My last blog may have contained a hint of a moan about the word count in this TMA I am writing. This word count has been my nemesis for the last few days as I have edited and rephrased and contracted almost every sentence of this assessment! My overactive brain keeps thinking of things I should have included but hadn't so I keep writing new sentences and then having to steal words from previously written ones to make room for it!
And then I made this diagram. I am hoping to both demonstrates my understanding of the key concepts we are being asked to discuss and also adds a little personal interpretation. (I am also hoping it doesn't reveal how massively I have misunderstood the whole thing!)
The acquisition metaphor is represented by a one way, downwards pointing arrow from teacher to learner. We are all familiar with this type of learning - it's where a teacher tells us stuff we are supposed to remember. We remember the stuff for papers and exams and (very occasionally!) real life.
The participation metaphor is represented by a four way arrow between learner and learner, teacher and expert practitioner. This is because there is no one way we learn through the participation metaphor, but the flow of knowledge is also not one way. It flows in all directions.
The study group method - so enthusiastically espoused by John Seely Brown - is a two way arrow between learners. Learners work together to extend their own understanding and thus learners are both learners and teachers. The learning is organic and no linear but the opportunity to properly discuss and debate ensures that better understanding is reached.
The authentic environment situated cognition learning theory is represented by a one way, though horizontal, arrow from expert practitioner to learner. In this learning type there is still an expert. Teaching may not look so hierarchal but the flow of knowledge and expertise is still one way.