Unit 1

Demystifying learning

Orientation to Unit 1

In this first unit, you will be invited to reflect on the concept and process of learning.

SPECIFIC OBJECTIVES

  • Recognize the main characteristics of the act of learning
  • Draw a distinction between the behaviours and attitudes that a trainee must adopt to navigate through the four stages of Kolb’s learning
  • Identify the factors that impact learning

How is learning defined?

Learning is the process of acquiring knowledge, attitudes, skills and values.

There are many more definitions of learning.

Most of them include the following concepts:

 Instructions: Click on the key words for more details.

What is learning?

Activity: What is learning?

You are invited to complete this activity in order to further understand the concept of learning .
Download the printable version of this activity

 Instructions:

1.  Read each of the following statements.

2.  Determine whether it is true or false.

3.  Feedback will automatically appear.

Learning is an ongoing process

Learning takes place primarily in the cognitive domain

Knowledge is dynamic

The way to gain knowledge is as important as the knowledge to be acquired

By understanding how he learns most efficiently, the learner increases the value of his learning

Why do we need to learn?

The need to learn appears to be a physiological necessity of the brain .

Spontaneously, an individual:

  • Constantly explores his physical, social and cultural environment
  • Analyzes information to find answers
  • Contrasts information that he collects with those already stored in his memory .

According to the humanistic approach ,  the need to learn is part of our daily lives and meets several types of needs. Maslow suggested a hierarchal scale of six fundamental needs .

 Instructions: Click on to display the link between learning and each of the needs.

The illustration depicting a pyramid shows that each need must be fulfilled before elevating to a higher level. Hence, one must meet the needs at the basis of the pyramid before moving to the higher level, etc. For instance, an individual must fulfill his physiological needs (eating, breathing, etc.) before considering his safety needs (stable and safe environment) .

The learning goal is at the top of the pyramid. It is associated with accomplishments (self-actualization) and the development and expression of one’s intellectual, social, affective and creative skills .

How does learning take place?

Today, several fields and sciences are interested in the learning process .

From this interest emerged various principles and theories that led to a better understanding and integration of learning. Among these theories:

 Instructions: Click on each author for more details.

Rogers’ non-directive and learner-centered approach

Rogers’non-directive approach is an approach by which the trainer establishes a personal and subjective rapport with the learner.

Under the learner-centered approach, the supervisor:

  • Trusts the trainee, his ability to manage his learning journey
  • Shows empathy
  • Values authentic learning, which is genuine and significant for the trainee

This approach, stemming from the humanistic approach, was developed by Rogers in the 1970s .

Mezirow’s transformative learning

Mezirow’s transformative learning refers to

" …the cognitive process through which the adult learner makes sense of this learning experience, by transforming his initial outlook that becomes problematic in a given situation, into new, more inclusive perspectives, better differentiated, more permeable and better integrated, that will subsequently guide his actions  "

(Duchesnes, 2010, p. 33).

Transformative learning, stemming from the constructivist approach, was studied by Jack Mezirow, from the 1970s .

Under transformative learning, the supervisor can help the trainee:

  • Reflect on the meaning of an experience (perception, knowledge, emotions, motivation)
  • Be exposed to new situations or perspectives
  • Recognize that his perception, knowledge and problem-solving mode are not appropriate in the new situation
  • Develop a reflective process allowing him to transform his previous learnings
Kolb’s experiential learning

 Instructions: Click on boxes below to see a description of each role


As its name suggests, Kolb’s experiential learning refers to learning that derives from the trainee’s experience, from what he is living . The knowledge acquired is directly connected to reality and arises from the transformation of an experience through a four-stage cycle: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC) and active experimentation (AE).

