Hey Guys,
In this blog post I will be discussing learning themes. The eight learning themes were devised upon an analysis of learners’ actions and the way that they are resourced and structured.
The 8 themes are:
- Learning from experts
- Learning with others
- Learning through making
- Learning through exploring
- Learning through inquiry
- Learning through practising
- Learning from assessment
- Learning in and across settings
Learning from experts is the scope for independent learning has never been higher. There has been huge growth in the amount of information available to learners; and in technology that enables learners to access, structure and package that information. However, the role of teachers in supporting learners to convert information into knowledge should not be underestimated. There has been much technological innovation in the exposition of data; but much less in supporting dialogue between teachers and learners to help learners make the most of that data.
Learning from others is where there is considerable enthusiasm and commitment to developing innovative approaches that support learning with others. But good ideas developed in academic research are not yet filtering through to the classroom. More could be done to raise teachers’ awareness of tools that support learning with others. We would particularly welcome more widespread use of tools that enable learners to capture the progress of an episode of learning with others. Priority should also be given to developing tools that allow teachers to organise and manage episodes of joint learning.
Learning through making is one the best ways people can learn is by making and sharing things. There is great enthusiasm for making with digital tools, complemented by a general resurgence in crafts and making. There are growing opportunities for people to integrate physical construction with coding and hacking technology. Innovations in technology–supported learning through making do show great potential. But this potential can only be fulfilled if those required to use that technology are also supported.
Learning through exploring is where the learners have always browsed information to gain new knowledge. However, in the digital age information is abundant, and can even be overwhelming. Learners need to develop strategies and skills to find and filter the information they need. Technology provides many new opportunities to support learners to develop those strategies and skills, through online multimedia environments, 3D simulations and information visualisations, or technology–augmented physical spaces. However, we found few examples of innovation in this theme.
Learning through inquiry is inquiry-based learning involves exploring the natural or material world by “asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding”. Technology can be used to organise inquiry that might otherwise be difficult to accomplish, to change how learners look at problem–solving, and to connect learners’ inquiries to real world scenarios. There is a great deal of research and teacher– led innovation that provides good evidence of promise for technology– supported inquiry.
Learning through practising is whatever is being learned, practice makes perfect. There is a long history of technology being used to support learners practising their skills; but it is an activity where innovation is limited. The most effective use of technology enables learners to practise their skills and knowledge using a variety of multi–modal representations and interactions. Where technology is effectively used well to support practice, it does not simply sugar–coat uninspiring or unchallenging activities.
Learning from assessment is gaining awareness of what a learner understands is fundamental to increasing their own understanding and knowledge. Technology can be used to support assessment in a variety of ways. It can be used to compile learning activities and enable both teachers and learners to reflect upon them; and to track the progress of learning and to present that information about progress in rich and interactive ways. Yet there is little innovation in technology– supported assessment, possibly in part due to the lack of excitement that assessment generates in the education sector.
Learning in and across settings is where the learners improve their knowledge and deepen their understanding when they apply their learning across different locations, representations and activities. However, it can be difficult for learners to apply learning from one setting, such as a lesson at school, to another, such as a field trip or workplace. Technology can help – teachers and learners can use a variety of devices to capture, store, compare and integrate material from a variety of settings.
However, after looking into the learning themes in detail we can use this to link the learning themes together as they are made up of learning activities such as creating an animation or playing a maths game, which are connected and embedded across different learning themes into learning episodes such as lessons, projects, or units that are linked and sequenced to create broader learning experiences at the classroom, school, and institutional level.
Until the next post,
Maddi
References:
Luckin, R. Bligh, B. Manches, A. Ainsworth, S. Crook, C. & Noss, R. (2012). Decoding Learning: The Proof, Promise and Potential of Digital Education (1st ed.). London: Nesta Operating Company. Retrieved from https://www.nesta.org.uk/sites/default/files/decoding_learning_report.pdf
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