non traditional learning

8/8/2019 Non Traditional Learning

1/18

Non-Traditional Learning


2/18

2

I hear and I forget.

I see and I remember.

I do and I understand.

Anonymous


3/18

Plato: The

purpose ofeducation is tocultivate theintellect, in order to

uncover the naturallaws that can bediscerned beneaththe surfaceconfusion of life.

Isocrates: The

purpose ofeducation is toprepare citizensto participate in

public affairs.

The purpose of education..


4/18

Non-traditional learning is not abouttechnology..

Mostly used to describe out of classroom study

(or adult or professional education) :

apprenticeships, on-the-job training, self-study

Mostly through technology

The word independant had been used todecribe this type of non traditional learning


5/18

Pipeline: a clear and uninterrupted

route from high school to college

and from college to advanced study

Pathways: complex patterns

of enrollment that involve

more than one institution

..its about the path we follow


6/18

Know How vs. Know Why

Knowing howis superficial knowledge based on

norms of behavior, standards of practice and

the technologies available.

Knowing whyis deeper. It captures underlying

cause-effect relationships and accommodatesexceptions, adaptations and unforeseen events.

From David Garvin, Harvard Business Review, 1993


7/18

Experiential learning

The things we have to learn before we dothem, we learn by doing them.

Aristotle


8/18

8

Experiential learning (cont.)

The experiential learning is build on

four principles: Critical Thinking

Understanding Contexts

Engaging with other Learners Reflecting and Acting


9/18

9

The Power ofE

xperiential Learning Develop experience and skills that are valued

by organizations of every type and size:

Learn to identify novel and creativesolutions and take calculated risks.

Learn how to use constructive feedback toenhance the quality of your ideas.

Challenge yourself to go beyond what youinitially think you and they (your peers) arecapable of doing.


10/18

Experiential learning:time for individual observation..

Describe: Facts and events (keep theemotional part away)

Interprete: What do you learn about

norms, values, and traditions? Evaluate: How did you react? How does

this situation fit your own social norms and

values?


11/18

The Experiential

Learning Cycle

Adapted from

Martin H. Smith et al.

..and time to interact


12/18

Experiencing

Perform

This consists in a concrete experience that:

Can be an individual or group experience, but

involves doing.

Most likely will be unfamiliar to the learners a

first-time activity.

May be uncomfortable to the learner (The Groan

Zone). Includes the risk of failure.


13/18

Sharing

Results; observations

Get the participants to talk about their

experience.

Discuss feelings generated by the

experience.

Let the group (or individual) talk freely

and acknowledge the ideas they

generate.


14/18

Processing

Discussing; analyzing the experience

Discuss how the experience wascarried out.

Discuss how themes, problems, andissues are brought out by theexperience.

Discuss how specific problems or

issues were addressed.


15/18

Generalizing

Connecting the experience with real worldexamples

Find general trends or common truths in the

experience.

Identify real life principles that surfaced.


16/18

Applying

Apply what was learned to a similar ordifferent situation

Realize how new learning can be

applied to other situations.

Discover how more effective

behaviors can develop from the

new learning


17/18

Time to practice


18/18

Divide in groups and describe, share and

analyze your first week end experience

Food/cooking

Outdoor activities

Cultural activities

Family event

Struggle/Negociations

non traditional learning

Documents