Models of learning

We have already looked at Salmon’s five stage approach, but there are many others out there. So what approach do I choose?

Laurillard (2002) esposes the importance of teacher/student continuous dialogue at a theorectical and practical level. She divides her learning conversation into four phases – “the basic characteristics of every learning encounter” – as follows:

1. a discursive phase in which the teacher presents a new concept and learners enter into a dialogue with the teacher, trying out the idea and its corresponding language, questioning and clarifying.
2. an interactive phase in which learners interact with teacher-constructed tasks, attempting to put the new concept into practice, and getting feedback on their performance
3. an adaptive phase in which learners attempt to put their ideas into practice, modify their ideas and adapt their actions in the light of what they have learned, and make their own links between ideas and events; and
4. a reflective phase in which learners consider their experience of 2) and 3), reflecting on their learning, relating the theory back to the practice, adjusting their thinking in the light of reflection and framing future actions to be more successful

 Or what about Mayes’ ‘Conceptualisation Cycle’? Here different learning activities support student’s understanding and activities promote learning.

1. Conceptualisation – exposed to others ideas or concepts. (This is supported by primary courseware like online lerue notes, reading lists etc)
2. Construction – applying the concepts in meaningful tasks (Secondary courseware supports the performance of the task, like online assessments)
3. Dialogue – performance of the task where concepts are tested and conversations are had to consolidate (Tertiary where two way dialogue occurs using videoconfernecing, shared workspaces etc.)

 Once again the facilitative nature of the teacher is seen as important, thus knowledge of the student is crucial in order to effectively facilitate their learning. All of these focus on activities that will support the learners learning process.The JISC site has some ideas on how to use these models in activities. But should one follow one of these models, or can one use pieces of each of them? And what other models are out there. Maybe I will align our current learning design with these and make an assessment.