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]