Sawyer (2006) states that the central concern of the learning sciences is “exactly what is going on in a learning environment, and exactly how it is contributing to improved student performance” (p. 10). However, I think this statement could do more to capture the ultimate goal of change that seems to drive the learning sciences. Thus, in my own words, I view the central concern of the learning sciences to be producing and synthesizing research from relevant disciplines to better understand the roles of the instructor, the learner, and the environment, with the goal of using this knowledge to design effective learning environments conducive to deeper conceptual understanding.
One of the implications from the learning sciences for the design of learning environments that struck me was the need for more complex learning environments. Sawyer (2006) notes that “studies of knowledge workers show that they almost always apply their expertise in complex social settings with a wide array of technologically advanced tools…” (p. 5). Indeed, research shows “that deep learning is more likely to occur in complex social and technological environments: (Sawyer, 2006, p. 13). This is further evidence that lecture-style design is not supportive of deep learning. In addition, the notion of a complex environment could be intimidating for some teachers, especially those worried about classroom management. This made me wonder how receptive of this idea teachers are and what can be changed in teacher education programs to better prepare teachers to confidently monitor a more complex environment.
Your comments about the need for complex learning environments intrigued me because it is not something I picked up on. Instead, I was focused on a passage that closely follows the one you quoted: “[W]hen learning scientists talk about engaging students in authentic practices, they are referring to developmentally appropriate versions of the situated and meaningful practices of experts” (Sawyer, 2006, p. 5). Perhaps because of my background in curriculum design, I have always conceived of the work of the learning sciences as involving simplification of complex tasks to make them developmentally appropriate. Your comment, however, made me realize that it’s much more of a complicated (complex?) interplay of both increasing and decreasing complexity.
Hi Kimberly – I picked up on a lot of information you discuss here. For instance, the idea that teachers may not be as receptive of new learning technologies and environments is something I was concerned about too. I stated that these teachers are at the forefront of change and are needed for the application of learning sciences pedagogy. What struck me about your write-up was the idea of incorporating ideas from the learner, teacher, and environment to inform necessary change. I agree that researchers need to study the whole “academic system” and surrounding environment to develop an appropriate understanding of learning. One way in which I see this manifesting is through interdisciplinary work.
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