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.   

Driving Transformative Learning within Australian Indigenous Studies

2018 ◽  
Vol 48 (01) ◽  
pp. 12-23 ◽  
Author(s):  
Jonathan Bullen ◽  
Lynne Roberts
Keyword(s):  
Transformative Learning ◽  
Tertiary Education ◽  
Learning Experiences ◽  
Classroom Community ◽  
Indigenous Studies ◽  
Health Science ◽  
Learning Approaches ◽  
First Year Students ◽  
Transformative Experiences ◽  
Teacher Rapport

Australian undergraduate programmes implementing Indigenous studies courses suggest transformative educational outcomes for students; however, the mechanism behind this is largely unknown. To begin to address this, we obtained baseline data upon entry to tertiary education (Time 1) and follow-up data upon completion of an Indigenous studies health unit (Time 2) on student learning approaches, student-teacher rapport, classroom community, critical reflection (CR) and transformative experiences within the unit. Three-hundred-thirty-six health science first-year students (273 females, 63 males) completed anonymous in-class paper questionnaires at both time points. Hierarchical multiple regression analysis indicated that (a) CR was the strongest predictor of transformative learning experiences, (b) the relationship between deep learning approach upon entry to tertiary education and transformative learning experiences was mediated by CR and (c) rapport and classroom community accounted for significant variance in CR. These results suggest that students benefit from tutors’ ability to develop rapport and classroom community, leading to greater capacity for student CR. This in turn promotes transformative learning possibilities within the Indigenous studies learning environment. These findings provide a further rationale for institutions to embed Indigenous knowledge into courses and highlight the importance of evaluating their effect and quality.

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.

scholarly journals Transformative Learning Experiences of International Graduate Students from Africa

2014 ◽  
Vol 4 (2) ◽  
pp. 109-125
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Graduate Students ◽  
Transformative Learning ◽  
Learning Experiences ◽  
International Graduate Students ◽  
Transformative Experiences ◽  
Classroom Activities ◽  
International Graduate ◽  
Program Of Study ◽  
Field Notes

This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences were associated with education, 28.3% by non-education, and 30.4% were by both education and non-education. Follow-up interviews were conducted from 12 participants who were randomly selected to ensure representations across gender, age group, country of origin, and program of study. They identified classroom activities, faculty support, and learning a new language as the educational transformative learning, and factors related to new life experiences, as non-educational. Field notes and reflection journals were utilized to triangulate data to support these methods. Data analysis and results of the study indicate that participants experienced transformative learning through both educational and non-educational related activities.

scholarly journals Transformative Learning: A Precursor to Preparing Health Science Students to Work in Indigenous Health Settings?

2018 ◽  
Vol 48 (2) ◽  
pp. 129-140 ◽  
Author(s):  
Jonathan Bullen ◽  
Lynne Roberts
Keyword(s):  
Transformative Learning ◽  
Student Attitudes ◽  
Tertiary Education ◽  
Indigenous Health ◽  
Indigenous Studies ◽  
Health Science ◽  
Indigenous Australians ◽  
First Year ◽  
First Year Students ◽  
Transformative Experiences

Australian undergraduate programmes are implementing curriculum aimed at better preparing graduates to work in Indigenous health settings, but the efficacy of these programmes is largely unknown. To begin to address this, we obtained baseline data upon entry to tertiary education (Time 1) and follow-up data upon completion of an Indigenous studies health unit (Time 2) on student attitudes, preparedness to work in Indigenous health contexts and transformative experiences within the unit. The research involved 336 health science first-year students (273 females, 63 males) who completed anonymous in-class paper questionnaires at both time points. Paired sample t-tests indicated significant change in student attitudes towards Indigenous Australians, perceptions of Indigenous health as a social priority, perceptions of the adequacy of health services for Indigenous Australians and preparedness to work in Indigenous health settings. Hierarchical multiple regression analyses indicated that after controlling for Time 1 measures, the number of precursor steps to transformative learning experienced by students accounted for significant variance in measures of attitudes and preparedness to work in Indigenous health contexts at Time 2. The knowledge gained further informs our understanding of both the transformative impact of such curriculum, and the nature of this transformation in the Indigenous studies health context.

