Enabling the Exploration of Disorienting Dilemma in the Classroom

2021 ◽  
pp. 002205742199186
Author(s):  
Lisa DeAngelis
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Life Events ◽  
Transformational Learning ◽  
Learning Experiences ◽  
Learning Goals ◽  
Teacher’S Role ◽  
New Information ◽  
Disorienting Dilemmas ◽  
Disorienting Dilemma

While learning involves the acquisition of skills and the development of repertoires, some educators harbor even more profound learning goals, seeking to enable learning that is transformative. Theorizing about transformative learning posits that it is precipitated by a disorienting dilemma. Disorienting dilemmas may be thought of as times when new information causes a person to call into question their values, beliefs, or assumptions. Transformative learning can occur through rich, experiential learning experiences or life events, and it can also occur in the classroom. While much has been written about transformational learning, the teacher’s role in the process is undertheorized.

Employing Technology Industry Methods to Facilitate Transformative Learning Experiences in the Classroom: Insights From a Pilot

2020 ◽  
pp. 237337992092510
Author(s):  
Eleanor T. Shonkoff ◽  
Theodore Fitopoulos ◽  
Sara C. Folta
Keyword(s):  
Transformative Learning ◽  
Transformational Learning ◽  
Learning Experiences ◽  
Graduate Course ◽  
Final Exam ◽  
Innovative Strategies ◽  
Class Time ◽  
Technology Industry ◽  
Pilot Work ◽  
Skill Building

High-impact, transformative educational practices change the way students see themselves and others, as well as impart knowledge. Practices from the technology industry may offer innovative strategies for fostering transformational learning experiences. We developed and implemented two innovation techniques—Hackathon and Innovation Time Off (ITO)—in a graduate course on social psychology and public health nutrition. The Hackathon occurred in the sixth and seventh weeks of the course; the last 4 weeks provided 10% of class time for ITO projects. All enrolled students participated in the pilot study ( n = 6; M age = 27.5 years; 83% female; 67% White) and completed reflection papers during the final exam period. Student learning was assessed from these reflection papers using a rubric for transformative versus nontransformative changes in five areas: confidence, pride, skills, perspective, and identity. Student responses revealed transformative changes in perspective ( n = 7). Additionally, nontransformative changes were found in confidence ( n = 1), identity ( n = 2), perspective ( n = 4), and skills ( n = 9). This pilot work suggests that the Hackathon and ITO contributed to perceived skill-building in problem-solving and teamwork, and the Hackathon may have led to transformative changes in perspective; ITO may not be appropriate for learners who need structure; high confidence remained unchanged; and these strategies are likely to be feasible and replicable.

Social Transformative Learning in Human Rights Delegations: Critical Research on the Maritimes-Guatemala Breaking the Silence Network

2021 ◽  
pp. 154134462110503
Author(s):  
Lisa Rankin ◽  
Leona M. English
Keyword(s):  
Human Rights ◽  
Social Change ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Indigenous Peoples ◽  
Social Transformation ◽  
Learning Experiences ◽  
Human Rights Education ◽  
Learning Approaches ◽  
Critical Research

This article examines the experience of six participants in the Maritimes-Guatemala Breaking the Silence Network (BTS) delegation program. Human rights education is central to this program that operates between Canada and Guatemala. Key findings from this research include participants’ rethinking of their own power and privilege upon returning to Canada and making connections with the struggle of Indigenous peoples in both countries. Another finding concerns how specific communal aspects of the BTS delegation (communitas) lead to social transformation and the development of solidarity relationships that are transformative to all. The research affirms the need for experiential learning experiences which use transformative learning approaches to support human rights and social change.

Lifelong Learning: Introduction

2011 ◽  
pp. 2-11 ◽  
Author(s):  
Manuel London
Keyword(s):  
Lifelong Learning ◽  
Life Events ◽  
Transformational Learning ◽  
Dynamic Process ◽  
Learning Goals ◽  
Environmental Pressures ◽  
Learning Challenges ◽  
International Perspectives ◽  
Theoretical Perspectives ◽  
Emerging Issues

This chapter examines the scope of the field of lifelong learning, covering definitions, environmental pressures, principal theories of development and learning, and environmental resources and structures that support lifelong learning. Lifelong learning is a dynamic process that varies depending on individual skills and motivation for self-regulated, generative learning and on life events that impose challenges that sometimes demand incremental/adaptive change and other times require frame-breaking change and transformational learning. The chapter previews the major sections of this handbook, which cover theoretical perspectives, research on learning throughout life, methods to promote learning, goals for learning (i.e., what is learned), the importance of cultural and international perspectives, and emerging issues and learning challenges.

