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By emphasising understanding, we allow learners of any age to develop increasing potential to apply that understanding creatively, to be innovative and/or ingenious. We need more learners wanting to study and who also have the technological literacy, creativity, competency and the understanding of the Learning Process, to take that understanding and apply it innovatively and ingeniously to solve the multitude of problems we experience every day from the complex to the mundane.
Questions to Reflect on
1. What are three questions you would like to explore using the Action Learning Process regarding how learning can be more efficient in your own and your learner’s learning worlds?
2. What are the key differences between the Action Learning Process used by educator- learners and the Learning Process used by learner-educators?
3. When you watch the videos of yourself working with learners, what are four positive aspects of your role as an educator-learner and one aspect that you think you can improve on?
4. Are you an early adopter of technology or are you generally reticent in picking up new innovations? What do you think the main reason for that disposition is, considering everyone can learn equitably?
5. What would you consider to be the best and the worst aspect of the rising use of technology in your role as an educator-learner? How does this answer relate to the previous question?
6. If you were restricted to just one piece of technology, what would that be? What is it about that piece of technology that made you choose it? What are the implications of your choice?
7. Do you feel you have a good conceptual understanding of the discipline domain(s) or the area(s) that you are currently involved in as an educator? Do your learners also have a good conceptual grounding in these areas? How would you test that?
8. A conceptual approach to learning begins with a prompt that lights the fire under the learner’s curiosity and intrigue, driving the learner to want to learn and build his or her understanding. What are the limitations in your discipline(s) or domain(s) that would reduce your ability to teach from a more conceptual framework?
9. What is your emerging definition of intelligence? How does this relate to the definition you previously applied?
10. Do you believe that every learner has the capacity to demonstrate high levels of intelligence? Why do you think we value certain intelligence contexts more highly than
others? Is this differential legitimate? How do you adopt this new thinking into your world?