Transformative and Reflective Life-long Learning (Part 3 of 3)

January 31, 2010

If we want to provide effective learning opportunities, we need to build reflection into the process from the beginning and encourage learners to participate in setting their own learning goals.

A third critically important element of successful transformative and reflective learning involves acknowledging and remembering that learning is a process, not an event, and that processes, as we know, require participation, and follow-up if they are going to be successful.

The approach De Anza College Distance Learning Center staff take through the “Distance Learning Questionnaire” they adopted many years ago from the PBS-Adult Learning Service leaves us with a first-rate example of what we should all be considering. Although it is designed to help students determine whether they are ready to engage in online learning, it also serves to remind workplace learning and performance professionals that we have an equally important role to play in preparing ourselves and those with whom we work to build foundations for success from the beginning.

What is wonderful about the questionnaire is that it asks questions designed to provoke thought and reflection: How important and time-sensitive is the prospective learning experience to the learner? Do the learner’s habits lend themselves to success in an online learning environment?  

The questionnaire immediately offers guidance to those who complete it. Achieve an appropriate score on that questionnaire and it appears you are ready to proceed. On the other hand, if your score is lower than successful learners achieve, the advice is straightforward: “you may need to make a few adjustments in your schedule and study habits to succeed” or, for those with the lowest scores, “distance learning may not currently be the best alternative for you; talk to your counselor.” Hard advice, yet very helpful to all involved if we’re looking for long-term results.

A final link, from the top of the page, leads readers to a page where the questionnaire, the scoring guidelines, and an explanation of the results are all available, and this is where the real learning and reflection opportunities are for prospective learners. Among the explanations and the tips offered are that “Distance Learning courses give students greater freedom of scheduling, but they can require more self-discipline than on-campus classes,” and “Distance Learning requires at least as much time as on-campus courses. Students surveyed say that Distance Learning courses are as hard or harder than on campus courses.”

If forewarned is truly forearmed, De Anza College staff and instructors are doing a great job of preparing everyone for learning successes, and there’s a lot all of us can learn from their example as we carve out time for our own reflective moments.


Transformative and Reflective Life-long Learning (Part 2 of 3)

January 27, 2010

Bamboo Project blogger Michele Martin’s recent lament about how little time we provide for reflection in the learning process was far from the entire story for her. In talking with Maurice Coleman in the T is for Training interview he did with her, she also returned to a theme she has often written about: the need for learners to take personal responsibility for their own continuing education and creating their own personal learning environments—or, as Stephanie Zimmerman writes in an ALA Learning post, engaging in “feral learning.”

Those who rely on their employers to direct their training-learning opportunities are, Martin maintains, missing one of the most important lessons of all: “We need to take control of our own learning…When the company is in charge of your learning, then you are always learning what they want you to learn…We need to say, ‘What is it that I want to learn? How do I want to develop?’…The people who left it up to companies: at the end of the day, they were obsolete.”

This is far from a theoretical proposal, as Rena Palloff and Keith Pratt suggest in Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom: “The traditional educational model, based primarily on the concept of the school and the teacher in a classroom as islands, standing alone and not interconnected with society or other educational institutions, will not generate competence in a knowledge society” (p. 166).

Workplace learning and performance professionals who serve as leaders within their organizations assure me that they are as eager to provide and facilitate learning experiences as they are to encourage the development of the sort of communities of learning which grow when we direct our own continuing education.

Martin as well as Palloff and Pratt see tremendous opportunities through effective online learning and the use of Web 2.0 (online social networking) tools: “Not only are we helping to shape the creation of empowered, lifelong learners, our participation as equal members of a group of learners supports us in our own quest for lifelong learning,” Palloff and Pratt write (p. 168).

Another element of this process, they note, is that we don’t frequently enough ask whether learners are adequately prepared for or ready to engage in online learning and take advantage of the opportunities which exist for transformative and reflective life-long learning. That doesn’t mean we can’t help them along on their individual paths toward this level of creating personal learning environments and exploring feral learning; De Anza College Distance Learning Center staff actually provide a great example for all of us through the “Distance Learning Questionnaire” they adopted many years ago from the PBS-Adult Learning Service (p. 154) before it ceased operating in 2005.

It’s clear that none of this is particularly new. It’s also clear that it’s an important element of training-teaching-learning which is far from universal. If we embrace the opportunities provided through creating personal learning environments and exploring feral learning, we move one step closer to teaching by example and producing the sort of results which all too rarely are documented within the organizations we serve.

Next: Reflective Preparation—The De Anza College Questionnaire


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