A First-Readers Look at Body and Spirit Learning

Credit: G. Zichermann

Chapter 7 of the textbook focuses on the ideas behind Body and Spirit in Learning. Body and spirit learning is an educational approach that promotes learning with the whole self instead of just intellect alone. It provides a connection with learning that includes the mind, soul, and physical being in the learning process. According to Merriam and Bierema (2013), it is a "holistic approach" that includes "learning in and through the body" (p.127).

A lot of educational learning theories focus on learning using the mind and intellect. Proponents of body and spiritual learning seeks to include feelings, such as distress, love, pain, and happiness. All of these are thought to enhance an individuals ability to learn. There are several aspects to this type of learning and that is 1) Embodied Learning and 2) Spirit Learning.

Embodied Learning

 Embodied learning is, according to Merriam and Bierema (2013), "seeing our body as an instrument for learning" (p.132). Many fields in education already incorporate this type of learning. It can be found, as the text book notes, in dance and many fields that require movement with the body. It is, however, a relatively newer way of approaching education, so many fields have not picked up and utilized this type of learning into their subject areas.

Embodied Learning in Education and the Work Force

Credit: Stonewater Leadership

As I mentioned before, many areas of education already embrace this aspect of learning in their subject areas, but more is being learned about how to incorporate this approach in workforce training. In education, it is easily incorporated into dance and physical education courses like yoga. It is interesting to see how this approach can be incorporated into the learning environment.

Many different workplace environments can embrace this type of learning. The textbook notes that there are studies where coal miners were trained to use techniques of embodiment in their safety training exercises. The study, conducted by Somerville (2004), looked at the topic by learning from miners who realized their surroundings by understanding the smells that are around them, the feel of the air in the mine, the feel of themselves in their environment. This helped the miners understand that they can sense, with their body, if something is wrong. This, in conjunction with equipment that tells them the information, can help them avoid problems and safety issues. The miners use their senses in the environment to give them cues on their surroundings. This can be used in many other fields. Educators use their feelings in order to understand their students in their learning environments. Instead of just relying on test scores, faculty can look at body language and other types of interactions to see if the student is struggling or needs assistance. In many cases, faculty are aware of the students progress though body language and behavior before any assessmentis given. This is a professional using embodiment in order to understand and help students (or even fellow colleagues in some cases) with issues and problems.

The Spirit in Learning

The spirit in learning is another aspect that plays an important role in body and spirit learning.  Spiritual learning is in a way, a learning technique that allows the learning to be connected not only to the ideas they are learning, but how it relates to others, the world, and the universe. It is learning that helps the learner be connected to others in a deep and profound way.

Spirit Learning in Education and the Work Force 

Spirit learning in education is a way for students to learn a topic while helping teach about ones self and identity and how that relates to the person who is learning. It is about learning how a concept relates to different systems and different people. It helps in the development of one's identity and how they relate to the world.

In the workforce, spirit learning can play an important role. According to Merriam and Bierema (2013), it is the approach where the individual learns to bring their entire being into the workplace, as opposed to their "body and brain" (p. 140).  Pawar (2010) suggests that there are three different types of spirituality in the work place. One, is where the spirit is working from the individuals perspective. This is where the individual works to find meaning in their life, work, and the connections between the two. The second is where the approach comes from a group perspective. This approach is where there is building of community within the workplace. The third approach is at the organization level, where the individual focuses on how they relate to the organization and to the values of the company. It is difficult to provide a lot of examples of this because it is something that is relatively new in the workplace on a large scale. But, in essence, it is where workers can learn to create meaning  in their job and how that relates to making lives better and more meaningful for others.

Summary 

Body and spirit learning is a holistic approach to learning that is not widely accepted. In modern day education and work environments, an intellectual approach is standard. The ideas of incorporating mind, body, and spirit are just beginning to be utilized in these parts of out lives. As time goes on, holistic learning approaches has the opportunity to grow and enrich both educational environments as well as the workplace.



Resources:

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

Shankar Pawar, B. (2009). Individual spirituality, workplace spirituality and work attitudes: An empirical test of direct and interaction effects. Leadership & Organization Development Journal, 30(8), 759-777.

Somerville*, M. (2004). Tracing bodylines: the body in feminist poststructural research. International Journal of Qualitative Studies in Education, 17(1), 47-65.

Week 6: Response to Aristotle's View on Learning & Experience.

