What does it mean to learn?

The guiding question for the reflective blogging assignment in LIBR 250 this week is "What does it mean to learn? Explore this both in terms of the face value of the question but also in relation to how you conceptualize knowing and understanding".

Learning as a paradigm is incredibly complex, and includes many elements. Learning is the process by which you acquire new knowledge and understanding, or expand upon that which you already have. Learning is also habituation. There are various learning theories that have been devised to describe the process of learning. Some of these paradigms include Behaviorism, Cognitivism, Constructivism, and Humanism. Each of these learning paradigms exhibit some truth. Learning is not a static process, as learners usually evolve in their techniques. Responding to positive and negative stimuli may give way to something more subjective like transferring knowledge contextually to gain a new understanding.

To understand what learning is, it is important to examine the concepts that were blogged about in Week 2—knowing and understanding. Although knowing and understanding are interrelated, it is possible to differentiate the two by the concept of "transferability". According to Wiggins and McTighe (2005):
Knowledge and skill, then, are necessary elements of understanding, but not sufficient in themselves. Understanding requires more: the ability to thoughtfully and actively "do" the work with discernment, as well as the ability to self-assess, justify, and critique such "doings". Transfer involves figuring out which knowledge and skills matter here and often adapting what we know to address the challenge at hand. (p.41)
Understanding is the process of transferring knowledge to a new context. Paradoxically, "transferability" does not guarantee understanding. It is possible to transfer knowledge to a new context and have misunderstanding. Beyond "transferability", Wiggins and McTighe (2005) propose that understanding is predicated on six facets: "explanation, interpretation, application, perspective, empathy, and self-knowledge" (pp.85-100). Understanding is vital for learning, and as witnessed by Wiggins and McTighe's theory is also incredibly nuanced.

As difficult as it is to define learning, it may be even more tenuous to assess the efficacy of it. The ongoing brouhaha over performance-based testing indicates that assessments of learning are highly contentious. The assessment of learning would hopefully acknowledge different types of intelligence. As a means of describing the diverse intellectual abilities of learners, Gardner proposed a multiple intelligences theory. According to Gardner (1983), there are eight intelligences that impact learning: "spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential".

Beyond knowing and understanding, habituation is a component of the learning process. My experience with the SLIS online program demonstrates this contention. My learning process at the onset of this program was dominated by habituation of learning techniques from the formal classroom. When I read, I prefer to do so from printed material. I have struggled with reading long articles or lectures notes online. But slowly over the course of two semesters, I have learned how to read without relying upon printed material. In this instance, a habituation which impacted my learning process was slowly overcome by modification of technique. Habituation can facilitate learning, or can cause the learner to struggle.

The advent of information technologies and the rise of online learning is reshaping what it means to learn. The design and implementation of instructional strategies now incorporates the importance of interface design. Kushnir (2009) examines the "information overload" contention of some online learners. He concludes that:
for students, this study suggests that keeping focused and goal oriented is very important, especially in online environments where one can easily stray beyond the relevant and necessary information that facilitates learning. It seems that, at least for e-learning, more (information, experience, etc.) does not necessarily mean better or more effective learning. (p.298)
Kushnir's article demonstrates that online learning environments are changing what it means to learn.


Sources:
Gardner, H., Frames of Mind: The Theory of Multiple Intelligences, Basic Books, New York, 1983.
Kushnir, L. (2009). When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e-Learning and e-Learning Outcomes. Electronic Journal of e-Learning, 7(3), 289-299. Retrieved from Education Research Complete database.
Wiggins, G., & McTighe, J. (2006). Understanding by design. Upper Saddle River, NJ: Pearson Education, Inc.

Knowing v. Understanding

The guiding question for the reflective blogging assignment in LIBR 250 this week is to "define knowing and understanding".

According to Merriam-Webster, knowing is defined as:
1 a (1) : to perceive directly : have direct cognition of (2) : to have understanding of (3) : to recognize the nature of : DISCERN b (1) : to recognize as being the same as something previously known (2) : to be acquainted or familiar with (3) : to have experience of
2 a : to be aware of the truth or factuality of : be convinced or certain of b : to have a practical understanding of
My life experience of knowing suggests commonalities with this definition. A definition of knowing to me would include: being aware of, or familiar with, by means of a factual experience. Knowing is distinct from understanding. It is possible to know, but not to understand. Through memorization, I know some of the elements on the Periodic Table of Elements. But I do not understand the elements that I know on the Periodic Table of Elements. For me, knowing often is based on a factual basis.

According to Merriam-Webster, understanding is defined as:
1 a : to grasp the meaning of b : to grasp the reasonableness of c : to have thorough or technical acquaintance with or expertness in the practice of d : to be thoroughly familiar with the character and propensities of
2 : to accept as a fact or truth or regard as plausible without utter certainty
3 : to interpret in one of a number of possible ways
4 : to supply in thought as though expressed <"to be married" is commonly understood after
My life experience of understanding shares commonalities with this definition. A definition of understanding to me would include conceptualizing by thinking, often as an intellectual act. Sometimes knowing is a component of understanding. But it is possible to understand, but not to know. My friend explained to me how to ride his motorcycle. Even though I understand what he told me, I do not know how to ride his motorcycle. Understanding can often require the ability to place things in context, and synthesizing disparate sources of knowledge.

As this blog demonstrates, definitions of knowing and understanding are tenuous at best. Knowing and understanding are both are components of the learning process. But it might be possible to provide a definition by identification of differences and commonalities. According to Wiggins and McTighe (2005), one way to differentiate knowing from understanding is through the concept of transferability:
Understanding is about transfer, in other words. To be truly able requires the ability to transfer what we have learned to new and sometimes confusing settings. The ability to transfer our knowledge and skill effectively involves the capacity to take what we know and use it creatively, flexibly, fluently, in different settings or problems, on our own. (p.40)

The author Kuhn proposes a commonality between knowing and understanding, by claiming that "one cannot fully understand the processes of knowing and knowledge acquisition that people engage in without investigating their understanding of their own knowing" (Kuhn, p. 7). In other words, to know you must first understand your knowing.

At this early stage in LIBR 250, what I can say definitively about knowing, understanding and the learning process is that it is incredibly complex.


Sources:
Kuhn, D. (2001). How do people know? Psychological Science, 12(1), 1-8. Retrieved September 2, 2010 from Education Full Text.
Wiggins, G., & McTighe, J. (2006). Understanding by design. Upper Saddle River, NJ: Pearson Education, Inc.