Think back to the learning theories you investigated in Week 3. To what extent are those theories relevant to the predictions made by Sharples et al.?

Playful learning

This goes beyond the nursery level ideas of play such as Circle Time, Free Play which are recognised guided learning activities for children. This section talks about play for adults, gamification, stating that play has no age limit. This seems to be compatible with behaviourism where actions lead to rewards and also constructivism (Piaget’s developmental theory and Vygotsky Scaffolding theory are relevant).

Learning with robots

Robots provide a good scaffolding opportunity as they learn more the more the student learns about operating them. Those programming robots become problem solvers. Robots have long provided automation opportunities and been used in situations too dangerous for humans. AI embedded in robots is becoming so advanced that ethical questions about their use are suggested. Bruner’s ideas about learners gaining problem solving abilities are expressed through robot programming / responses.

Learning through wonder

Learners build their own mental narratives. This seems to be constructivism again.

As note by McLeod (2019), Driscol states:

“Learners will be constantly trying to develop their own individual mental model of the real world from their perceptions of that world. “.
“As they perceive each new experience, learners will continually update their own mental models to reflect the new information, and will, therefore, construct their own interpretation of reality.”

McFall detailed by Sharples et al. (2019) is a set of 8 ‘boxes’ which form a complete pedagogy.  Real world experiences and places feed into the learning process.

Action learning

Increase in collaborative skills which is reminiscent of connectivism (not one of the 3 learning theories we are focussed on here). Active learning teaches group approaches to solving problems. Uses new communication technologies which do not have to be synchronous. Our group work activities follow this model to some extend.

Place-based learning

Teaching geology, horticulture for example is enhanced by real world experiences. Mobile learning can increase the effectiveness of field work. A deeper understanding of a subject is possible if you are able to experience it in situ.

Headings not attempted:

Roots of empathy
Decolonising learning
Drone-based learning
Virtual studios

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References

McLeod, S (2019) Constructivism as a theory for teaching and learning, Available at: https://www.simplypsychology.org/constructivism.html (Accessed: 9th March 2020).