RSA #5 Transformative Experiences

RSA #5 Transformative Experiences

Online Resource: www.columbia.edu/itc/tc/parker/adlearnville/transformative.pdf

Our reading defines transformative learning as “learning that is based on reflection and on the interpretation of the experiences, ideas, and assumptions gained through prior learning.” (Palloff & Pratt, 2007, p.185).  but perhaps a more comprehensive definition comes from a founding father of Transformative Learning Jack Mezirow who states that transformative learning is more a theory of deep  processed learning that goes beyond facts and content knowledge acquisition, Learning that leaps past the memorization of data,  learning equations, or learning historical facts and data.   It is a desirable process for learners to think for themselves, through “true emancipation from sometimes mindless or unquestioning acceptance of what we have to come to know through our life experience”. (Mezirow 2000).

I found a really great resource by Dr. Judith E. Parker a professor at Columbia University.  In her academic paper she discusses how transformative learning can be enhanced by looking at two real world life examples.  First she looks at implementation of technology in the teachers college at Columbia and then at a Seminary school in Pennsylvania.

At Columbia, she cites a professor teaching the same class on campus, and online, and looks at Blackboard as a springboard for the beginning of transformative learning.  One student said:

“The discussion conducted here is very involving; everybody could get a chance to express his own ideas. Moreover, the discussion board online gives us a further opportunity to share ideas with all of the class. It has been developed into a real learning forum. Everybody chose their favorite articles about learning and training in their fields, and then shared their own ideas on the “blackboard”, thus evokes a real open discussion. This learning style makes me feel that I can learn anytime anywhere from so many people of diverse fields... By posting, reading, and replying online, our learning location has burst out of the limited classroom and lecture time boundary, thus it has given us an authentic flexibility and motivation to learn.”

This kind of “authentic flexibility” is exactly what I feel will allow students to have a transformative experience because how can one really truly transform without doing it at their own pace and time.  Structure is important, but can also be limiting. 

When looking at how this can apply to professional development and PLC’s we can see that if as educators we can enhance our own learning and creative transformative learning experiences for teachers we will be able to create those same type of transformative experiences for our students.


Resources

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

 Parker, Dr. Judith E. (2001).  Transformative Learning Enhanced With Technology. www.columbia.edu/itc/tc/parker/adlearnville/transformative.pdf

Mezirow, J. and Associates (2000). Learning as transformation. San Francisco: Jossey-
Bass.