This article reviews creating a holistic learning framework through information & ideas, experience, and reflective dialogue. |
In L. Dee Fink's book, "Creating Significant Learning Experiences", he argues that in order to create a complete set of learning activities capable of achieving significant learning, we need an enlarged and more holistic view of active learning - one that includes “getting information and ideas” as well as “experience” and “reflection.” The figure below illustrates his conceptualization of active learning, one that makes all three modes of learning an integral part of a more complete set of learning activities.
Fink states that "two principles should guide the choice of learning activities. First, an effective set of learning activities is one that includes activities from each of the three components of active learning (information and ideas, experience, and reflective dialogue). Second, we should try to find direct kinds of learning activities, whenever possible. Indirect, or vicarious, forms may be necessary in some cases, but when we can find direct ways of providing active learning, the quality of student learning expands." Some examples of direct learning activities for each category are:
Getting Information and Ideas: Primary data, primary sources
Experience: "Real Doing" in authentic settings, direct observation of phenomena, assignments that mirror real-world applications
Reflective Dialogue: Reflective thinking, journaling, dialogue with others (in and out of class)
Below is an example of how one instructor incorporated the ideas of Holistic Learning to create an activity for her course.
Course: Survey of British Literature
Information and Ideas: During class, the instructor uses lectures and class discussions to help students understand the basic elements of the texts (plot, character, style, etc.).
Experience: Students are asked to participate in a simulated “online conference” mediated through the Learning Management System's discussion board. Each student presents a paper about one of the texts in the course and other students must post three substantial responses (via the discussion board) in a style consistent with the kind of feedback that a scholar would get at a conference, resulting in responses that are quite “meaty.” The dialogue that ensues is rich and is not mediated by the instructor, though she provides individual feedback through the grade book after the discussion is done.
Reflective Dialogue: Students write 1-2 paragraphs after the conference to reflect on how their thinking about their own paper and the text changed through the discussion.
If the prompts and parameters are set up right, an online discussion can be more substantial and meaningful than an in-person one.
Students who are silent in a live discussion often have incredibly insightful things to say online.
An online discussion does not need to “go through” the instructor to be of high quality. (In contrast to some in-class discussions, which may be controlled/mediated by the instructor or conducted in small groups, in which case the instructor can’t monitor the quality and substance of all the discussion.)
Online strategies make it easy to take advantage of the full range of resources available online, allowing students to pursue their own personal interests and encouraging student-to-student learning.
The boundary between an assignment and an activity is blurry because points are generally awarded for conducting activities online. (e.g., in the online conference example above, the instructor awards a significant amount of points for both the paper and the response.)
It takes some work to get the prompts and assignment guidelines just right when working online.
Better Teaching and Learning - By Design, adapted by Boonshoft School of Medicine at Wright State University.
Getting Started with Active Learning, from Columbia University Center for Teaching and Learning
Fink, L. D. (2003). Creating significant learning experiences : an integrated approach to designing college courses (1st ed., Ser. Jossey-bass higher and adult education series). Jossey-Bass. Available for checkout from the Boise State Albertsons Library