What *Is* A Transformation? | Base Group Summary | Discussion

Discussion Question 1 Summary:

We seem to agree that learning sciences is concerned with shifting away from instructionism as the sole model for learning and teaching, toward including other models that better prepare students for the current knowledge economy. Some of us focused on the intellectual, research-oriented aspects of the learning sciences, while others focused on the practical, school-based aspects of the learning sciences. Still, we all seem to agree that learning sciences is largely an applied field.

We all feel that technology plays a role, but there is some divergence in opinion about what that role is or will be. One opinion is that technology is important enough to be considered its own learning environment. Another is that technology is an influence on the design of broader learning environments; learning sciences is about the interaction between the teacher, learning, and environment, with technology as an important component of the environment. Another theme that emerged related to technology is the overall goal of trying to help students become experts in various fields. Technology is related to this goal in that experts are increasingly using advanced technology tools in their work.

Finally, we discussed that learning sciences are responsive to generational evolution. For instance, Sawyer (2006) states that “Instructionism is an anachronism in the modern innovation economy” (p. 2). Learning sciences will continue to shift as the needs of society shift. A barrier to the progress of learning sciences that often, there are competing influences outside of the research arena. For example, by contrast to the societal push against instructionism, the standards-based education policies seem to be working to maintain the instructionism model.

Discussion Question 2 Summary:

We seemed to all struggle to answer the discussion question because we did not fully understand what Bransford et al.’s (2006) transformation would look like. We are confused by the contrast of the word transformation and Bransford et al.’s notion that they do not expect the emergence of a grand theory. Most people seemed to agree that transformation is *possible*, but has not yet happened. We disagree on the reason for this; some think it is simply too soon to expect grand change because transformation happens slowly, while others are skeptical that the transformation will happen at all given barriers such as academic specialization.

Another point of disagreement is the location of the transformation. Will the transformation happen in the research fields, or in the practical applications of research? A consensus seems to be emerging that from a research standpoint, learning sciences is having an additive but not transformative effect. There seem to be more viewpoints emerging in research, but meaningful influence among them is hard to find. By contrast, we hope that from an applied point of view, transformation can happen as different perspectives are applied to the development of new innovative learning environments and approaches.

Follow-up Questions:
1. Are the goals of the learning sciences intellectual, practical, or both?
2. What constitutes evidence of a transformation?
3. Does transformation have different consequences than gradual evolution for the learning sciences?