A Searcher's Response: 4 Things Teachers and Leaders Can Do to Encourage Transformative Learning

Credit: Shields, T (2016)

Transformative learning is a process of learning where the learner has the ability to establish some kind of meaning out of their learning experiences. As our textbook discusses, transformative learning is a rational, critical, cognitive process that also requires reflection and thinking in the process of learning (p. 86).

When thinking about a resource that would help both educators and trainers in the business world to be effective in their professions, it is important to find out what an instructor or trainer can do to help their learners, especially their adult learners. I came across a blog that discussed what the leader can do in order to to help the learner become a great transformative learner. In this resource, the leader is a college instructor, but the idea can be applied in other areas of training and learning.

An educator, named Joyce Henderson, posted a blog post titled "Transformative Learning: Four Activities that Set the Stage" where she discusses what the instructor can do in order to help the learner become an effective transformative learner. While I will summarize her ideas in this blog post, please take some time to view her post: Transformative Learning: Four Activities that Set the Stage.

Dr Henderson discusses the importance of the instructor in developing the transformative learner. To her, it is beautiful to see their minds open up and new possibilities come from their learning experience. She discusses four different things that can be done to foster this type of learning, even in the online environment. These four ideas are: triggering events, personal critical reflection, discourse with others, and action.

Triggering Events

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According to Henderson's blog, providing the learner with a comfortable, supportive environment is essential to the development of the learner. It is essential for the learner to feel like they are in an open learning environment and their minds are free to learn without fear or negative criticism. This can be done in a variety of ways, but the instructor can share personal information and personal goals about themselves to help the learner feel like they are in an open environment. These can be a variety of introductory events where the instructor demonstrates an open environment and a genuine care for each of the learner's interests. It opens the doors for the learner to feel comfortable to discuss issues in the learning environment and allows the student to react and reflect to what they are learning. This also opens the doors for discussion and the presentation of more diverse ideas from more learners (as well as the instructor).

Personal Critical Reflection

Credit: Elyse, M (2015)

Reflection in learning is essential to the development of a transformative learner. Henderson focuses on providing the learner with a variety of ways to reflect on information in courses. She approaches this from an online perspective, but this can be applied to other delivery methods, as well as, outside of the educational setting. Henderson suggests that the learner be involved in weekly discussions, blogs, electronic journals, team assignments, and even role-playing. Each of these will open the doors for reflection and allow the student to try out new ways of thinking. Any way in which a learner can be given the opportunity to reflect and take on different opinions and approaches, will open the doors to transformative learning.

Discourse With Others

According to Henderson, technology has opened the doors for the learner to have discourse with others. Technology has developed so that learners and teachers can have conversations and exchange ideas in an open format. This can mean that the learner has more opportunities for developing their learning in a transformational way. There are also plenty of other platforms, such as social media, that can be incorporated to expose the learner to more information. This can lead to a greater understanding of other perspectives and ideas.

Action

Credit: Herran, E. (2012)

Action is the next idea that Henderson discusses. She states that this is where the essential process of completing the transformative learning process can occur. This can occur through the writing of a paper or a blog or even in the joining of a professional organization. There are a lot of ways where the learner can complete the learning process and it may be different for different learners. It is important for the instructor to ask the learner what they learned throughout the learning process and to ask what they plan on doing with that new knowledge. It allows the student to apply what they learned to solve a problem or to develop a plan for their life using that knowledge.

 

Wrap-Up

Henderson leaves us with some important questions to reflect upon (I suppose to challenge us readers with a tranformative learning experience). Would we even be able to identify a transformative learning event if it took place? Does our learning environment foster this type of learning process? Is there more I can do to foster a transformative learning environment? All of these are important questions for all of us to reflect upon. The beauty of her post is that it can be expanded beyond the examples of teaching and be applied to training in businesses or even professional development. I can easily see how each of these ideas can expand beyond the classroom and into our workplace and even out everyday experiences. I believe this blog is a good resource to get us all thinking about the training or experiences we provide to our learners (whoever they may be).

Resource:

Henderson, J. (2012, 17 January 2012). Fostering a Climate Conducive to Transformative Learning. [Weblog]. Retrieved 18 February 2016, from http://www.facultyfocus.com/articles/online-education/transformative-learning-four-activities-that-set-the-stage/

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons.