Learning, Part 2: On schemata and growth

We don't just store bits of knowledge as stacked Lego bricks. Instead, we assimilate new knowledge within the stream of what we already know. In turn, the newly assimilated knowledge influences the stream of how we interpret new knowledge.

In Making it stick, Brown, Roediger III and McDaniel define learning as "acquiring knowledge and skills and having them readily available from memory so [one] can make sense of future problems and opportunities" (2014, p.2).

Learning, then, is a process of assimilation and extension. Sort of like a smudge. 

The process of learning is often described in terms of a developing schemata (Wikipedia article again highly recommended!) whereby what we already know both determines and changes as the result of what we learn. Such development might be equated with transformative learning, whereby an education doesn't just shape what we know; it also fundamentally changes our view of the world. It is here that the cognitive sciences become utterly and foundationally relevant to TEL, and where books such as Making it stick and How we learn (which broadly contains the same ideas) come to the fore.

A few fundamentals:

1. The richer our schemata, the better we can perceive new knowledge - though entrenched schemata might also blind us to different ways of thinking. 
2. Schemata are enriched by new knowledge - so the quality of new knowledge is very important. 
3. An individual's schemata will both empower and limit their learning. Effective education aims to be appropriate to the likely schemata of the learner with the objective of enrichment. 
4. Effective learning (and therefore the enrichment of schemata) involves knowledge and skills being available from memory. 

Yes, memory. Memorisation is an important element of learning. Again using the words of Brown, Roediger III and McDaniel, "All new learning requires a foundation of prior knowledge" (2015, p.5). This reminds me of my favourite quote from Brighouse's On education: "the idea that [people - specifically children] might develop the more complex skills of reasoning about information without having a good deal of it instantly available is silly" (2006, Loc 395).

So, learning develops learners for more discerning and complex learning. Memorisation is a key component, though memorisation in itself is not the endgame. Rather, memorisation assists with orienting a schema so that the schema can be further developed.

In Teaching for learning I illustrate this in Figure 2.1 (p.18) by outlining a relationship between information, skills and understanding:

Simply put, information is best presented in ways that it can be memorised. Skills are best presented by way of demonstration and processed by the learner by way of practice, so that ability can be demonstrated. Understanding builds on information and skills through educative process so that the learner's conceptual schema aligns with that of another expert (even if the learner disagrees with other experts!) I would now tend to equate the aim of 'understanding' here with that of Mezirow's 'transformative learning', as in my thinking the two are synonymous.

Apologies. That's pretty heavy stuff for a blog. As a minimum takeaway, though, learning is determined and constrained by a learner's schemata, and learning goes on to further determine the schemata. Effective education deliberately focuses on enriching students' schemata by means of information and skills, though ultimately applying information and skill development as the means of transformative learning.

In my view the concepts above are foundational to the practice of TEL... particularly if we are serious about putting the learning first!