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

Transformative Learning in Mastery-Oriented CS0 Course

2021 ◽  
pp. 234763112110072
Author(s):  
Srinivasan Lakshminarayanan ◽  
N. J. Rao ◽  
G. K. Meghana
Keyword(s):  
Transformative Learning ◽  
First Year ◽  
Guided Discovery ◽  
Engineering Programs ◽  
Transformative Experiences ◽  
Significant Difference ◽  
Cognitive Levels ◽  
Almost All ◽  
Core Course

The introductory programming course, commonly known as CS1 and offered as a core course in the first year in all engineering programs in India, is unique because it can address higher cognitive levels, metacognition and some aspects of the affective domain. It can provide much needed transformative experiences to students coming from a system of school education that is dominantly performance-driven. Unfortunately, the CS1 course, as practiced in almost all engineering programs, is also performance-driven because of a variety of compulsions. This paper suggests that the inclusion of a course CS0 can bring about transformative learning that can potentially make a significant difference in the quality of learning in all subsequent engineering courses. The suggested instruction design of this course takes the advantage of the unique features of a course in programming. The proposed CS0 course uses “extreme apprenticeship” and “guided discovery” methods of instruction. The effectiveness of these instruction methods was established through the use of the thematic analysis, a well-known qualitative research method, and the associated coding of transformative learning experiences and instruction components.

scholarly journals Applied Learning Educators Searching for a Pedagogical Model

2016 ◽  
pp. 605-631
Author(s):  
Christine Schulz
Keyword(s):  
Young People ◽  
Transformative Learning ◽  
Educational Theory ◽  
Research Data ◽  
Further Education ◽  
Boundary Crossing ◽  
Applied Learning ◽  
Pedagogical Model ◽  
Learning Programs ◽  
Pedagogical Framework

Australia, like many nations across the globe, has a focus on engaging young people in the post compulsory years of school to ensure their transition into further education, training and /or the workforce. Applied Learning programs which are based on the premise of active, transformative learning from authentic experience have emerged as valuable tools in assisting the transition of young people. Understanding of Applied Learning however, not only varies between nations but also disciplines, context, education settings and curricula. Using a lens of boundary crossing, this chapter draws on research data to provide an account of challenges educators face in an Australian program where there appears little guidance for educators on constructing an Applied Learning pedagogical model for individual practice. From consideration of data and educational theory an Applied Learning pedagogical framework is proposed as a guide for educators in developing Applied Learning programs.

scholarly journals Tertiary Education Migration and Cook Islands' Development

2021 ◽  
Author(s):  
◽  
Lea Raymond
Keyword(s):  
Decision Making ◽  
Personal Growth ◽  
Global Economy ◽  
Tertiary Education ◽  
Rapid Development ◽  
Field Research ◽  
Cook Islands ◽  
The Pacific ◽  
Attractive Option ◽  
Education And Development

<p>In 2016, field research in the Cook Islands explored the correlation of migration, education and development in the Pacific by focussing on the impacts of tertiary education migration on the development of the Cook Islands. A total of 29 participants contributed to this research, most fitting into at least one of these three categories: a) returned tertiary education migrants b) non-returned education migrants, and c) Cook Islands Governmental officials.   Depopulation is one of the greatest challenges for the Cook Islands today. While striving for rapid development and for meaningful participation in an ever-changing global economy, obtaining overseas university degrees is seen as an attractive option for many young Cook Islanders. It is not only seen as a way to contribute to the development of their home country, but to also ensure that opportunities for personal growth are abundant. With many fearing that the departure of the ‘brightest minds’ to overseas universities results in brain drain, this research explores the drivers for the decision-making regarding migration. It further discusses the lived realities of tertiary education migrants who chose to return home after obtaining an overseas university degree and the implications of this movement for the Cook Islands Government.   This research found that the key drivers for the decision-making regarding tertiary education migration may not be reduced to the availability of quality university study, but that there is a variety of other factors that influence young Cook Islanders. Instead of preventing young promising Cook Islanders from leaving the country, this research suggests that the overseas diaspora could be a valuable resource to contribute to Cook Islands’ development. Further, this research found that strictly applying the neo-classical approach to migratory processes does not seem sufficient to explain the perceived hurdles and enablers for returned graduates from the Cook Islands.</p>

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