The Cultural Complex and Transformative Learning Environments

2009 ◽  
Vol 7 (2) ◽  
pp. 114-133 ◽  
Author(s):  
Joanne Gozawa
Keyword(s):  
Transformative Learning ◽  
Learning Environments ◽  
Cultural Complex

Transformation and Participation – A Reply to Niebert and van Dijk

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Daniela Töpfer
Keyword(s):  
Transformative Learning ◽  
Effective Teaching ◽  
Indigenous Knowledge ◽  
Learning Environments ◽  
Peer Education ◽  
Political Education

In order to achieve more sustainability, more political education in the sense of Niebert (2019) and the inclusion of indigenous knowledge, as postulated by van Dijk (2019), are certainly important milestones. In addition, behaviorally effective teaching needs more application-oriented approaches. This requires a change in existing didactic formats, including more participation. Innovative, transformative learning environments naturally enable more participation by putting us in touch with ourselves, nature and the environment. Peer education also develops naturally in such contexts. This should be considered especially important because peers serve as multipliers. With a willingness to take the risk of changing existing educational curricula, there is an opportunity to transform the Anthropocene into an age of sustainability.

The Role of Instructional Design in Transformative Learning

2020 ◽  
pp. 58-74
Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten
Keyword(s):  
Instructional Design ◽  
Classroom Management ◽  
Transformative Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Learning Theories ◽  
Modular Approach ◽  
Planning Tool ◽  
And Training

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.

Aligning the Hidden Curriculum of Management Education With PRME

2011 ◽  
Vol 36 (3) ◽  
pp. 364-388 ◽  
Author(s):  
Maribel Blasco
Keyword(s):  
Transformative Learning ◽  
Learning Environments ◽  
Hidden Curriculum ◽  
Management Education ◽  
Business Schools ◽  
Implementation Phase ◽  
Responsible Management ◽  
Moral Learning ◽  
Socialization Processes ◽  
School Learning

This article argues that mainstreaming responsible management education in line with the Principles of Responsible Management Education (PRME) requires close attention to the hidden curriculum (HC), that is, the implicit dimensions of educational experiences. Altering formal curricular goals and content alone is not enough to improve students’ sense of social responsibility. Business schools are conceptualized in this article as multilevel learning environments comprising various message sites where students undergo moral learning and socialization processes. Using perspectives from HC research combined with transformative learning and communities of practice theory, the article offers an inquiry-based framework for PRME implementation that takes these moral learning and socialization processes into account. It provides suggestions for how to address the hidden curriculum both in the diagnostic phase of assessing a school’s PRME needs and in the implementation phase where PRME is integrated into business school learning environments. The concept of meta-messages is introduced to account for how students apprehend the HC at business schools.

Personal Learning Environments

2017 ◽  
pp. 236-248 ◽  
Author(s):  
Mary Hricko
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Environments ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Directed Learning ◽  
Future Of Education

A personal learning environment (PLE) is a construct designed to facilitate the process of learning and knowledge management. As a multidimensional system, a personal learning environment enables users to control the content and process of learning through the selection of resources, applications, and activities that best serve the learning needs. Personal learning environments exist as transformative learning spaces that differentiate to the users' ongoing personal interests and needs. Personal learning environments will continue to transform the educational landscape as technology continues to impact our culture. New modalities of learning will be needed to meet the needs of individuals who wish to pursue education in a manner that best serves their needs. Self-directed learning will require flexible landscapes that can coexist with traditional educational platforms; personal learning environments, if implemented effectively, can meet the emerging challenges in the future of education.

Constructing Transformative Learning Communities in 3D Immersive Learning Environments

2010 ◽  
pp. 34-47 ◽  
Author(s):  
Barbara Howard ◽  
Robert Sanders ◽  
Terry McClannon
Keyword(s):  
Transformative Learning ◽  
School Leadership ◽  
Learning Environments ◽  
School Leaders ◽  
Collaborative Leadership ◽  
Thinking Skills ◽  
State University ◽  
Immersive Learning ◽  
Higher Level Thinking ◽  
Skills Group

Programs that prepare leaders for the 21st century must do so with the intent of equipping them not only with traditional reserves of knowledge and theory but with a focus on application of the knowledge base to build the skills necessary for collaborative leadership resulting in a community of practice. School leaders must be prepared to transform their existing school culture by challenging current paradigms and fundamental principles of how schools have operated traditionally in an era when teachers were responsible primarily for the transference of discreet sets of knowledge with little or no emphasis on higher level thinking skills, group work, and informational literacy. Without this transformative shift, school leaders tend to fail in successfully implementing reform efforts geared toward developing schools ready to meet the challenges of the information age. This chapter will discuss how faculty in the department of Leadership and Educational Studies at Appalachian State University have utilized Presence Pedagogy to engage their students in tranformative learning for school leadership through cross-program collaboration in a 3D immersive learning environment.

Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training

2020 ◽  
pp. 104515952098116
Author(s):  
Renee Owen
Keyword(s):  
Transformative Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Learning Process ◽  
Racial Bias ◽  
Mindfulness Practice ◽  
Habits Of Mind ◽  
Transformative Learning Theory ◽  
Strong Indication ◽  
And Behavior

Implicit bias classes have become a common practice with the aim of creating more inclusive work and learning environments. Such classes are aimed at helping individuals identify unconscious habits of mind and behaviors around race, which can be a disorienting experience. By seeing such classes through the lens of transformative learning theory, the instructor can help students through the disorienting experience with a transformative learning process. Transformative learning is a process of changing perspectives and habits of mind, ultimately resulting in changes in behavior. Recent research around the practice of mindfulness reveals a strong indication that a regular mindfulness practice can aid in helping individuals change habits of mind and behavior. The article provides brief examples of how teaching students about the neuroscience of bias, coupled with leading mindfulness techniques, enhances students’ grasp of concepts around bias to better embed the learning in multiple ways. Mindfulness becomes a tool for helping students develop awareness of their biases and for transforming inherited habits of mind into more positive and inclusive mind-sets.

Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities

2017 ◽  
Vol 17 (4) ◽  
pp. 410-432 ◽  
Author(s):  
Jessica Riddell
Keyword(s):  
Transformative Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
English Literature ◽  
Authentic Learning ◽  
Undergraduate Teaching ◽  
Legal Studies ◽  
Learning Contexts ◽  
Learning Scenarios ◽  
Enhance Student Learning

Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials can produce authentic learning environments. Second, I present an undergraduate classroom project that combined two disciplinary fields – Shakespearean drama and criminal law – in an effort to enhance student learning and engagement. I outline how the authentic learning scenario (ALS) was implemented and evaluated and, finally, reflect on the barriers, challenges and potentially transformative effect of authentic learning environments on students and educators. This new intervention combines legal studies and English literature in order to create authentic learning environments to increase interactions amongst students, enhance students’ learning, and foster conditions for transformative learning.

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