There are three main types of learners: visual, auditory, and kinaesthetic. Visual learners learn through viewing the information. These learners make up 65% of the population (Brown,1998). Auditory learners are able to learn best by listening to the new information. These listeners make up 30% of the population (Brown,1998). Kinaesthetic learners learn best by moving, doing, or touching to learn. These learners make up 5% of the population (Brown,1998). Most adult learners retain 10% of what is seen, 30-40% of what is seen and heard, and 90% of what is seen, heard, and done.

 Logan mentioned in his blog that experience is essential to learning and I have found this to be true. I thought of my journey as a student as I read Logan's blog.  I found that the pursuit of my MBA was easier than the classes that I have taken in the Online Teaching and Design program. I realize that this is because of my experience in business and human resources. I easily related to the information in the financial classes because of past experiences. All of the information is new to me in the Teaching and Design program. I do not have the experience in the educational field and theories that would make the classes easier to understand.

Credit: LSI Analysis & Presentation

Kolb's learning theory consists of four styles: diverging, assimilating, converging, and accommodating.

• Diverging (feeling and watching - CE/RO) -  Individuals with this learning style are sensitive and prefer to look at things from various perspectives. The learners perform best in situations that require idea generation. These individuals tend to be creative and emotional. They prefer to work in groups and receive personal feedback. 
• Assimilating (watching and thinking - AC/RO) -  Individuals with this learning style have a preference for logical approaches. These individuals prefer ideas and concept to people. They are attracted to using logically sound theories more than approaches based on practical value. People with this style prefers to have time to think things through before making a decision.
• Converging (doing and thinking - AC/AE) - Individuals with this learning style can solve problems and prefers technical tasks. These individuals are best at finding practical uses for theories. People with this style like to experiment with new ideas and work with practical applications.
• Accommodating (doing and feeling - CE/AE) - Individuals with this learning style prefers a "hands-on" approach. These learners rely on intuition over logic. They often take a practical, experiential approach to problems. These individuals are attracted to challenges and carrying out action plans. People with this style prefers to set goals and attempts to find different ways to achieve the goal.

Credit: Lynn Tabi

Peter Honey and Alan Mumford developed their learning styles system as a variation of the Kolb model in the 1970s (Mobbs,2003). There are more similarities between the two models than differences.

1. 'Having an Experience' (stage 1), and Activists (style 1): 'here and now', gregarious, seek challenge and immediate experience, open-minded, bored with implementation.
2. 'Reviewing the Experience' (stage 2) and Reflectors (style 2): 'stand back', gather data, ponder and analyse, delay reaching conclusions, listen before speaking, thoughtful.
3. 'Concluding from the Experience' (stage 3) and Theorists (style 3): think things through in logical steps, assimilate disparate facts into coherent theories, rationally objective, reject subjectivity and flippancy.
4. 'Planning the next steps' (stage 4) and Pragmatists (style 4): seek and try out new ideas, practical, down-to-earth, enjoy problem solving and decision-making quickly, bored with long discussions.

Credit: Dr. Sraban Mukherjee

There is arguably a strong similarity between the Honey and Mumford styles/stages and the corresponding Kolb learning styles:

• Activist = Accommodating
• Reflector = Diverging
• Theorist = Assimilating
• Pragmatist = Converging

It is my belief that most learners have a primary learning style but also use other styles in various situations. My primary style is accommodating but I also use converging in certain situations. I am attracted to challenges but I also like to experiment with new ideas. 

References:

Brown,R.(1998).Learning Styles and Vocational Education Practice.Retrieved from http://library.educationworld.net/a1/a1-7.html

Mobbs,R.(2003).Honey and Mumford Learning Styles.Retrieved from https://www.le.ac.uk/users/rjm1/etutor/resources/learningtheories/honeymumford.html

Living Learning

Experiential Learning: The Searcher

Being a "searcher" for this week's blog post is a comfortable vantage point since experiential learning is about the quest to discover knowledge through searching. This involves a two-fold journey into the world around us as well as ourselves. Logan Shook, in his excellent first reader post, appropriately draws upon the writings of Aristotle. Aristotle, the son of a physician, had a dynamic, biological model for learning that emphasized growth through exploration. This differed greatly from the fixed, idealistic paradigm of knowledge that Plato forwarded - and thus, the river of Western thought forever split (see Arthur Herman's The Cave and the Light: Plato versus Aristotle for the Soul of Western Civilization: http://www.amazon.com/Cave-Light-Aristotle-Struggle-Civilization/dp/0553385666/ref=sr_1_28?ie=UTF8&qid=1456707017&sr=8-28&keywords=plato). John Dewey, who some consider to be the father of American education, used experiential learning as the fulcrum of his philosophy and his laboratory schools of the early twentieth century.

