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.