Using the Water Cycle to explore Theories of LearningJ. Anne Hagstrom

*The Fluidity of Knowledge

*The Water CycleUnderstanding 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.

The Water Cycle: Constant motion through precipitation, transpiration, evaporation, sublimation, and infiltration

*Knowledge Is Fluid

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

*LearningKolb’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

*Knowledge = Water

*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

*Attainment of Knowledge

*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

*Active Use of Knowledge

*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

*Active Loss of Knowledge

*Evaporation

*Sublimation

Takes knowledge from the learner:

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

*Internalization of Knowledge

*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