The last lap OK—we covered a lot of ground on Monday. My apologies for being late in posting this.

First, thanks to John for his discussion of work experience; it linked nicely with Pat's contribution on work-based tasks from last week. There are some general points about work-based learning at; http://www.learningandteaching.info/teaching/work.htm

And to Maurice for his take on textbooks, which raised some interesting questions about how students nowadays use books at all...

Deep and Surface Learning

In my part of the session, we finally addressed the matter of deep and surface learning; it's a specialised usage with a lot of research attached (which generally stands up quite well to scrutiny).

• See http://www.learningandteaching.info/learning/deepsurf.htm for a quick outline with further links.
• On Prosser and Trigwell' s work; the reference is PROSSER M and TRIGWELL K (1999) Understanding Learning and Teaching: the experience in higher education Buckingham: SRHE/OU Press. (They are the ones who suggest that a teaching style focused on information transmission is more likely to promote surface learning.)
• I linked this to the "standard" Subject-Teacher-Learner model (with the post-its on the whiteboard) as outlined at http://www.learningandteaching.info/learning/learntea.htm, and in more detail at http://www.doceo.co.uk/tools/subtle_1.htm

We also talked about why many students appear to be wedded to surface learning and find it hard to give it up.

• In more general terms, this issue of the "cost" of learning is explored at http://www.learningandteaching.info/learning/resistan.htm
• and once again in more detail at http://www.doceo.co.uk/original/learnloss_1.htm.

And so to learning from experience;

• you'll find a fairly full and slightly critical account of the Kob cycle at http://www.learningandteaching.info/learning/experience.htm
• Phil Race's alternative model can be found as a PowerPoint file at http://www.phil-race.com/files/ripples3.ppt (But do browse his very useful site at http://www.phil-race.com/downloads.html for other material, too; note that although a lot of it is in PowerPoint form, it is not as he would actually use it.)

The Humanistic tradition

We just have not had time to discuss this, so I am going to have to rely heavily on posting links and references, which is highly ironic, since equal discussion is at the heart of the humanistic approach. The bit we did discuss a little, "transformative learning", fits better a little later, so that where I have inserted it.

• For a general account see:
  http://www.learningandteaching.info/learning/humanist.htm
  http://www.infed.org/biblio/learning-humanistic.htm
• with more references at:
  http://www.doceo.co.uk/academic/learning_links.htm#Humanistic

One of the most plugged humanistic models, for adult education, is Malcolm Knowles' notion of "andragogy": literally "teaching men", see;

• http://www.learningandteaching.info/learning/knowlesa.htm
• [which poses the question whether there is such a thing as "gynaegogy" (teaching women)? see the work of Belenky et al: http://ed.uno.edu/Faculty/RSpeaker/Epistemologies/Belenky.html]
• —which would in turn lead to the more radical humanistic perspectives in adult education: (see http://www.learningandteaching.info/learning/culture.htm)
• and particularly to the work of Freire: see http://www.infed.org/thinkers/et-freir.htm and http://www.infed.org/biblio/b-consc.htm (I mentioned Freire's "banking model of education"—which represents all he despises in education—in relation to the Subject-Teacher-Learner model, you may remember)

Back at the ranch, have a look at this article by Knowles himself; http://www.newhorizons.org/future/Creating_the_Future/crfut_knowles.html: don't you find it deeply patronising?

If the radical approach is taken seriously, then it suggests that adult education can transform lives, and that is indeed what Jack Mezirow and his followers explore; see

• Mezirow's Three Domains of Learning... http://www.fsu.edu/~adult-ed/jenny/learning.html#sldtrans
• "Transformational learning: theory to practice links" http://www.iupui.edu/~adulted/mwr2p/prior/daley.htm
• Wikipedia Free Encyclopedia's article on 'Transformative learning' ... http://en.wikipedia.org/wiki/Transformative_learning (Note that Wikipedia content can change very rapidly, and that the editors have posted a note to suggest that this entry could be better.)
• Transformative Learning in Adulthood. ERIC Digest Authoritative account with references http://www.ericdigests.org/1999-2/adulthood.htm
• Jack Mezirow http://www.nl.edu/academics/cas/ace/resources/JackMezirow.cfm
• Transformative Learning and the Journey of Individuation. ERIC Digest http://www.ericdigests.org/2001-3/journey.htm
• Critical Reflection .http://www.learningandteaching.info/learning/critical1.htm
• EEE: News & Events: Article: Transformative Learning Theory http://eee.uci.edu/news/articles/0601transformative.php

That lot should keep you out of trouble over Easter!

As you know, we shall be having tutorials on 23 April, but if anyone wishes (quorum, four of you) there will be an opportunity to discuss "matters arising" from the module and your reading to date at the end of the afternoon, around 5 pm. If that happens, Sarah can do her "stimulus" then, too, but otherwise I'll negotiate with Kathy for time for her, later.

Have a good break!  21:26