Source: kid.britannica.com

Mountain Vistas

Another divided river of sorts has emerged in public education as the curriculum and pedagogy of experiential learning flows in an opposite direction from the fixed, fact-based model of assessment that is in control of our schools. While many schools have adopted a Montessori-esque approach that includes "playing with knowledge" and adapting it to student lives, the ultimate perceived responsibility to prepare students for "the test" causes educators to lose the name of action. Still, there are brave teachers such as John McCrann who recently accompanied students on a winter survival trip sponsored by the Appalachian Mountain Club Youth Opportunities Program, making the case for experiential learning http://blogs.edweek.org/teachers/prove-it-math-and-education-policy/2016/02/learning-by-doing-case-for-experiential-education.html?cmp=eml-enl-eu-news3

In a recent blog for Education Week, McCrann presents three "takeaways" that came from this trip:

1. Students will want to know more when they need to know more
2. You never know what problems will need to be solved
3. Give students the space and they will find the learning

McCrann's principles can easily be brought in from the Appalachian wilderness and utilized in the sometimes chaotic search for knowledge in our classrooms. Experiential learning," he writes, "occurs in a context and the wonderfully messy thing about life is that it doesn't make things easy for you" (McCrann, 2016).

Source: John McCrann in Education Week

 

 

Learning from our Mistakes

From whatever vistas we ultimately view our learning from, we must recognize that there are many routes to the summit. Even for teachers who are fairly young, the paths of knowledge have changed  considerably since they were in school - the implications for which Diana Laufenberg discusses in her TedTalk "How to learn? From Mistakes" https://www.ted.com/talks/diana_laufenberg_3_ways_to_teach. While the first part of the presentation is largely autobiographical, Laufenberg shows how the conduits of knowledge changed in her own life. The most useful part of her talk is when she turns the focus to how experiential learning played out in her own classroom. The mistakes of her students, and her own miscues, led to knowledge and contexts that would not have otherwise been discovered. Laufenberg currently teaches at the Science Leadership Academy in Philadelphia where students are taught to question and experiment with knowledge. "We deal right now in the educational landscape with an infatuation with the culture of one right answer that can be properly bubbled on the average multiple choice test," she contends, "and I am here to share with you: it is not learning" (Laufenberg, 2010). While the video will not likely add any specific tools to our toolbox, what she does succeed in doing is inspiring us to continue our fight again a purely quantitative model of education in which the important questions have already been asked and answered, Laufenberg gives her students the freedom to create, to "go figure it out".

The Twilight of Learning

As we ford the landscapes of our own learning with our students, finding the passageways to new concepts and modes of action, we surely near the summit. Maybe this is the fifth dimension that Twilight Zone creator Rod Serling tried to lead us to each week through the haze of his cigarette smoke - a restless, exploratory, life-long quest for those truths that are "the middle ground between light and shadow, between science and superstition" and lie "between the pit of man's fears, and the summit of his knowledge. This is the dimension of imagination."

Source: seiginonakama.blogspot.com

References

Laufenberg, L. (2010). How to learn: From mistakes: https://www.ted.com/talks/diana_laufenberg_3_ways_to_teach

McCrann, J. (2016). Learning by doing: The case for experiential education. In Education Week Update. Retrieved from: http://blogs.edweek.org/teachers/prove-it-math-and-education-policy/2016/02/learning-by-doing-case-for-experiential-education.html?cmp=eml-enl-eu-news3

Serling, R (undated). Retrieved from: http://www.goodreads.com/author/quotes/95125.Rod_Serling

Skills Gap continued..

Week 5: role searcher

Credit: Deltainitiative.com

I found Sharon's and Lisa's posts intriguing. As a hiring manager, I could relate to what both wrote about the skills gap. The skills gap exist in manufacturing but also in the human services field. I manage the public services programs in Catawba County. The State Office of Personnel requires me to hire someone with one year of eligibility experience, specific to Medicaid or Food and Nutritional Services. I can hire someone as a one year trainee if I cannot find someone who possess the required experience. There is not a training program for determining Medicaid or Food and Nutritional Services. The only way that someone gains experience is through employment. The lack of educational training has created a skills gap in my area that has existed for over 25 years. The gap is growing because of the advancements in technology.