scholarly journals Field-Based Art Programming As a Facilitator for Transformative Learning Experiences in Tertiary Education: Participants Reflections on Land Arts of the American West

2022 ◽  
Vol 34 (1) ◽  
pp. 255-273
Author(s):  
David Gabriel Naranjo
Keyword(s):  
Transformative Learning ◽  
American West ◽  
Tertiary Education ◽  
Learning Experiences ◽  
Transformative Experience ◽  
Art Making ◽  
Pedagogical Model ◽  
Transformative Experiences ◽  
Disorienting Dilemmas ◽  
Education And Development

Field-based art programming proposes a different pedagogical model to respond to contemporary challenges that artists face, ranging from ecological crises to the education and development of artists. This article analyzed interviews with field-based art programming participants across two decades, focusing on artists’ experiences through their own voices. Out of the interviews with participants from Land Arts of the American West, in which participants travel, camp, and create at different sites throughout the Southwest, the participants narrate important elements of field-based art programming. Using Mezirow’s theory of Transformative Learning, this article uses participants’ descriptions to analyze the pedagogical aspects of field-based art learning that denotes a transformative experience, distinct from what is available to them in conventional tertiary art classes. Central reoccurring themes identified include immersive nature, art-making, community, and place. Participants’ responses reveal Disorienting Dilemmas and having transformative experiences.   

Profiles of engagement: An investigation of transformative learning experiences

2011 ◽  
Author(s):  
Kevin J. Pugh ◽  
Cassendra M. R. Bergstrom ◽  
Bryden Spencer
Keyword(s):  
Transformative Learning ◽  
Learning Experiences

scholarly journals Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course

2021 ◽  
Vol 51 (7) ◽  
pp. 53-64
Author(s):  
Nóra Fazekas ◽  
Kata Beck-Bíró
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Research Directions ◽  
Organisation Development ◽  
Student Teacher Relationship ◽  
Research And Innovation ◽  
Learning Barriers ◽  
University Of Budapest ◽  
Common Vision

The research aimed to discover learning barriers that educators unconsciously raise in students of the organisation development master’s course at Corvinus University of Budapest within an experiential and transformative educational setting. The research follows the interpretive and critical traditions of organisation studies and applies the concept of responsible research and innovation (RRI) in its research design. This article aspires to present a case that can be used by management educators working with experiential pedagogical approaches in higher education. Research results displayed a lack of emotional security and a lack of common vision and understanding as the main obstacles to students’ transformative learning through the experiential learning process. Results suggest dialogical practice for building trust and understanding to eliminate alienation in student-teacher relationship and to improve learning quality. Finally, limitations and further research directions are discussed.

scholarly journals The Role of Virtual Experiences in Increasing Knowledge, Motivation, Independence and Cultural Capital from Disadvantaged Pupils in England

2021 ◽  
Vol 13 (2) ◽  
pp. 107-142
Author(s):  
Olivia Gillard
Keyword(s):  
Cultural Capital ◽  
Primary Schools ◽  
Learning Experiences ◽  
Value Added ◽  
Virtual Learning ◽  
Cultural Knowledge ◽  
New Information ◽  
Before And After ◽  
Virtual Experiences ◽  
The Impact

Abstract Objective: To investigate the impact of virtual learning experiences (VLEs) in school amongst disadvantaged 9 to 11-year-olds: specifically, do virtual experiences increase their knowledge, motivation and independence in learning about a topic, and does this increase their cultural capital. Methodology: Participants explored virtual experiences on countries around the world, with the number of facts learnt before and after recorded. Questionnaires were also completed to record views of virtual experiences. Findings: Findings suggest virtual experiences were successful in teaching participants new information, and increased their independence and motivation to engage with learning, and thus could be successful in increasing cultural capital. Significance difference testing revealed that disadvantaged pupils recorded fewer facts than non-disadvantaged pupils, and therefore virtual experiences were not sufficient to close this disadvantage gap. Value Added: The value of virtual experiences being woven into curriculums is discussed as a platform for teaching cultural knowledge. Recommendations: Virtual learning experiences should be considered a core resource for teachers when planning and should be embedded into the curriculum to enhance learning experiences for disadvantaged pupils. Further research should continue to explore the use of VLEs in Primary schools, and the impact of VLEs on cultural capital.

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