Under Kolb’s experiential learning approach, the supervisor assumes various roles in order to guide the trainee through the four stages of a cycle:

Facilitator

(warm approach, creates a trusting and open climate, supports the in-depth analysis of a learning situation)

Expert

(approach centered on seeking meaning and on subject matter, reflective approach, support in organizing the matter and theory analysis)

Evaluator

(facilitates the identification of results and performance-based objectives, plans and evaluates, helps the trainee apply theory)

Coach

(provides feedback on actions, individualized approach)

Kolb’s experiential learning approach will be described in the following sections.

Knowles’ principles of andragogy

 Instructions: Click on the numbers for a description of each principle.


Knowles’ six principles of andragogy is a series of principles that guide adults’ learning .

1. The learner needs to know the reasons for learning something (why? what? how?).

The supervisor can help the trainee clarify and understand his learning needs, their usefulness and relevancy.

2. The learner participates (autonomous, self-learner).

The trainee learns more efficiently when he plays an active role in decision-making, in planning the learning experience and when the supervisor-trainee relationship is egalitarian.

3. Learning is based on past experiences (resources, models).

Over the years, the trainee has accumulated various experiences that influence his new learnings and that are in fact a treasure. The supervisor can encourage the trainee to use these experiences and resources.

4. The learner must be ready to learn (according to his life experiences and development).

The supervisor must take into account the trainee’s level of knowledge.

5. Learning should have an orientation (contextualized and problem-centered).

The trainee will learn more quickly if he believes he will be able to apply his acquired knowledge in real-life situations, in his daily life or in his future practice.

In the context of a placement, learning is usually contextualized. The supervisor can help the trainee understand how knowledge can be applied in other situations.

6. The learner should be motivated to learn (intrinsic value, personal gain).

The intrinsic motivation to learn is a driver for the trainee’s learning. The supervisor can initiate a discussion with his trainee about this topic.

These six principles guide:

  • The learner in his practical learning during a placement
  • The supervisor in planning and organizing the placement, as well as in supporting the trainee

For more information about Knowles’ principles, see the workshop Appliquer les principes éducatifs à la supervision (Available in French only) or Adopting winning supervisory strategies .

What is Kolb’s experiential learning and cycle?

Kolb’s cycle or the experiential cycle, is the process through which an individual transforms his experience to acquire various knowledge .

The cycle includes four stages, organized as follows:

Alttag Kolb’s cycle with four stages: concrete experience, reflective observation, abstract conceptualization, active experimentation

See the following animation to understand the four stages and concepts of Kolb’s experiential cycle.

Instructions:

  1. Watch the following video by clicking on the play button. A new window will open.
  2. To close it, click outside of the video.
  3. Click on icon to turn on the “Subtitles/closed captions (c)” and select your language in the “Settings” icon.

Transcript

How to apply Kolb’s cycle to supervision, stage by stage?

See actions the supervisor and trainee must take in order to assist the trainee in integrating knowledge at each stage of Kolb’s cycle while he is learning to administer his first intravenous injection during his placement.

 Instructions:

  1. Click on each of the cycle’s stages.
  2. Answer the question.
  3. Compare your answer with ours.
Stage 1: Concrete experience (CE)

(Learning by feeling)

At this stage, the supervisor opens a dialogue with the trainee and leads him to become aware of his emotions, feelings and perceptions.

In order to learn, the trainee must:

  • Be aware of his feelings and those of other people in the learning situation
  • Get actively involved in an activity at sensory, cognitive and emotional levels
  • Focus on action and maintain sustained attention during the experience
  • Remember his perception of the experience

At this stage, what questions should the supervisor ask?

Feedback
  • How did you feel during this intervention?
  • Were you aware of your posture, movements and comments during the intervention?
  • How did you live through the experience?
Stage 2: Reflective observation (RO)

(Learning by watching)

At this stage, the supervisor encourages the trainee to analyze the experience, based on objective observations. He assists the trainee in organizing the information.

A comic strip where a trainee is sitting at her desk, in deep thought. She is visualizing herself while administering an intravenous injection.

