Martin Owen (t.m.owen@bangor.ac.uk)
Sun, 17 Jan 1999 15:55:30 +0000
Date: Sun, 17 Jan 1999 15:55:30 +0000 From: Martin Owen <t.m.owen@bangor.ac.uk> Subject: Re: [ifets] follow up to Abdul_Karim
Issues: Kolb's model of experiential learning, learning styles (Myers
Briggs), and collaborative learning.
Kolb's model has also been useful in my thinking about work with adult
learners, particualrly were there is an advantage work-based experience
integral to the learning process (in my main role I am an educator of
teachers and trainers). The recognition of the interaction between
enactment and reflection is highly significant in many current formulations
of "good pratice": Cognitive apprenticeship, communities of practice (
Collins, Brown & Duguid; Lave & Wenger; Schon etc.). There are also clear
realtionships ( as I have mentioned earlier) with Nonaka's ideas in ways
that we may move from tacit understanding to shared knoweldge and then
encorporating the shared knowledge back into our (new) tacit
understandings.
<<ASIDE>> A WEAKNESS IN PROFESSIONAL COMMUNITIES MODELS, KOLB'S CYCLE AND
SCHOn IS THAT THERE IS AN ASSUMPTION THAT THERE IS A "REIFIED" BODY OF
PROFESSIONAL PRACTICE IN WHICH ONE CAN BECOMES INDUCTED. THERE IS A NEED
FOR ISSUES OF "PROBLEM IDENTIFICATION" , REINVENTION OF "PROFESSIONALISM"
AND "CHANGE" WITHIN THESE CYCLES AND CONCEPTS (AS SUGGESTED BY ENGESTROM
AND ALSO MICHEAL F.D. YOUNG.
My issue is with an "individualist" approach which goes out of its way to
take "learning styles" too much into account. For effective work based
learning for the individual there is ususaly a powerful need for the
learning of the rest of the indiviuals work group... changing the
individual... and changing practice as a result is probabaly doomed to
failure... others need to be involved. We need to emphasis learning as a
collaborative goal.
This can take full advantage of individual learning/work styles. Each
"type" has its strength. The advantage of "collaborative/group" learning
is that the contributions of each type to a discussion and drawing on each
strength.
However our work in the REM project has demonstrated that "simple"
approaches of "vanilla" email, lists and groupware are insufficient to
sustain collaborative activity in learning through problem solving in ICT
based environments. As in all learning environments, there is a need for
some structure.
Martin
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