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.

Mohala i ka wai

2017 ◽  
Vol 54 (1_suppl) ◽  
pp. 311S-339S ◽  
Author(s):  
Shawn Malia Kana‘iaupuni ◽  
Brandon Ledward ◽  
Nolan Malone
Keyword(s):  
Indigenous Knowledge ◽  
Learning Environments ◽  
Linguistic Diversity ◽  
Cultural Trauma ◽  
School Environments ◽  
Moral Imperative ◽  
Indigenous Students ◽  
Cultural And Linguistic Diversity ◽  
Culture Based Education ◽  
Oriented Research

The framework of cultural advantage calls researchers and leaders to reexamine the structures, paradigms, and practices of effective education. We argue that the moral imperative in this challenge is to critically scrutinize and counter the way education systems perpetuate systematic inequities in opportunities and outcomes afforded to certain groups in society, in effect curtailing cultural and linguistic diversity and innovation. Our findings from research conducted in Hawai‘i indicate that learners thrive with culture-based education (CBE), especially Indigenous students who experience positive socioemotional and other outcomes when teachers are high CBE users and when learning in high-CBE school environments. Educational progress will come from forward-oriented research and leadership that embraces the cultural advantages of students with diverse experiences of racism, poverty, cultural trauma, and oppression. By cultivating culturally vibrant and affirming learning environments in lieu of “one-size-fits-all” approaches, educators honor assets found in Indigenous knowledge, values, and stories as models of vitality and empowerment for all.

Toward Efective Instruction in E-Learning Environments

2011 ◽  
pp. 173-190
Author(s):  
Martha A. Gabriel
Keyword(s):  
Effective Teaching ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Teaching Approach ◽  
Good Teaching ◽  
E Learning

This chapter explores the role of instructors and the perspectives they bring to teaching in e-learning environments. It suggests that when instructors are developing e-learning courses, instruction is more effective if individual perspectives on teaching, as well as the principles of good teaching, are taken into consideration. Congruence between principles, perspectives, and practice enhance e-learning pedagogy. The model—reflect on the teaching approach, apply the principles of good teaching throughout the course, choose appropriate learning outcomes and activities, and review choices—is proposed as a guideline for effective teaching in e-learning environments.

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.

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