Personal Learning Theory

Personal Learning Theory Claire Burgoyne ETEC 512 University of British Columbia

Personal Learning Theory

Upon conclusion of an exploration of learning theories I continue to value a learning

environment that is exible; offers students choice; time to learn through play, exploration, discovery, and experimentation; and that denes conclusions not as right or wrong but rather as evidence of growth. As such I am led to rely primarily upon a contructivist centered approach for learning with a focus on social constructivist theory for the design of learning environments.
In online art education primary objectives for learning are: authentic activities including apprenticeship, modeling, and coaching; growth through risk taking and self and group assessment; exploration of relevant content; and problem solving in community. Each of these goals serves to aid learners in developing awareness of personal and community values. Anderson (2008) credits Bransford, Brown, and Cocking (1999) with dening characteristics of well constructed learning environments as learner, knowledge, assessment, and community-centered. These characteristics contribute to an authentic educational design in which students are afforded opportunities to employ critical thinking skills in order to problem solve and arrive at creative solutions. In this environment, The teacher/student relationship is best characterized as a partnership. and Learning is something that students do for themselves. (Kanuka, 2008, p. 104).
When students learn in authentic ways in collaboration with practicing artists, learning

becomes meaningful leading to student accomplishments that are purposeful and relevant. Learners participating in activities with peers and mentors, and sharing their work with members of the communities in which they live and learn, value their achievements and strive for

Personal Learning Theory

excellence. Learning in such an environment contributes to increased self-condence and intrinsically motivated learners. Students who possess such qualities and recognize the worth of their contributions are able to articulate their personal values, issues, and stories in imaginative ways thus achieving the principle goal of art education.

Personal Learning Theory

References Anderson, T. (2008). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 2 (pp. 45-74). Available online at: http:// www.aupress.ca/books/120146/ebook/02_Anderson_2008_Anderson-Online_Learning.pdf Brown, J.S., Collins, A., Duguid, P. ( 1989) Situated cognition and the culture of learning. Educational Researcher (18)1. Available online at: http://www.exploratorium.edu/i/ resources/museumeducation/situated.html Kanuka A. (2008). Understanding e-learning technologies in practice through phiosophies in practice. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 4 (pp. 91-111). Available online at: http://www.aupress.ca/books/120146/ebook/ 02_Anderson_2008_Anderson-Online_Learning.pdf Miller, P. H. (2002). Theories of Developmental Psychology, 4th Ed. (pp. 367-396; Vygotskys Socio-Cultural Approach). New York: Worth.