1. *
Using the Water Cycle to explore Theories of Learning
J. Anne Hagstrom
2. *
Understanding complex and varied ideas about
learning requires the use of comparison. The
Water Cycle is a basic model of a continuous
system that is familiar to me. I also see that
learning is continuous movement and interaction,
rarely described in terms of its fluidity.
3. The Water Cycle: Constant motion through precipitation, transpiration, evaporation,
sublimation, and infiltration
4. *
Lakes occur in depressions, knowledge collects in
subject areas;
‘Damming’ a river is like ‘cramming’ for an exam –
knowledge collects, but ultimately is lost
Rivers follow similar courses throughout
time, knowledge has familiar channels
Knowledge is collaborative – research is based on
research, ideas are re-examined, fall out of use, are
revised and reintroduced
5. *
Kolb’s Learning Cycle reflects the fluid nature of
knowledge
Sweller’s Cognitive Load Theory addresses the
collaborative nature of learning as well as the limits
of working memory
Gardener’s Intelligences speak of different channels
for knowledge
Experiential Learning addresses the nature of
knowledge acquisition
6. * We can represent various
stages of learning through
stages in the water cycle:
they are dynamic, with
knowledge moving into and
out of the learner without
being created or destroyed
* Learning = ground water
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7. * Precipitation Brings knowledge to the learner:
Teachers – parents, friends, experts
Talking, listening, observing
Print Media – books, magazines, newspapers
Reading
Electronic Media – television, radio, internet
Kolb’s Concrete Experience
Gardener’s Intelligences
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8. * Transpiration Contributes the learner’s knowledge:
Discussions
Written and oral presentations
Kolb’s Reflection and Testing in New
Situations
Sweller’s Cognitive Load Theory – limited
processing power (‘surface area’) affects
ability to use knowledge
*
9. * Evaporation Takes knowledge from the learner:
* Sublimation Incomplete absorption initially:
Lack of schema = tough soil
Cognitive overload: more information
than learner can process
Passage of time, forgetting
Information that is not used by learner
By viewing loss as a part of the natural
process, the learner can maintain confidence
in her or his abilities
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10. * Infiltration Learning becomes knowledge:
Experiential Education – active use of
knowledge by ‘roots’ and ‘soil organisms’
stores learning
Development of schema – ‘ground water,’
allows more learning to penetrate
Kolb’s Abstract Concepts
Gardener’s Intelligences – learner adjusts
personal identity in terms of learning gained
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