PERSONAL LEARNING THEORY

        I believe learning to be a process rather than a product. Although our educational institutions often quantify knowledge, it is not enough to know “lots”. In contrast, learning is a continuous acquisition process. When my students create films, they write the script, film and edit. These operations require constant re-evaluation and repositioning.  A perspective based on apprenticeship and nurturing

       I can see, like the behaviourists, that learning changes behaviour. After taking film production classes, many students use this medium to create assignments in other subjects. I recognize that a mental process occurs, as the cognitive approach stipulates. For example, students often gain insights such as developing a critical eye when watching movies. There is also some truth in the humanist standpoint. My nurturing side tells me that without the fulfillment of affective needs, students cannot make the most of their potential.

       However, the apprenticeship perspective is the one with which I identify the most since it links learning with society. My film students exemplify this model when participating in competitions where their films are categorized and judged by professionals in the field.

What is the purpose of education?

       Education should produce a targeted behavioural transformation: my students should be able to film and edit digital footage by the end of the course. Additionally, learners should improve their learning capacity: if film students are in the second year of a program, they should be able to handle more difficult projects. Furthermore, students should become autonomous: their improved self-assurance should allow them to celebrate both their successes and their failures.

       In conclusion, there are many ways to learn or to instruct. Learners have various cerebral pathways, cultures and aspirations. Teacher’s preferential methods differ according to their training and personalities. What is essential is to acknowledge the distinctions and adopt a flexible attitude.  

   References

Pratt, D.D. (2002). Good teaching: One size fits all? In Jovita Gordon (Ed.), An Update on Teaching Theory. San Francisco: Jossey-Bass. Available online at: http://www.teachingperspectives.com/PDF/goodteaching.pd 

Alinsky, S. (2008). Learning theory – models, product and process

Retrieved from: http://www.infed.org/biblio/b-lean.htm, May 14, 2008