Community Learning Development Resource Category 200
UNDERSTANDING LEARNING AS A PROCESS
SUMMARY
This resource category (200) focuses on learning, principally as the holistic natural process of experiential learning. It seeks to support and inform our understanding of learning within community learning, which is a core strand of community development – moving us beyond the confines of the content and subject based learning of formal courses and programmes. Key understandings for developing our practice include the use of the Three Learning Strand Model (Resource 200-03) and Holistic Learning Outcomes (200-04). The potential learning outcomes for those using these resources are summarised.
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UNDERSTANDING LEARNING PROCESSES The Category 200 Resource Guide |
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Notes for Readers and Trainers
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| 200 – 02
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Definitions of LearningSome Ideas about Learning
Theory (and jargon). As a resource the material can be used to check out people’s understanding and through discussion build on that understanding. Particularly critical is to develop an awareness of learning as a natural process rather than it being perceived as a description of subject material or learning content.
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| 200 – 03 | The ‘Three Learning Strand Model’
A model for learning experiences, which identifies 3 strands of learning and can be used to prompt thinking about the learner development strand rather than the main formal learning focus on the learning content strand.Also prompts thinking about a Feedback strand and importance in reflective practice and evaluation and quality improvement.
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| 200 – 04 | Holistic Learning Outcomes
Presented as Learning Outcomes, to support the identification of learning needs, self-assessment and as a framework for the identification of holistic learning outcomes within practice. The framework takes us beyond content –based learning and into the area of individual capacity building and personal development.
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| 200 – 05
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Learning to use the Library The learning for a first-time user at a local library was explored with Library Development Workers and recorded in this resource (200 – 05). We were interested in finding out what learning would do for someone, how they could use and apply the learning, and how learning success could benefit them.
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| 200 – 06
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The Nature of a Piece of Learning
An analysis of the complexity of a piece of learning – the physical skill of throwing a ball – to illustrate the complex nature of learning and to explore the implications for planning for learning and identifying learning barriers, with individual learners.
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| 200 – 07 | Support Entitlement
This analysis prompts thinking about particular support needs and provision for people who are non-confident and inexperienced learners. These are significantly different and additional to the Learning and Learner Support services commonly offered by education and training providers to recruited adult learners.
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| 200 – 08
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Ground-rules
The concept and practice of having ground-rules for a learning engagement in mind when engaging with a learner, are presented, as a list of concerns and areas to be explored, shared and agreed with a learner. The benefit of these and the prior experience of inexperienced adult learners is explored within the analysis.
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| 200 – 09
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Community Health Learning
Exploring the role of learning within the work agenda of an agency.The priorities for a PCT local Public Health Team are analysed with workers, in relation to the part that learning might play in the achievement of effective work outcomes, which depends upon being able to encourage and support clients to choose to change their behaviour.
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| 200 – 10
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Paulo Freire
The life, work and educational philosophy of Paulo Freire is presented as a significant contribution to the development of learner-centred education with adult learners who have significant learning needs. In particular the ideas which place empowerment of the learner at the heart of educational strategies and experiences are described and discussed.
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| 200 – 11
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Work Outcomes
LearningAgencies and organisations have work outcomes that they seek to achieve. If learning plays any part in what we do to achieve success, we need to be able to identify the learning components and processes in relation to the people we intend to work with. This resource (200 – 11) explores the steps that need to be taken in putting appropriate learning in place.
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| 200 – 12 | Community Development and Learning
Understanding community development and learning concepts, terms and meanings helps us to understand how the two fields relate and connect to bringing about change within neighbourhoods and communities.
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CLD Resource Category 200 UNDERSTANDING LEARNING PROCESSESSUMMARY OF POTENTIAL LEARNING OUTCOMES |
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