Erlbaum Associates,
Mahwah, N.J. (xii, 224)
Marton F, Saljö R (1976a) On qualitative differences in learning 1 -
Outcome and process. British Journal of Educational Psychology (4 - 11)
Marton F, Saljö R (1976b) On qualitative differences in learning 2 -
Outcome as a function of the learner’s conception of the task. British
Journal of Educational Psychology (115 - 127)
Piaget J (2001) The Psychology of Intelligence. Routledge, London
Prosser M, Trigwell K (2002) Understanding Learning and Teaching - The
Experience in Higher Education. Open University Press, Buckingham
Salomon G (ed.) (1993) Distributed Cognitions - Psychological and
educational
considerations. Cambridge University Press, Cambridge
Savin-Baden M (2000) Problem -based Learning in Higher Education:
Untold Stories. Open University Press, Buckingham
von Glasersfeld E (2002) Radical Constructivism: A Way of Knowing and
Learning. RoutledgeFalmer, London
Vygotsky LS (1978) Mind in Society - The Development of
HigherPsychological Processes. Harvard University Press, Cambridge,
Massachusetts
Wick R, K. (2000) Teaching at the Bauhaus. Hatje Cantz, Ostfildern-Ruit.
-------------
from:
Chris Heape
Senior Researcher - Design Didactics / Design Practice
Mads Clausen Institute
University of Southern Denmark
Sønderborg
Denmark
http://www.mci.sdu.dk
Work @ MCI:
tel: +45 6550 1671
e.mail: chris @mci.sdu.dk
Work @ Home:
tel +45 7630 0380
e.mail: [log in to unmask]
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