In conducting my observational studies of learning I felt that objective observation alone provided insufficient sensory and experiential data to truly understand what was happening in the learning process. For this reason I revised my approach and adopted a duality of perspective. Rather than simply observe students involved in the learning process I subjected myself to the very same process, thereby experiencing a richer influx of data, simultaneously interpreting the events that unfolded before me with the perspectives of both a bystander and a participant.
The learning environment can be one or both of the following: 1) Content providing: e.g. other skiers provide good and bad examples, mountain provides visual input to understand skiing (compared to talking about skiiing in a classroom, chalkboard drawings, pictures, video, etc...) 2) Performance enabling: e.g. the mountain, snow, a ski lift, provide a place to ski; skis, boots and poles provide equipment to ski. e.g. a harness can help a diver safely learn a new dive, e.g. a foam pit can help a gymnast safely learn a new move
Comments