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This volume introduces the concept of ‘adaptivity’ as occurring
when, say, individuals cross boundaries. Through illustrations from
both formal and informal learning, the book seeks to provide
learning designs and frameworks for adaptivity. This book is unique
as it ties together: a) social-individual dialectics; and b)
adaptive learning as it relates to creativity and
imagination. It highlights case studies from social / new
media contexts, school learning milieux, and formal and informal
situations. It approaches adaptive learning from the
perspectives of students, teachers, school leaders, and
participants in social media and other digitally mediated
environments. The book is a valuable resource for practitioners and
academics who are interested in adaptivity as a learning
disposition.
As children, we would have spilt glasses of milk, dropped things,
and broken things. As children, therefore, we would have developed
intuitions about how the world ‘works’, but we would not
necessarily have been able to explain these ‘workings’. It
would only have been till we entered formal schooling that we would
have learned codifications of canon within each respective
discipline, and consequently how to articulate the canon to explain
the intuition. The preceding example was from the natural sciences,
but one could just have easily taken an example from, say, the
environmental sciences or from the social sciences. Indeed, much of
this book does just that, as it seeks to chart the territory of a
new theory of learning around Disciplinary Intuitions. Many of the
chapters within draw frequent and explicit linkages to curriculum
design, from the premise of the need to go beyond addressing the
conceptions of learners, to seeking to understand the substrate
upon which these conceptions are founded. The argument is made that
this substrate comprises the particular set of lived experiences of
each learner, and how – because these lived experiences are as
tacit as they are diverse – designing curriculum around
misconceptions and preconceptions alone would not lead to enduring
understanding from first principles. From this perspective,
Disciplinary Intuitions constitute an exciting field at the nexus
of learning theories and curriculum design.
As children, we would have spilt glasses of milk, dropped things,
and broken things. As children, therefore, we would have developed
intuitions about how the world 'works', but we would not
necessarily have been able to explain these 'workings'. It would
only have been till we entered formal schooling that we would have
learned codifications of canon within each respective discipline,
and consequently how to articulate the canon to explain the
intuition. The preceding example was from the natural sciences, but
one could just have easily taken an example from, say, the
environmental sciences or from the social sciences. Indeed, much of
this book does just that, as it seeks to chart the territory of a
new theory of learning around Disciplinary Intuitions. Many of the
chapters within draw frequent and explicit linkages to curriculum
design, from the premise of the need to go beyond addressing the
conceptions of learners, to seeking to understand the substrate
upon which these conceptions are founded. The argument is made that
this substrate comprises the particular set of lived experiences of
each learner, and how - because these lived experiences are as
tacit as they are diverse - designing curriculum around
misconceptions and preconceptions alone would not lead to enduring
understanding from first principles. From this perspective,
Disciplinary Intuitions constitute an exciting field at the nexus
of learning theories and curriculum design.
This volume introduces the concept of 'adaptivity' as occurring
when, say, individuals cross boundaries. Through illustrations from
both formal and informal learning, the book seeks to provide
learning designs and frameworks for adaptivity. This book is unique
as it ties together: a) social-individual dialectics; and b)
adaptive learning as it relates to creativity and imagination. It
highlights case studies from social / new media contexts, school
learning milieux, and formal and informal situations. It approaches
adaptive learning from the perspectives of students, teachers,
school leaders, and participants in social media and other
digitally mediated environments. The book is a valuable resource
for practitioners and academics who are interested in adaptivity as
a learning disposition."
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