Autonomous and Personalised Learning: Nussbaumer et. al. 2015
Wednesday, 3 Feb 2016, 18:31
Visible to anyone in the world
Edited by Steve Bamlett, Thursday, 4 Feb 2016, 13:42
This paper aims begins to provide a metacognitive model of the process of becoming an autonomous learner. As a result it offers an alternative to models of reflection and, unlike the latter, is tied into a cyclical model of the learning process itself. It talks about the dialectical relationship between the virtues of guidance (experience) and freer thought. Much needed. This is a good source of ideas on the nature and function of innovation in TEL.
This model does not need false distinctions between the processes of planning, reflection and acting since the purpose of all of these phases of learning is haunted by strategies that reflect backward and forwards onto the other phases of the cycle. Schon tried to wrest the notion of reflection from the philosophers but spoke only to the notion of the professional at work. This model encapsulates and makes sense of all learning. On top of that it supports a computer model of the process - one that serves pedagogy and the sharing of pedagogic function between different stakeholders, rather than relying on the hopeless idealism of the omniscient teacher. The way forward, I think.
Here is a taster in the form of the model of Self-Regulated Learning (owing much I think to Heckhausen and Dweck as educational psychologists) from p. 24 of the article.
Nussbaumer, A.; Dahn, I., Kroop, S., Mikroyannidis, A. & Dietrich, A (2015) 'Supporting self-regulated learning' in Kroop, S., Mikroyannidis, A., & Wolpers, M. (eds.) Responsive Open Learning Environments: Outcomes of Reasearch from the ROLE Project, Cham, Switzerland, Springer International Publishing Ltd. pp. 17 - 48. Available from: http://dx.doi.org/doi:10.1007/978-3-319-02399-1 (Accessed 03/02/2016)
Autonomous and Personalised Learning: Nussbaumer et. al. 2015
This paper aims begins to provide a metacognitive model of the process of becoming an autonomous learner. As a result it offers an alternative to models of reflection and, unlike the latter, is tied into a cyclical model of the learning process itself. It talks about the dialectical relationship between the virtues of guidance (experience) and freer thought. Much needed. This is a good source of ideas on the nature and function of innovation in TEL.
This model does not need false distinctions between the processes of planning, reflection and acting since the purpose of all of these phases of learning is haunted by strategies that reflect backward and forwards onto the other phases of the cycle. Schon tried to wrest the notion of reflection from the philosophers but spoke only to the notion of the professional at work. This model encapsulates and makes sense of all learning. On top of that it supports a computer model of the process - one that serves pedagogy and the sharing of pedagogic function between different stakeholders, rather than relying on the hopeless idealism of the omniscient teacher. The way forward, I think.
Here is a taster in the form of the model of Self-Regulated Learning (owing much I think to Heckhausen and Dweck as educational psychologists) from p. 24 of the article.
Nussbaumer, A.; Dahn, I., Kroop, S., Mikroyannidis, A. & Dietrich, A (2015) 'Supporting self-regulated learning' in Kroop, S., Mikroyannidis, A., & Wolpers, M. (eds.) Responsive Open Learning Environments: Outcomes of Reasearch from the ROLE Project, Cham, Switzerland, Springer International Publishing Ltd. pp. 17 - 48. Available from: http://dx.doi.org/doi:10.1007/978-3-319-02399-1 (Accessed 03/02/2016)
Steve