Socialisation and Contextualisation: Methods for Advancing the Teaching and Learning Experience in Higher Education.

Tim McLernon

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Abstract

    This presentation examines the precepts that social interaction and context are key components of learning in higher education and proposes that a studio learning environment and ‘inverting the curriculum’ would enhance the teaching and learning experiences. The presentation analyses the ‘traditional’ teaching methods of higher education, questions the strict adherence to a content-based curriculum, and argues that these factors are not best suited to the optimal attainment of relevant learning outcomes. The paper constructs a standpoint to question whether the correct learning environment prevails in higher education institutions to make the teaching and learning experience an enjoyable and self-motivating one and to promote the achievement of the necessary learning outcomes and the requisite educational standards demanded by society and employers. The narrative defines by example what the author means by the terms ‘inverting the curriculum’ and ‘studio culture’ and poses questions and suggestions rather than arriving at definite conclusions. The author uses two selected readings on which to construct the standpoint from which the propositions are put. The background to, and the rationale for, this presentation, comes from an involvement some years ago by the author in adventure-based experiential education. It was clear from this experience that people are more motivated to learn when they are deriving enjoyment from activities. The catalyst for enjoyment seems to involve two factors:1. social interaction and 2. activities which challenge the individual, but which are designed to be attainable.Based on these experiences and observations, this presentation suggests methods which make the teaching and learning experience more fun and enjoyable for both students and teachers, and which help students to develop learning techniques based on natural enquiry.
    LanguageEnglish
    Title of host publicationProceedings of the International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006.
    Pages1-10
    Publication statusPublished - 21 Jul 2006

    Fingerprint

    Socialisation
    Teaching
    learning
    education
    experience
    curriculum
    learning environment
    experiential education
    method of teaching
    interaction
    employer
    student
    narrative
    teacher

    Keywords

    • Socialisation
    • contextualisation
    • teaching learning experience
    • higher education.

    Cite this

    McLernon, T. (2006). Socialisation and Contextualisation: Methods for Advancing the Teaching and Learning Experience in Higher Education. In Proceedings of the International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006. (pp. 1-10)
    McLernon, Tim. / Socialisation and Contextualisation: Methods for Advancing the Teaching and Learning Experience in Higher Education. Proceedings of the International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006.. 2006. pp. 1-10
    @inproceedings{8fd9c9abda4f44ba9263570ebf086997,
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    abstract = "This presentation examines the precepts that social interaction and context are key components of learning in higher education and proposes that a studio learning environment and ‘inverting the curriculum’ would enhance the teaching and learning experiences. The presentation analyses the ‘traditional’ teaching methods of higher education, questions the strict adherence to a content-based curriculum, and argues that these factors are not best suited to the optimal attainment of relevant learning outcomes. The paper constructs a standpoint to question whether the correct learning environment prevails in higher education institutions to make the teaching and learning experience an enjoyable and self-motivating one and to promote the achievement of the necessary learning outcomes and the requisite educational standards demanded by society and employers. The narrative defines by example what the author means by the terms ‘inverting the curriculum’ and ‘studio culture’ and poses questions and suggestions rather than arriving at definite conclusions. The author uses two selected readings on which to construct the standpoint from which the propositions are put. The background to, and the rationale for, this presentation, comes from an involvement some years ago by the author in adventure-based experiential education. It was clear from this experience that people are more motivated to learn when they are deriving enjoyment from activities. The catalyst for enjoyment seems to involve two factors:1. social interaction and 2. activities which challenge the individual, but which are designed to be attainable.Based on these experiences and observations, this presentation suggests methods which make the teaching and learning experience more fun and enjoyable for both students and teachers, and which help students to develop learning techniques based on natural enquiry.",
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    note = "Paper presented at International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006; published in the Proceedings of the International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006. Reference text: Bandura, A. (1977) Social Learning Theory, Englewood Cliffs, NJ: Prentice Hall. Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row. Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Perennial. Csikszentmihalyi, M. (1998). Finding Flow: The Psychology of Engagement With Everyday Life. Basic Books. Csikszentmihalyi, M. (1999) If We Are So Rich, Why Aren’t We Happy? American Psychologist, October 1999, Volume 54, Number 10. Csikszentmihalyi, M. (2003). Good Business: Leadership, Flow, and the Making of Meaning. New York: Penguin Books. Fernandez-Armesto, F. (2006). ‘Strictly speaking, education and instruction are mutually exclusive. You instruct soldiers. You teach students’, Times Higher Education Supplement, 14th April 2006, Harms, W. (1994) Enjoyment of learning crucial for students to excel’, The University of Chicago Chronicle, Feb 3, 1994, Vol 13, No 11. Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. Merriam, S. and Caffarella (1991, 1998) Learning in Adulthood. A comprehensive guide, San Francisco: Jossey-Bass. Murphy, P. (ed.) (1999) Learners, Learning and Assessment, London: Paul Chapman. O'Neil, D (2006) PROCESS OF SOCIALIZATION: How We Acquire Our Cultures, World Views, and Personalities, http://anthro.palomar.edu/social/default.htm, accessed June 2006. Project Adventure, http://www.pa.org, Accessed June 2006. Smith, M (2005) Communities of Practice, Accessed June 2006. http://www.infed.org/biblio/communities_of_practice.htm#learning_orgs. Sveiby, K.E. (1997). The New Organizational Wealth: Managing and Measuring Knowledge-Based Assets, San Francisco: Berrett-Koehler. Wenger, E. (1998) 'Communities of Practice. Learning as a social system', Systems Thinker, http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Accessed June 2006. Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Flow_(psychology) accessed June 2006.",
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    McLernon, T 2006, Socialisation and Contextualisation: Methods for Advancing the Teaching and Learning Experience in Higher Education. in Proceedings of the International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006.. pp. 1-10.

    Socialisation and Contextualisation: Methods for Advancing the Teaching and Learning Experience in Higher Education. / McLernon, Tim.

    Proceedings of the International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006.. 2006. p. 1-10.

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

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    McLernon T. Socialisation and Contextualisation: Methods for Advancing the Teaching and Learning Experience in Higher Education. In Proceedings of the International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006.. 2006. p. 1-10