In order to learn, the trainee must:

  • Step back from the affective aspect of the experience and reflect (cognitive domain)
  • Make observations about the experience, from different points of view
  • Reconstruct the learning experience, the sequence of events, from his point of view
  • Analyze, reflect about the meaning of these events
  • Compare this experience to other experiences (draw differences and similarities)

At this stage, what questions should the supervisor ask?

Feedback
  • What difficulties did you face?
  • Why did you face these difficulties?
  • What was the easiest for you?
  • What differences did you notice with what you had previously done in laboratory?
  • Can you describe the steps you followed?
Comic strip where the trainee is consulting schematics of the human body and its circulatory system. At the same time, she is thinking about different syringe models
Stage 3: Abstract conceptualization (AC)

(Learning by thinking)

At this stage, the supervisor encourages the trainee to schematize his thinking to draw conclusions based on logic reasoning, since the placement’s goal is to integrate theory.

In order to learn, the trainee must:

  • Deepen his reflection (thinking, logic)
  • Explain a phenomenon through theory
  • Develop concepts, models to integrate his observations and theory (through a concept map, schematics or drawings)
  • Articulate generalizations that integrate observations and reflections

At this stage, what questions should the supervisor ask?

Feedback
  • Using theoretical concepts, can you explain why the intervention did not go well?
  • Can you search the literature to find explanations?
Stage 4: Active experimentation (AE)

(Learning by doing)

At this stage, the supervisor encourages the trainee to do an intervention, applying the theoretical knowledge he has acquired.

A comic strip showing two boxes. In the first one, our trainee is walking in a corridor. She is thinking: “This time, I will take the time to properly immobilize the vein before inserting the catheter”.  In the second box, we see the trainee approaching the patient. She is thinking: ”This will make my intravenous injection much easier!”

In order to learn, the trainee must:

  • Apply theories and put them into practice
  • Make decisions to act
  • Solve problems (practical approach)
  • Formulate and verify hypotheses in new situations (practical implication for guiding a new professional approach)
  • Take calculated risks
  • Plan an experience with a view to validating it and experiencing it again

At this stage, what questions should the supervisor ask?

Feedback
  • What will you change during the next intervention?
  • How will you do that?
  • How can you apply these guidelines in the practice setting?
  • Which health professionals should be involved with this client?
 Reminder:

Don’t forget to click on the four stages!

The supervisor used a variety of teaching techniques to help the trainee navigate through the four stages of Kolb’s experiential learning cycle. This will allow the trainee to gain lasting knowledge and develop his skills.

Complete the following activity in order to fully integrate Kolb’s experiential learning cycle and determine which strategies correspond to each stage of the cycle.

Activity: Kolb’s cycle and supervisory strategies

 Instructions:

1. Read the simulated situation.

2. Identify a learning activity that corresponds to each of the stages of Kolb’s cycle.

3. Refer to our feedback.

Photo de Flavie

Situation :

Flavie, our trainee, facilitated a family meeting to plan for the discharge of her patient with diminishing autonomy, presenting major neurocognitive impairment. During this meeting, the client became agitated and aggressive. You had to interrupt the meeting to manage the situation.

Stage 1: Concrete experience

Question 1 : What strategies could you suggest to Flavie in order to optimize her experiential learning?

Feedback

You want to help Flavie become aware of her emotions and those of others. You could ask her to:

  • Think about and write down her feelings during the meeting
  • Document the emotional reaction she perceived in the patient and his family
  • Focus on the “here and now” during the meeting (in sensory terms, for example the effect of the temperature in the room on the skin and posture, the effect of surrounding noise on her ability to listen, etc.)
  • Think about subjective elements to include in the progress note

Stage 2: Reflective observation

Question 2 : What strategies could you suggest to Flavie in order to optimize her experiential learning?

