Show notes: https://www.benjaminlstewart.org/
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In episode 77: The learning styles myth, I discussed learning styles and came across the idea of "modes of learning." I wanted to unpack the idea of "modes of learning" and to see if there is any relevance to the idea of "learning styles" (using quotations marks to indicate a very fluid use of the meaning of the two terms).
Accretion is an informal assignment of the normal way of learning facts and other information through typical daily engagement. The presumption is that learning occurs through appropriate exposure to the concepts to be acquired - the banking system of education comes to mind.
Tuning is the modification of constant and variable terms referred to by the schema: 1) improving accuracy, 2) generalizing the applicability, 3) specializing the applicability, and 4) determining the default value (i.e., antecedents, historical perspective, cause-and-effect, etc.).
Restructuring is the retrieval of information and together with accretion, make up the "normal process of learning" (p. 13).
Four modes of (quadrants to) learning:
Two modes of learning and the description-experience gap: 1) learning from the literature (i.e., from others) and 2) learning from personal experience.
Teaching innovation consists of 1) a teaching method (i.e., experiential/making and conceptual/analysis) and 2) participant context (i.e., disciplinary and interdisciplinary).
Four modes of teaching innovation
Different learning modes requiring learners and instructors to interact differently:
Also, implicit/explicit learning, intentional/incidental learning, abstract/concrete, analytical/intuitive, declarative/procedural knowledge, etc.