Learning in vivo

A ludic (playful) learning space promotes deep learning

Alice Kolb and David Kolb (2010) introduced the concept of ludic—or playful—learning space, wherein deep learning is achieved through the integration of intellectual, physical, moral, and, spiritual values.

What are the characteristics of spaces where playful behaviours are thriving? Essentially three namely: it is free, it entails stepping out of “real” life, and it is bounded in space and time. Play is a very seriousness activity (contrary to what some may believe) taking place within a “consecrated spot” mentally and physically; with specific rules; and within a limited time frame—the spielraum (play space).

Identifiable visual, auditory, tactile, or olfactory signals serve to indicate that “what follows is play” or to maintain social play.

Ludic learning spaces provide opportunities for individuals to be enriched within a free and safe space; to play with their potentials and in turn commit to learn, develop, and grow. Ludic learning spaces open up possibilities for individuals to become intrinsically motivated to reinvent themselves. Deep learning entail fill integration of the four Kolb-modes of the experiential learning cycle, namely experiencing, reflecting, thinking, and acting. This process, whereby knowledge is created through a combination of transformation of experience and grasping, is what learning is about.

During the past 40 years of research on experiential learning theory (ELT) play—for example, games, role plays, or outdoor adventure training—retained importance. Huizinga (in Kolb & Kolb, 2010) advocates that humans emerge not as Homo sapiens, man who knows, but primarily as Homo ludens, man who plays.

A tension exists between the Greek terms agon (contest) and paidia (play). A duality-dynamic related to dominance and submission co-exists. Even with children behavioural differences occur between the epistemic-mode versus the ludic-mode: during the period of epistemic play children are serious and focussed with intense, attentive investigation of, for example, all aspects of the toy. However, when the investigation is over, they proceed playfully—in the ludic-mode they are relaxed and apply the knowledge acquired. The two modes relate to the different ways the brain processes information: the epistemic behaviour corresponds to the left hemisphere of the brain (the abstract, symbolic, analytical, rational, and logical); and the ludic behaviour is associated with the right hemisphere (the synthetic, concrete, analogical, non-rational, spatial, intuitive, and holistic). Play fulfils the need of the child’s ego to master different aspects of his life and an integrative process of the limbic system and the frontal lobe of the neo-cortex. Sensory stimuli are transformed and integrated into meaningful thoughts and behaviours.

Play exemplifies experiential learning in three fundamental ways: first, it encourages learners to take charge of their own learning based on their own standards of excellence. Secondly, equal value is placed on the process—play does not happen staring at the scoring board—and the outcome of learning. In the third place, the (Kob) experiential learning cycle is fully engaged in that players come back to the familiar experience with a fresh perspective. The recursive nature of the play further gives continuity for experience to mature and deepen.

Kolb, A.Y. & Kolb, D.A. 2010. Learning to play, playing to learn: A case study of a ludic learning space. Journal of Organizational Change Management, 23 (1), 26-50. Access onlined from Emerald.

Distance education through sophisticated online format may be a global trend

Like many other, the library profession has evolved from an apprenticeship or vocational training to a fully fledged academic discipline coupled with practical training. The library practicum is field-based, supervised, and a professional learning experience taking place within a library—exposing students to a variety of tasks and learning experiences of a range of library operations. Since the beginning of the present century the mode of library and information science education has undergone change.

While distance education is perhaps the most suitable and effective medium for library and information science education in developed countries; it is not necessary the case in developing countries. In countries like Pakistan, the electronic infrastructure situation is not yet adequate for shifting to online teaching. Of particular importance to note is that although two distance library and information science programmes exists in Pakistan students who are remotely located without appropriate information and communication technology (ICT) facilities cannot much use of these programmes. Traditional modes of delivery are therefore prevailing. Furthermore, because libraries in the developing countries tend also to be traditional, content such as classification, cataloguing, traditional reference service, and library management still dominate the curriculum.

Malik, A. & Ameen, K. 2010. Effectiveness of library practicum: perceptions of LIS graduates in Pakistan. Library Review, 59(8), 573-584. Accessed online from Emerald Group Publishing Limited.

Experiential training in distance education for socially vulnerable persons

Combating poverty and social exclusion calls for more flexible forms of training and skills development of vulnerable groups such as lone parents. The European Community defines lone parent families as those in which under aged children grow up with one parent. The absence of the other parent could be due to for example death, divorce, neglect, or casual absence.

