Photo by "My Life Through A Lens" on Unsplash
As Thomas and Brown comment in their book, learning “happens all around us, everywhere” (2011, p. 17). They emphasise the importance of play, games and the imagination to modern learning, citing a range of cases to illustrate their point (Thomas & Brown, 2011). John Seely Brown’s discussion about tinkering resonated strongly with me: I am an inveterate tinkerer (christiansarkar, 2008, 20 December). I love to experiment, to play, to try something new, developing a host of new skills, or linking new knowledge to current knowledge in the process. However, it is not all fun and games. We must combine the awesome power, availability and scope of the internet with an environment which frames learning while allowing for individuality for learning to be truly effective in the 21st century. I find that using a structure aids in learning, particularly for creative projects, as it prevents distraction and wandering off tangentially. Structuring and targeting research supports the learner in staying on track, something that those of us with ‘enquiring minds’ may stray from all to easily. I have noticed a marked difference in the way I research topics to methods my students employ. Whereas I make notes, discovering what I need to about the topic, fashion students, who are typically in their late teens or early twenties, will do a cursory check of the reference before checking with their friends about the topic, or enquiring with an online community they belong to. As Thomas and Brown show in their research, there is much to be learnt from community participation (2011). Participants mention learning about good citizenship, learning new techniques and information from each other, being able to delve more deeply into a topic, and developing a real sense of community and support. Completing my formal education in the 80s, returning to study in the 00s, and again now, there have been many changes to learning. Learning has gone from listening to the teacher, making notes, with a small scope for my own creativity and input in classes such as English or Art, to a more inclusive, interactive environment. While studying fashion, we all had to learn the same techniques, but were allowed almost limitless latitude in how we applied these techniques. Our support came from our classmates, rather than online. Now, studying online, all of my support, reference material and communities are online, with teachers actively encouraging keeping in touch with our classmates, and building online communities via discussion forums, blogs and twitter. The culture of learning where ever, when ever and however one needs to makes us extraordinarily fortunate to be living and learning this era, and I am excited to see what evolves from here. #inf532 Referenceschristiansarkar (Producer). (2008, 20 December). John Seely Brown: Tinkering as a Mode of Knowledge Production [Video file]. Retrieved from https://youtu.be/9u-MczVpkUA
Thomas, D., & Brown, J. S. (2011). Arc-of-life learning. In A new culture of learning: cultivating the imagination for a world of constant change (pp. 17-33). Lexington, KY: CreateSpace.
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About meI'm a learning designer from Geelong in Victoria. I have worked in vocational education and training for many years, and for the last four have concentrated entirely on creating learning content to support teachers and students. Archives
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