Modes of Learning

When I first read the Module One handbook, the first section that stood out to me was David Kolb's 'Learning Cycle and the process of learning. When I was making my way through the handbook I also decided to have a quick look at 'edX' courses as they are free online courses, which is unheard of! Whilst scrolling I decided to enroll onto a course called 'Leaders of Learning' thinking that this may help with this BAPP course. After a few weeks of neglect and really not knowing where to start with this course, today I finally decided to explore this 'Leaders of Learning' course again.

The course is run by Harvard Professor of Education, Emeritus, Richard Elmore with the idea;

"The six-week course will help students to identify and develop their personal theories of learning, and explore how they fit into the shifting landscape of learning."

Professor Elmore has developed his own 'Mode of Learning' Theory/Graph and the course itself is initiated by you taking a test to determine your mode of learning (without the bias of understanding that you are being assessed to determine where you fit) This was done via a range of questions where you had to rank the 4 answer options in order from strongest agreement to disagreement. Here are my results:

"Thank you for completing the Modes of Learning Assessment. Your results will guide your experience in Leaders of Learning. Please note that, within in each quadrant, the highest possible result is 100%.


YOUR RESULTS
In the Hierarchical Individual Quadrant you scored 15.87%

In the Hierarchical Collective Quadrant you scored 20.63%

In the Distributed Individual Quadrant you scored 92.06%

In the Distributed Collective Quadrant you scored 26.98%


The Link below will open a PDF of the basic framework for each of these four 'Quadrants'- as you can see I am heavily Distributed Individual Quadrant biased...
Modes_of_Learning_Framework.pdf


We were then given time to reflect on the results before further understanding the four quadrants. Here are the questions and my answer (not for formal assessment just self reflection)

1.How have your beliefs about learning shaped your education and career choices?

I feel that my education thus far actually shaped my views on learning rather than my 'beliefs on learning' shaping my education. Actually, I feel they are completely intertwined, For example I am both academic and creative but felt academia was a straight line that has obvious and definite progression whereas creativity is more of an open less structured path, so more of a challenge. But this ‘creative path’ has much more of an opinionated nature, so is more emotionally challenging, and I feel it is this that drove me down the Distributed Individual Quadrant pathway, which is about valuing and controlling your own learning, as if I did not value my own learning, no-one else would.

Reflecting on this further this evening I feel this very much relates to the Module One Skype session we recently had about our experiences shaping us. I don't like talking about my college training experiences much because it was not all that great for me, but within the Skype session we discussed the idea of past experiences shaping you.... I feel a selection of negative experiences can either drive you to 'give up', or drive you to 'push harder'. For me it drove me to take power of my own education. I found an appreciation for knowledge, and I strongly feel that you are in control of your own learning. I don't think tests and exams are the answer to ranking your intelligence. I am pleased that I did well academically in school, but did reading 'Of Mice and Men' teach me how to sort out housing benefits whilst I studied? Did 'Triple Science' teach me how to fill out a self-assessed tax form? Did Dance class teach me how to negotiate a Performers Contract? No- but it's all vital knowledge to my 'living'. I believe school is important, it lays some fundamental foundations for life and I will forever be thankful for the development I made during school, but to know that that is only the tip of the iceberg is to take the first real steps into controlling your own education. Where you go from there is completely open to individual interpretation but I personally found a negative 'post school', college experience drove me, and many of my peers to become somewhat 'selfish' in there education. Now, 'on the other side' and in a much healthier environment, I feel not so much grateful, but thankful, as I feel this selfish approach to education has developed (but positively) into an appreciation for self education and allowed me to have a 'self driven/motivated' mindset. But I actually feel I found this way of learning as a coping method, and advancement method in a toxic selfish environment.  


2. How did the Modes of Learning Assessment challenge you? How did it surprise you?

The assessment was challenging where multiple answers I viewed as equal rating. Whilst my score was obvious that I consider learning, or at least my own learning, to be within the Distributed Individual Quadrant, I could agree and see values and benefits to all quadrants. The biggest factor that influenced me was that I found some of the quadrants to be restricting and I do not believe learning should be restricted but I also feel this depends on the situation and environment. The Hierarchical Collective Quadrant could be an excellent way of accessing community, for example a sport and sporting team, however there are times when I believe if you strictly stuck within this quadrant there is a risk of learning stopping where the community stops.

Again reflecting further on this now I feel having a combination of approaches is ultimately the best way to access education. This course is based around being able to access the 'Distributed Collective Quadrant' via a Web 2.0 platform (this blog) so to be able to learn and aid this community is vital, but at the same time each assignment handed in is developed through individual study too, meaning you have to be able to access the aforementioned Distributed Individual Quadrant.



I appreciate the approach to the quadrant theory, I feel the concept is well broken down, and very applicable, maybe as my score was so dominant in one area, or maybe as I do feel the framework linked above does effectively describe my method of learning. Linking this back to Kolb's theories about the Learning Cycle- where I established that my entry into the 'Learning Cycle' was 'Active Experiment'- the two theories support each other in that 'Active Experiment' is a process of  'Trial and Error' (which in itself is a process of learning and adapting) of your own accord. The idea growing and developing is an extension as you progress in your learning. Combined, these two theories are a great platform for the breaking down of 'Reflection/Evaluation' as I can understand my process of learning better. 


The video below demonstrates how the active engagement and individually driven education differs from other obvious engagements in learning such as 'School' but I particularly like how this is connected to a search for happiness and an appreciation for creativity. I chose performing because I have always said that if I am to spend 80% of my life working, I want to enjoy it. In this the question is 'What do you want to be when you grow up?' and the answer I think applies to all.

                                    


My brain cannot cope with adding any more into this Blog but I have attached more links for myself and others that I have come across today that either directly or indirectly relate, and most need further development and research, but if anyone is interested:

https://drrogerwalsh.com/topics/lifestyle-and-mental-health/
https://drrogerwalsh.com/wp-content/uploads/2011/04/Lifestyle-Mental-Health-Advanced-Publication-PDF.pdf
http://cei.ust.hk/files/public/simplypsychology_kolb_learning_styles.pdf
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en#t-1150120