Developing an Innovative Community of Learners Presentation by Michael E. Jones, PhD 21 May 2010
Learning: What are we Talking About?
Traditional education emphasizes teaching, not learning;
but, in fact, teaching is learning.
Knowledge Types [Gardner]
Innovation must be part of the curriculum and learning outcomes should demonstrate innovation.
Highlighted by the presence of change;
Environment of shared goals & spaces (collaboration) ;
Defined by community, its potential, practices, and support;
Celebrates successes AND failures.
O rganizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns are nurtured, where collective aspiration is set free and where people are continually learning together. – Peter Senge
Learning organization characteristics:
Adapt to the external environment
Continually enhances capability to change and adapt
Develop individual and collective learning
Use learning to achieve better results
The Essential Learning Organization
Top o rganizations seem to organize around people and honor these needs: feeling of control, something to believe in, challenge, lifelong learning, recognition. – Robert Waterman
4 Levels of learning in an organization:
Facts, processes, and procedures [minor change]
Transferable job skills [old responses need change]
Dynamic situations needing development [experimentation and lessons from success and failure]
Learning to Learn [designing the future as opposed to adapting]
Learning & Innovative Organizations
The learning capability is in itself a competitive advantage: it brings superior value, it’s hard to imitate, and it has built-in flexibility. In fact, Arie De Geus argues that learning is the only source of sustainable competitive advantage. – Marcia L. Conner and James G. Clawson
An organization that nurtures a learning culture exhibits similar characteristics associated with innovation:
Future, external orientation [students on plan teams]
Free exchange and flow of information [extensive network]
Commitment to learning and professional development
Climate of openness and trust
Learn from experience [successes and failures]
David Bohm pointed out, that dialogue means "the flow of meaning between or among us". But meaning can only flow between us when we listen and respond to each other. Meaning will flow towards a state of coherence as long as it is not being blocked anywhere. – William van den Heuvel
Administrators – entrenched or supportive of change?
Assess curriculums – objectives match outcomes?
Tests/exams part of learning process?
Primary teaching skill = motivation to be creative
Days off-campus to outside interests [share outcomes]
Sharing experience [learning from successes and failures]
Lifelong Learning Systems
Big Dog and Little Dog’s Performance Juxtaposition, (2009). Bloom’s Taxonomy of Learning Domains: The Three Types of Learning . Found on the World Wide Web on November 23, 2009 at: http://www.nwlink.com/~donclark/hrd/bloom.html
Learning Rx, (2010). Some Types of Learning Disabilities . Found on the World Wide Web on June 7, 2009 at: http://www.learningrx.com/some-types-of-learning-disabilities.htm .
Skyrme, D. & Associates, (2008). The Learning Organization . Found on the World Wide Web on May 15, 2010 at: http://www.skyrme.com/insights/3lrnorg.htm .
Smith, M., , (2001). Peter Senge and the Learning Organization . Found on the infed website on September 3, 2003 at: http://www.infed.org/thinkers/senge.htm .
University Washington, (2010). Types of Learning . Found on the World Wide Web on 13 May, 2010 at: http://www.washington.edu/doit/TeamN/types.html
van den Heuvel, W. (2007). The Flow of Meaning . Found on the World Wide Web on February 19, 2008 at: http://www.david-bohm.net/dialogue/flow_of_meaning.html .