In our last two posts we introduced The Learnbase Learning Focus Map and then explored its axes and quadrants that we have based on Wilber’s Four-Quadrant model.
Today, we look at how we can apply the Learnbase Learning Focus Map in a practical way to support project planning. If you didn’t catch the previous two posts in this series, here’s the Learning Focus Map again.
Plotting Learning Theories
In the scheme of things, active articulations of educational learning theories are a pretty recent phenomenon. For a long time the mastery model, apprenticeship, was the main approach, and it’s a brilliant approach too. It has served us for millenia and skills could be picked up by watching, modelling and being guided. As the 19th Century moved into the 20th, approaches that modelled emerging ideas about the brain and the field of possibility grew. These in turn modelled and benefitted from advances in technology and communication.
The map below presents the earlier emerging approaches in darker shades and the more recent in lighter shades. It’s not important to understand each approach, but to observe the shift. We try to avoid seeing this as an oppositional shift- the new guard ousting the old, but instead as an expansion of the field of possibility. Every approach on the chart has its value and its place and can inform and guide us. We could also debate for hours (days!) the precise space that each approach could occupy, so this is a just a rough guide:
We can see that the earlier approaches (the darker green ones) emerged when the field of possibility was focused on the exterior. More recently there is an expansion of possibility from the external object and organization-based approaches to more individual internal affective approaches, or ones with an emphasis on the connective possibilities of communities of practice or experience.
So the field of possibility is always expanding. We often work with experts who excel in their field. Their own personally successful experiences of education were formed at a time in the past, and their assumptions were grounded there, often led by experts who were themselves grounded in the possibilities of a moment even prior to that. We find that this is further impacted by an assumption that because it worked for them it must work for all; that there is a need to provide external learning objects to match organizational requirements, and it’s up to the learner to find them, absorb them and be assessed by them on the organization’s terms.
This is not wrong. However, the field of possibility has expanded and we work with organizations to explore that. The ‘aha’ moments are lovely to experience. The Learning Focus Map is our basis for this.
In the next post we’ll zoom in from these more abstract conceptual approaches, and get down to the brass tacks of learning tools and tasks: Mapping Tasks, Tools and Technologies