The Deloitte Consulting and the Manufacturing Institute have completed several studies concerning the imminent danger to the United States economy and manufacturing companies because of the lack of skilled workers. They recently completed a survey of 450 manufacturing executives. This survey was an elaboration of an earlier Deloitte Consulting and Manufacturing Institute which reflected 600,000 unfilled manufacturing jobs in 2011. [1] The survey found that 2 million vacant manufacturing jobs will exist by 2020. [2] The two main drivers for this finding was the accelerated retirement of current manufacturing workers and the anticipated growth of manufacturing in the United States projected over the next several years.

Credit: Deloitte.com

The report concluded that 2.7 million workers will be needed to replace retired workers. 60% of unfilled positions will be because of the shortage of skilled applicants. It is projected that two million of the 3.4 million manufacturing jobs that are vacant by 2025 will remain unfilled because of the skills gap between the requirements of the job and the skills the applicants possess. [2] Current manufacturing workers are working overtime to fill gap. Manufacturing employees work 17% more hours on average than workers in other positions. [2]

Many individuals have a negative image about manufacturing. Individuals associate manufacturing as being jobs that are outdated, mundane, dirty, and consist of manual labor. These misconceptions appear to be a reason why young people aren't eager to enter the world of manufacturing. The misconceptions couldn't be further from the truth. Manufacturing jobs are interesting, very challenging, and entrenched in technology. Rapid advancement of technology is raising the bar to be able to work in modern manufacturing. Candidates are not being prepared to enter the manufacturing workforce because public schools are not focusing on STEM subjects: science, technology, engineering, and math . Manufacturers are also contributing to the problem. From 2003 to 2013, manufacturers reduced internal training programs by 40%. [2]

Credit: www.iwnc.org

1. Giffi, C. (2016). The skills gap in U.S. manufacturing | Deloitte US | Manufacturing Industrial Products and Services. Deloitte United States. Retrieved 23 February 2016, from http://www2.deloitte.com/us/en/pages/manufacturing/articles/boiling-point-the-skills-gap-in-us-manufacturing.html#

2. The Huffington Post,. (2016). Retrieved 25 February 2016, from http://www.huffingtonpost.com/jerry-jasinowski/skills-gap_b_6991928.html

Chapter 6 First Reader

Aristotle's View on Learning & Experience

What is the point in going to class? What is the point in learning things like business, psychology, medicine, engineering or law? Why do we all think it is so important to put ourselves through a masters degree and incur even MORE student debt? We do this because we believe it will apply to our everyday lives. We believe it will help us advance our careers, our abilities to learn and, ultimately, our life as a whole. 

Aristotle

However, the lessons we learn in school must translate to 'the real world,' Aristotle once said, "we ought to examine what has been said by applying it to what we do, and how we live; and if it harmonizes with what we do, we should accept it, but if it conflicts we should count it words" (Merriam & Bierema, p. 107). Meaning, knowledge is only validated as useful if it applies to our everyday lives or in the situations they are professed to have significance in.

Kolb

Another, more scientific but less known, person to address learning than Aristotle is David Kolb. Kolb viewed learning as something that happened through concrete experiences. Kolb divided learning into four stages. These stages are: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Merriam & Bierema, p. 108).  

Kolb

Kolb's model requires effective learners to go through all four stages and insists that experience, the first stage, is central to learning (Merriam & Bierema, p. 108). This idea is something that rings true to myself. As a learner who has trouble grasping information and knowledge from reading, I learn best through experiences, which is true for many adult learners. An overview of his theory is given in this bond-like video:

Although this learning style resonates with me personally, Kolb's theory does have people who challenge it. As seen in the video, and as explained on pg. 111 of Adult Learning, some argue that people are not required to begin process through the cycle at any one point. Rather, people can begin learning at any stage and proceed through the cycle from that point on. However, the cycle is viewed, as an adult learner myself, I relate to the core idea of learning through experience as Kolb suggests. 

References

Merriam, S. & Bierema, L. (2014). Adult learning: Linking theory and practice. San Francisco: Jossey-Bass

Kolb's Experiential Learning Cycle 

Week 5: Responder - Sharon Suess

Transformative Learning is "a learning process of making meaning of one's experience" (Merriam & Bierema, p. 84). This boils down to the idea that a person gains a new perspective on an existing process or idea and then takes new actions based on the new perspective. Once this has happened, a person has experienced a transformation in their learning. As graduate students, some deep in our programs and others just beginning, we have all experienced transformative learning during our academic careers and, most likely, in our professional careers.


