RSA # 5 - Transformational Learning

Online Link: http://proquest.umi.com/pqdweb?index=7&sid=1&srchmode=1&vinst=PROD&fmt=6&startpage=-1&clientid=16512&vname=PQD&RQT=309&did=1228256461&scaling=FULL&ts=1303908660&vtype=PQD&rqt=309&TS=1303908669&clientId=16512

In this week’s readings, Paloff and Pratt discuss something that all teachers should participate in; Transformative Learning. The authors use Jack Mezirow’s definition of this process, calling it “learning that is based on reflection and on the interpretation of experiences, ideas, and assumptions gained through prior learning” (pg. 185). This type of self-reflection should be something that all teachers learn to do on a regular basis, however, the authors caution that time needs to be provided for this type of growth. If time isn’t set aside, it cannot be expected that teachers will naturally go down this path. Additionally, Paloff & Pratt suggest that even if time is set aside, it needs to be consistent because transformative learning “is a vibrant, dynamic process that is typically not completed when a course ends” (pg. 186). The idea is to grow as a person and as a teacher through this process, not just to gain intellectual information. Again, the authors come up with a novel idea that is essential to developing into a superior educator. This may not be a familiar process at first. In fact, it may be what the authors call “disorienting”, which is a good thing. Being challenged is part of the process and results in personal and professional growth.

Susan Stansberry and Angel Kymes attempted to facilitate transformational learning by conducting a research study. In their study, they used required pre-service teachers to use “e-portfolios” as a method of self-reflection and personal growth. The fact that the portfolio was done online and not on paper was considered the “disorienting experience” and the researchers hoped this method would prompt increased transformation. The researchers also referred to Mezirow as the basis for their philosophies on transformational learning. In addition to the definition above, they added that Mezirow’s theory occurs in “stages of cognitive restructuring”. They add that this transformation can be “gradual or sudden and the individual moves through a series of stages in the cognitive restructuring and reconciliation of experience and action” (Kymes & Stansberry, 2007, pg. 489).

Reading Stansberry and Kymes’ study was helpful because it showed an example of technological transformational learning in practice. They attempted to use the technology as the disorienting experience, but were expecting cognitive transformation as a result. I don’t think that technology is always a disorienting experience at this point in time. People are becoming more and more familiar with it, but confronting anything new does challenge our current views and behaviors. The study also supported what Paloff & Pratt said about creating time for this transformation and not limiting the time to one hour; it should be done as a regular part of a school’s professional development plan. Over the years, the method of disorientation can change, but the concept of reflection and change should be constant. Again, such a simple idea that can produce big results. It’s a shame that more schools don’t see the benefit and simplicity of this idea.

References:
Kymes, A.D. & Stansberry, S. L. (2007). Transforming learning through “teaching with technology” electronic portfolios. Journal of Adolescent & Adult Literacy, 50:6, pgs. 488-497.
Paloff, R.M. & Pratt, K. (2007). Building Online Learning Communities. John Wiley & Sons: San Francisco, CA.