Tag: theories

This is an archive of the 2013 version of ocTEL.

Experiential Learning (Kolb) | Learning Theories


Highlights and Sticky Notes:

learning is the process whereby knowledge is created through the transformation of experience”
  • concrete experience (or “DO”)
  • reflective observation (or “OBSERVE”)
  • abstract conceptualization (or “THINK”)
  • active experimentation (or “PLAN”)
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    by: Roger Harrison

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    Design-Based Research Methods (DBR) | Learning Theories

    Highlights and Sticky Notes:

    educators have been trying to narrow the chasm between research and practice. Part of the challenge is that research that is detached from practice “may not account for the influence of contexts, the emergent and complex nature of outcomes, and the incompleteness of knowledge about which factors are relevant for prediction” (DBRC, 2003).
  • The need to address theoretical questions about the nature of learning in context
  • The need for approaches to the study of learning phenomena in the real world situations rather than the laboratory
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    by: Roger Harrison

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    Learning Theories Knowledge Base

    Tags: learning, education, pedagogy, learning_theory, theories, theoryby: Roger Harrison

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    teaching styles – Donald Clark Plan B


    • Helpful blog, including brief introduction of educational theories by Socrates (and he wasn’t such a nice guy after all) and others. – Roger Harrison

    Highlights and Sticky Notes:

    What is Plan B? Not Plan A!

    Sunday, March 18, 2012

    Socrates (469-399 BC) – method man

    Socrates was one of the few teachers who actually died for his
    craft, executed by the Athenian authorities for supposedly corrupting the
    young. Most learning professionals will have heard of the ‘Socratic method’ but
    few will know that he never wrote a single word describing this method, fewer
    still will know that the method is not what it is commonly represented to be.
    How many have read the Socratic dialogues? How many know what he
    meant by his method and how he practised his approach? Socrates, in fact, wrote
    absolutely nothing. It was Plato and Xenophon who record his thoughts and
    methods through the lens of their own beliefs. We must remember, therefore,
    that Socrates is in fact a mouthpiece for the views of others. In fact the two
    pictures painted of Socrates by these two commentators differ hugely. In the
    Platonic Dialogues he is witty, playful and a great philosophical theorist, in
    Xenophon he is a dull moraliser.


    he was among the first to recognise that, in terms of learning, ideas are best
    generated from the learner in terms of understanding and retention. Education
    is not a cramming in, but a drawing out.
  • Learning
    as a social activity pursued through dialogue

  • Questions
    lie at the heart of learning to draw out what they already know, rather
    than imposing pre-determined views
  • it is only in the last few decades, through the use of
    technology-based tools that allow search, questioning and now, adaptive learning,
    that Socratic learning can be truly realised on scale.
    In practice, Socrates was a brutal bully, described by one pupil as a ‘predator which numbs its victims with an electric charge before darting in for the kill’.
    He is best known for his problem-solving approach to learning
    He was keen on ‘occupational’ learning and practical
    skills that produced independent, self-directing, autonomous adults.
    He was refreshingly honest about their limitations and
    saw schools as only one means of learning, ‘and
    compared with other agencies, a relatively superficial means
    Perhaps his most important contribution
    to education is his constant attempts to break down the traditional dualities
    in education between theory and practice, academic and vocational, public and
    private, individual and group. This mode of thinking, he thought, led education
    astray. The educational establishment, in his view, seemed determined to keep
    themselves, and their institutions, apart from the real world by holding on to
    abstract and often ill-defined definitions about the purpose of education.

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    by: Roger Harrison

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