I, myself, experienced a transformation in my religious life in my final year of my undergraduate degree at Appalachian State. I went through the process described by Mezirow in our text. This type of transformation was the first I can see that has significantly impacted my life today. As you, Sharon, have stated, kids in Henderson County have a perception of the county and do not want to stay there as they enter adulthood. To change this behavior, and induce transformative learning, the students need a new perspective presented to them that has the opportunity to change their views on the county. However, it is ultimately up to the individual learner to question their longstanding beliefs and then proceed through the transformative process before they will take any actions on any new beliefs (Merriam & Bierema, p. 90). I do, however, like the idea of repetition because it gets these students' brains thinking about the idea of accepting a belief they do not currently hold, and this is crucial for transformational learning. In fact, teachers, managers and leaders are encouraged to foster a climate that will force critical examination of a current perspective (Merriam & Bierema, p. 96). This opens the doors for the transformation. Without it, it cannot take place.


References

Merriam, S. & Bierema, L. (2014). Adult learning: Linking theory and practice. San Francisco: Jossey-Bass

Caterpillar to Butterfly

A Response to Experience and Learning

Credit: Waterloo.ca

Experience plays an essential role in the learning process, especially for the adult learner. According to Lindeman (1926), "experience is the adult learner's living textbook" (p. 7). Adults have a wonderful ability to relate life experiences to their learning and work environments. This means that the adult learner has a particular skill when applying new knowledge to a situation that they are in and are experiencing.

While there are several models of adult learning, Kolb's experiential learning cycle is one of the most recognized. In the model, Kolb describes the four stages that learners experiences during the learning process. While some learners tend to gravitate toward one stage, others move through them in a cyclic learning process. No one adult learner is the same and many utilize a variety of these throughout their learning process. It is interesting that adult learners tend to start at different places on the cycle and work their way through using their own preferences. That is one of the beautiful things about the adult learner. It is truly diverse.

In response to the excellent blog post The Interrelationships Between Life Experience and Learning, I would like to focus on one of the four abilities in Kolb's cylcle.

Active Experimentation

One of Kolb's stages focuses on active experimentation (AE). This is something that I personally tend to gravitate toward because I have a scientific approach to everything I do. I, like many other adult learners, enjoy being hands-on and trying out our new found skills and understandings. It is an important part of the learning process. 

It is essential for adult learners to be able to apply their knowledge and work with it in a hands-on discovery-based way of learning. Being able to actively particpate in the learning process is essential for the adult learner. With that being said, how can educators and trainers use this stage to help adults learn and process the information presented to them? 

Teaching the Adult Learner

One aspect of teaching an adult is to remember that they have experience. Not only on a professional level, but with life as well. When serving as an educator to an adult learner, it is essential the instructor give the adult learner ways to make connections with their experiences and the topic being discussed in the educational setting. One way to facilitate this is for the instructor to help by making personal connections themselves. When an instructor makes a personal connection to a learning situation, it helps the adult learner think about what they have personally experience. I teach college biology courses and I have adult learners who have a wide range of experience to bring to the table. I try to relate personal experiences with the material to help students find connections in their own life. Many times, this opens the door for lots of discussion on the topic in the class and personal experiences. In my years of teaching, this seems to help the adult learners the most. Giving them that initial example triggers those life experiences and connections are made. 

Credit: Cooper, B. 

But sometimes it is just not just the experience of memory that plays an important role in the adult learner's learning process. It is essential for some adult learners to have a hands-on experience. It is essential for the adult learner to "learn by doing". By giving the student a hands-on experience, the adult learner is able to put the pieces together and better relate to them. In the sciences, this process is very simple. Every major topic covered in biology courses have a concrete lab to guide a student through the process and let them gain the experience they need. In other subjects, I find that this could be a little more challenging, but still essential in helping student learn and build a foundation that will help them in their learning process. I would love to hear some ways in which other fields address this process in their subject areas. 

Training the Adult Learner

While I have lots of experience in teaching the adult learner, I am personally lacking in how to train the adult learner in the work place. I assume that many of the techniques of teaching the adult learner can be utilized in training the adult learner, but I feel as if there may be some differences in these two approaches. While it is still essential in giving the adult learner the hands-on approach to help them understand the training and the tasks they will need to perform, it seems a more collegial approach is needed. When training in the workplace, the adult learner will, more than likely, have previous training and credentials that already make them qualified for what they are learning in the training.

