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Theories for Learning Futures Group 2

Concept Map for pedagogic approaches

Pippa Buchanan

on 18 July 2013

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Transcript of Theories for Learning Futures Group 2

Situational pedagogy can be utilised in most if not all topics, both practical and theoretical
Learning Future?
DBL challenged by transient futures. Increases in online, open learning and interdisciplinary work seen as threats.

discipline based learning
critical pedagogies
critical reflection
formal higher education
The University
primary origin in early 19th century desecularised universities
learners and eduators socialised into becoming part of discipline
learners and educators actively situate themselves beyond learning context and in broader society
Origin: critical theory arising from the Frankfurt School of Social Theory. Theorists:Dewey, Freire
goal: increased knowledge about discipline
goal: praxis - learning and social action
Application: non-formal and formal higher education - strong in the VET sector
Educator: delivery evaluation
Student: learning experience evaluation
application: biology, chemistry, physics, medicine, mathematics, humanities, theology
the science lab, the classroom, the library,
physical university as system.
increasingly online
formal and nonformal learning contexts
formal v non-formal
Learning Futures?
Critical Reflection is paramount for online/open learning as an educator looking to continually improve the delivery and as a student reflecting to continually improve learning over their lifetime
The original learning:-learning by doing
progression through the discipline hierarchy
social action and change
application: maths, drama, language learning, music, economics, history
self evaluation may be mixed with objective assessments
evaluation and assessment
primarily objective assessments - peer review, exams, tests
0verlap: discipline based university subjects taught with a critical pedagogic approach.
eg. women's studies

all levels of education
primarily higher education
but some discipline training eg. scientific approaches taught in early levels (eg. high school)
factory, classroom, fields, lecture theatre
educational levels
subjects of application
learning futures?
learners and educators actively critique and respond with action to transient futures
evaluation and assessment
subjects of application
subjects of application
Can be used at all levels of education
educational levels
educational levels
Adult education - strong in the Vocational Education and Training (VET) sector
subjects of application
Highly socialised: Learning through communities of practice
Formal and non formal contexts
Can obtain qualifications or just learn a skill
formal v non-formal
Communities of learning
Simulated situations
work and community spaces
To increase learning through practical application of skills
evaluation and assessment
Observation and practical demonstration and assessement
evaluation and assessment
Any learning platform, both face to face an online
educational levels
formal v non-formal
Self development, continuous improvement and lifelong / lifewide learning
The educator: generally formal
The Student:Both formal & non-formal
formal v non-formal
Often an individual exercise but can be socialised through peer and professional moderation
Learning Future?
Situativity will require more effort to maintain in transient futures. Increases in online, open learning and interdisciplinary work requires more effort and technology.
Brookfield primary theorist, building on Dewey's ideas.
Apprenticeships and Guild system
Theorised by Etienne Wenger and Jean Lave
Pedagogic Approaches
Learning Futures

Overlap: situated learning can be applied to many academic disciplines - eg. learning to be a scientist by doing science with others.
Overlap: critical reflection and critical pedagogic approaches are closely bound. Critical reflection provides a mechanism for critically analyising how one approaches education.
Overlap: critical reflection is a method that can be used by educators, learners and practitioners in situated learning contexts
reflective practice considering issues such as social justice
Overlap: Critical reflection can used by educators and learners in a discipline.
Overlap: Critical pedagogic approaches can be used within a situated community of practice
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