Feedback

You want to help Flavie analyze her experience, based on objective elements. You can ask her to:

  • Think about observations to include in the progress note
  • Create a table that allows for comparing observations during the meeting with other previous meetings, or with the theory that she has learned in her courses (what she remembers)
  • Identify similar and different elements between these meetings

Phase 3: Abstract conceptualization

Question 3 : What strategies could you suggest to Flavie in order to optimize her experiential learning?

Feedback

You want to assist Flavie in organizing her thinking so she can draw conclusions that are logical and based on theory. You can invite her to:

  • Search scientific publications for theoretical elements that could explain the agitated and aggressive behaviours observed
  • Think about the analysis that could be included in the progress note
  • Identify best practices in terms of managing agitated and aggressive behaviours
  • Schematize key practices and theoretical elements that are important to consider, by drawing a concept map Concept map .

Stage 4: Active experimentation

Question 4 : What strategies could you suggest to Flavie in order to optimize her experiential learning?

Feedback

You want to help Flavie make decisions and integrate theoretical elements into practice. You can invite her to:

  • Think about best practices that could be integrated into the placement setting, with the client and his family
  • Think about changes that will be made for the next meeting
  • Think about what will be added to the progress note

What factors impact learning?

Think about a technique or theory that you learned easily.

What elements facilitated your learning?

Is your answer similar to the one you gave at the start of the workshop?

See your previous answer

Several elements and characteristics may have impacted your learning, such as .

  • Learning style
  • Intrinsic and extrinsic motivation
  • Cognitive strategies
  • Emotions
  • Metacognitive strategies
  • Prior experiences and knowledge
  • Level of involvement
  • Heredity
  • Gender
  • Personality
  • Age

These characteristics or individual differences between learners can be classified under three distinct categories:

  • Cognitive variants: including intelligence (fluid, crystallized), attention, cognitive control (how information is collected from the environment), cognitive style (how information from the environment is organized), learning style
  • Personality: including tolerance to ambiguity, anxiety and frustration
  • Prior knowledge including accomplishments and the structuring of knowledge .

The following units will allow you to explore these differences.

Reflection question

1. Which elements surprised you in this Unit?

2. How will you apply your new knowledge in your supervisory activities?

3. What are the key messages to remember?

Conclusion

During the placement, your trainee will gain a lot of knowledge and develop his abilities and competencies.

You can optimize this learning by helping the trainee recognize his learning needs and by using Kolb’s cycle of experiential learning.

This cycle includes four stages:

1. Concrete experience (CE)

2. Reflective observation (RO)

3. Abstract conceptualization (AC)

4. Active experimentation (AE)

In order to learn, the trainee must go through all the stages of the cycle. Therefore, he needs to answer questions that are asked of him and must be guided through Kolb’s cycle.

Continue to Unit 2

Name: Caroline Borris
Professional discipline: Occupational therapist
Employer: Consortium national de formation en santé (CNFS) – Volet Université d’Ottawa et Université d’Ottawa
Mailing address: 200, Lees Avenue (room E100-B), Ottawa, Ontario, K1N 6N5
Email address caroline.borris@uOttawa.ca
Telephone number: 613-562-5800, ext. 8521 or 1-877-221-CNFS
Office hours: 8 a.m. to 3:30 p.m., Monday to Friday

Member

Professional information: My name is Caroline Borris, Coordinator of training projects at the CNFS – Volet Université d’Ottawa. I hold a master’s degree in education with a focus on training healthcare professionals and a Bachelor’s degree in occupational therapy. Here is a brief overview of my professional experience.

I worked for ten years in hospital centres, providing occupational therapy services to an adult and senior clientele with physical or cognitive disorders. Throughout these years, I supervised several trainees. In addition, I worked for four years as coordinator of interprofessional training in rehabilitation, and as teaching coordinator in the context of a national research project on mobilizing vulnerable seniors in Ontario.

Since 2004, I have been involved in teaching at college and university levels, in the master’s programs in occupational therapy and physiotherapy.

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