This is where the adult learner will need to help lead in the "active experimentation". One example I can think of is when training faculty to use new technology in the classroom. When training faculty, it is essential that they be given the tool to play around with and work with while they are learning about the new process or technology. It is essential to get the learner to start working with the new technology. If the learner just sits through a training without hands on experience, they may not be open to learning it on their own after the training. I imagine the same works when training workers on new procedures or policies in the work place. Let the learner work through the problems hands-on in order to help them understand the importance of the information. Merely lecturing them with a list of things they need to do or rules they need to follow will not help the learner process the information. They need to understand the "why" of the learning process and letting them work through a hands-on problem through experimentation is essential.

I welcome any comments on the ideas presented. I am just starting to learn to apply the training aspect of adult learning and would be happy to discuss more.

Resources:

Lindeman, E.C. (1926). The meaning of adult education in the United States. New York: Harvest House.

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

The Interrelationships Between Life Experience & Learning

EDU 630
Chapter 6 - "First Reader" Posting

This chapter explores the interrelationships between life experience and learning. As we live, our experiences become themselves sources of learning. Whether we are in a formal classroom, at home, at work, or even running errands, we are engaged in experiences that hold the potential for learning.

One particular researcher that focused on this type of learning was David Kolb. Kolb, an American professor and businessman published his learning styles in 1984 with some inspirations from the works of Carl Rogers, Carl Jung and Jean Piaget.  The model produced the Experiential Learning Theory (ELT) and Learning Styles Inventory (LSI).

The illustration to the right describes David Kolb’s  “four stages of learning cycles” including:

1)  Concrete Experience (CE) or Feeling
(a new experience of situation is encountered, or a reinterpretation of existing experience).

2)   Reflective Observation (RO) or Watching
(of the new experience. Of particular importance are any inconsistencies between experience and understanding).

3)   Abstract Conceptualization (AC) or Thinking
(Reflection gives rise to a new idea, or a modification of an existing abstract concept).

4)   Active Experimentation (AE) or Doing (the learner applies them to the world around them to see what results) [1].

Effective learning is measured as a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test hypothesis in future situations, resulting in new experiences [2].

The connection between the 4 Stages of Learning produces 4 Types of Learning Styles. These styles are:

Diverging (Feeling and Watching - CE/RO)

These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations at several different viewpoints.

Kolb called this style 'diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Preferred working environment: Team

Assimilating (Watching and Thinking - AC/RO)

The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear logical format.

People with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts.  People with this style are more attracted to logically sound theories than approaches based on practical value.

 

This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. Preferred working environment: Solo

Converging (Doing and Thinking - AC/AE)

People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.

People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities. People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications. Preferred working environment: Solo

Accommodating (Doing and Feeling - CE/AE)

The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans.

They commonly act on 'gut' instinct rather than logical analysis. People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent within the general population. Preferred working environment: Team

Kolb also explains that our tendency to reconcile and integrate appropriately the 4 learning styles is enhanced as we mature. These development stages are identified by Kolb as

1.   Acquisition – from birth to adolescence – development of basic abilities and cognitive structures

2.   Specialization – schooling, early work and personal experiences of adulthood – the development of specialized learning style as influenced by social, learning and organization interaction

3.   Integration – mid-career through to later life – manifestation of non-dominant learning style at work and personal experiences [3].

With the new Web 2.0 tools and technologies, online learning environment can now engage learners in a rich experience by providing simulations, interactions, and more "personalized" learning. Simulations should be as close to the real experience as possible to make it engaging for the converging and accommodating learners. By "personalized" learning, the online learning system should be able to store, access, and provide advice to the learners based on their activities and inquiries as demonstrated in the chart below [4].

References:

1. McLoud, S. (2013). Kolb learning styles. Retrieved from the Simply Psychology website at http://www.simplypsychology.org/learning-kolb.html
   
   
2. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall. 
3. Kolb, D. A. (1981). Learning styles and disciplinary differences. The modern American college, 232-255.
4. Chiong, S. (2011). Kolb's Learning Styles Model and Experiential Learning Theory - Retrieved from http://etec.ctlt.ubc.ca/510wiki/Kolb's_Learning_Styles_Model_and_Experiential_Learning_Theory

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

Credit: Jacoby, J.

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.