Theories of learning

Theories of learning
· Why are some theoretical approaches more popular than others?
This could be because some have been given greater status than others, either in the public domain or by decision-making bodies. In a more positive vein, the more popular approaches are likely to be those which have been ‘tried and tested’ by practitioners.
· Is it simply, as some practitioners suspect, changing fashion in theories?
Possibly (with links to status, as above); however, are the practitioners who purport that these ‘new approaches’ are a ‘fashion’ the same ones who seem unprepared to embrace new ideas (particularly if these are related to technology and often because they may be required to learn a new set of skills)?
· Does it depend on what you want to do with the theory?
Yes – definitely. As in politics, one can create a ‘case’ for either side of an argument, depending on what you would like to emphasise.
· Or on what types of learner you are dealing with and in what context?
Yes, again. Age of learner is one variable that often makes you focus on the theoretical aspects; for example, the reflections of a 16 year old, with no experience of work are very different to a 35 year old. A learning task would need to be constructed with a different set and volume of questions to stimulate the responses of the learner with less ‘life’ experience. The context is also pertinent, as if the learners are generally highly motivated (such as we OU learners), some theoretical approaches will carry with them assumptions that learners are able and willing to learn and access is assured; many settings cannot assume such and as a consequence, the theoretical approach is perhaps linked with the social and cultural aspects more closely.
Activity 7.2: Building a wiki of key concepts in learning theories
The following resources were accessed, to gain an overview of what was intended as the material.
· Greg Kearsley: ‘Theory into Practice Database’
· James Atherton: ‘Learning and Teaching’ website
· JISC website
· Wikipedia
There are, as I often say to my own students, ‘Too many TOES’ (Theories of everything and something). I was not sure what to post on the wiki; should I concentrate on theories I already know a little about (such as communities of practice) and explore the critics of these in more detail? Or should I look at theories I have never heard of (such as Functional Context theory, Sticht), to widen my knowledge? There is obviously little time to look at a range in any great depth at this stage and so I think I will revisit the theme of social and situated learning and post some thoughts on that topic.
Social and situated learning
A strong theoretical point was made by Lave and Wenger in relation to seeing the community as the learning curriculum and placing the learner as (initially) a peripheral newcomer. The learner finds out about all aspects of ‘the job’ by gradually becoming a more central part of the group, as the ‘old timers’ deliver both formal and informal instruction. This was seen by many as an apprenticeship model, but this was much more; the curriculum is seen not a teaching one, constructed for the learner, but a learning curriculum of ‘situated activities’. This had idea rang strongly with me when I first came across it and had implications for the teaching of HND students; there association with work based modules clearly reflected their application to classroom tasks. It also made me question the curriculum that is set (this certainly linked to policy and power; awarding bodies and industry/sector skills) and if it needs to be more learner-driven.
One paper critical of some of the ideas feeding this perspective was from Fuller and Unwin (2005), who argue that much of the research was in relation to very limited populations (such as the AA and remote tailors) and the associations that could be made with the contemporary workplace were limited. Another paper (Hodkinson and Hodkinson, 2004) also point out that Lave and Wenger ignore the crucial element of what the learners brings to the community as an individual and the implications this has for changing the community.
The OU library, and specifically journal articles, is very useful in terms of finding specific information relating to authors and/or concepts; however, I was also intrigued to come across - http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html - where I am sure I will be returning when I am unclear on any theoretical perspective, as I found the site easy to view and navigate.

Fuller, A. and Unwin L. (2005) Older and wiser? workplace learning from the perspective of experienced employees in International Journal of Lifelong Education Volume 24, No. 1 (January – February 2005), p. 21–39, Taylor & Francis Group Ltd
Hodkinson, H., and Hodkinson, P.M. (2004). "Rethinking the Concept of Community of Practice in relation to Schoolteachers’ Workplace Learning". International Journal of Training and Development, 8(1), 21-31.
Lave J. and Wenger E. (2002) ‘Legitimate peripheral participation in community of practice’ in Harrison, R., Reeve, F., Hanson, A., Clarke, J. (eds.) Supporting Lifelong Learning Volume 1 Perspectives on learning, London, Routledge Falmer in association with the Open University