When devising effective education or training programs for lone parents the barriers confronting these individuals must be considered and measures developed to overcome them. Primary barriers are low self-esteem; diminished personal quest due to unpleasant circumstances; lacking information and desire to enrol for training; limited accessibility due to family commitments; inadequate training methods, techniques and principles appropriate to their circumstances; and vague relevance of programme content to their needs, interests and characteristics. International adult education literature the personal experiences of adults must inform the design of learning opportunities and that continuing adult education more efficient when a hybrid or blended education approach is offered. In addition to class room teaching/training the following methods are encouraged: distance education; experiential learning; learning by doing; self-learning; collaborative learning; and adaptive learning.

Emphasis on the notion that people are not mere receivers of new knowledge and experiences, disharmony is used as a driving force for learning. Past lived experiences and current perspectives of social reality is contrasted with what potentially could be. Out of this interpretation of disjuncture learning can be derived. Experiential learning principles and student-centered techniques, such as brainstorming, role-playing, simulations, group exercises and case studies provide socially vulnerable persons to draw from previous experiences and knowledge, and to share these with members of the rest of the group in order to find solutions to problems.

Distance education, through Internet and personal computer, enable lone parents to engage in educational programmes. Technology allows chatting with one or more participants, through text, sound and even video. Web casted scenarios in the form of case studies or role plays enable participants to develop capabilities through analysis and reflection.

Papadakis, S; Fragoulis, L & Phillips, N. 2008. Supporting lone parents: experiential training techniques in distance education. Development and Learning in Organizations, 22 (5), 9-11. Electronically accessed from Emerald Group Publishing Limited, ISSN 1477-7282.

Work based learners increasingly supported online

Online learning environments are increasingly being used to provide learning materials and tutor support, says Tony Toole, Director of the E-college.ac Ltd, Swansea, UK. Work-based learners may submit evidence portfolios online for the assessment of their skills development. Furthermore, employers and training advisors or academics working in partnership and liaise with each other online. Internet has significantly improved the efficiency of work-based learning support and offers significant cost savings for both employers and institutions. This is especially of value to small to medium-sized enterprises (SMEs) because they can more flexibly engage in work-based learning and can fit learning around work commitments with the added advantage of not involving time and travelling costs.

Web 2.0 technologies is utilised to build online learning environments with functionality similar to established commercial learning management systems, but far less costly. Cloud computing resources further enables reduced costs compared to hosting services online. Various social media, for example, YouTube, Blogs and Wikis further enables the sharing of resources. The Open Educational Resources (OER) movement resulted in fast volumes of educational materials being freely available online. Increasingly educationally relevant online work-based learning materials are being sourced from non-educational sources. The increase in personally owned mobile and wireless technologies further contributes to a win-win situation for all stakeholders in education. Blended and distance learning options are therefore becoming the preferred choice of learning.

Toole, T. 2011. Social media: key tools for the future of work-based learning. Development and Learning in Organizations, 25 (5), 31-34. Accessed online from Emerald Group Publishing Limited, ISSN 1477-7282.

Practicals are experiential learning not CWIL

Laboratory (or other) practicals serve a very important complementory purpose in that it gives learners/students experiential learning application of theory opportunities to better understand and internalise. However, by definition it is most likely not cooperative work-integrated learning (CWIL). Unless, industry provides the real-life application opportunities, for example the Statler Hotel at Cornell University. Then obviously practicals are CWIL (or an aspect thereof).

Then again, students often refer to a lab practical when they mean a practical exam taking place in a laboratory. Language and terminology are used democratically and people assign meaning as they see fit. This emphasises the importance of specifying or defining in order to make sure you are correctly understood.

Log as in shingles cut from wooden logs used for books

Keeping a log book is a common activity in learning from work experience. In many cases it is used as evidence of experience acquired and entries ratified by workplace supervisors. But where does the term log book originate from? I was pleasantly surprised today to stumble over the term among navy terminology: “In the early days of sailing ships, the ship's records were written on shingles cut from logs. These shingles were hinged and opened like a book. The record was called the ‘log book.’ Later on, when paper was readily available and bound into books, the record maintained it name.” Also of interest are terms such as:

• Hunky-Dory
• Long Shot
• Port Holes
• Taken Aback
• Took the Wind Out of His Sails