Learning for real – leaving simplistic models and theories behind | Agneta Gulz | TEDxNorrkopingED

thank you so much for inviting me to

thank you so much for inviting me to talk about the wonderful topic of

talk about the wonderful topic of

talk about the wonderful topic of learning one that engages many people I

learning one that engages many people I

learning one that engages many people I am a learner like we are all I’m also

am a learner like we are all I’m also

am a learner like we are all I’m also learning scientist and as such I have an

learning scientist and as such I have an

learning scientist and as such I have an agenda well I have several but today I

agenda well I have several but today I

agenda well I have several but today I want to challenge simplistic and

want to challenge simplistic and

want to challenge simplistic and one-sided ideas about learning and the

one-sided ideas about learning and the

one-sided ideas about learning and the kind of polarized thinking that often

kind of polarized thinking that often

kind of polarized thinking that often comes along one example there is the

comes along one example there is the

comes along one example there is the idea hold forth by several educators and

idea hold forth by several educators and

idea hold forth by several educators and scientists that learning works best when

scientists that learning works best when

scientists that learning works best when if given the problem the learner herself

if given the problem the learner herself

if given the problem the learner herself explores and searches for an answer we

explores and searches for an answer we

explores and searches for an answer we talk about active learning discovery

talk about active learning discovery

talk about active learning discovery based learning and query based learning

based learning and query based learning

based learning and query based learning on the other hand equally strongly put

on the other hand equally strongly put

on the other hand equally strongly put forward by others is the claim that

forward by others is the claim that

forward by others is the claim that learning works best to the teacher one

learning works best to the teacher one

learning works best to the teacher one who knows the domain tells explains and

who knows the domain tells explains and

who knows the domain tells explains and shows and thereafter the student can

shows and thereafter the student can

shows and thereafter the student can practice and there are trances from one

practice and there are trances from one

practice and there are trances from one side about the other that this is naive

side about the other that this is naive

side about the other that this is naive this is old-fashioned this doesn’t work

this is old-fashioned this doesn’t work

this is old-fashioned this doesn’t work but why should we choose one indeed

but why should we choose one indeed

but why should we choose one indeed there is strong evidence that learning

there is strong evidence that learning

there is strong evidence that learning is most likely to be boosted when those

is most likely to be boosted when those

is most likely to be boosted when those two approaches are combined in

two approaches are combined in

two approaches are combined in well-composed ways well scheduled smart

well-composed ways well scheduled smart

well-composed ways well scheduled smart ways indeed there is strong evidence

ways indeed there is strong evidence

ways indeed there is strong evidence that activity generative activities

that activity generative activities

that activity generative activities central to understanding and learning

central to understanding and learning

central to understanding and learning but relevant things have to be generated

but relevant things have to be generated

but relevant things have to be generated and you can prepare students for active

and you can prepare students for active

and you can prepare students for active activities and possible discovery by

activities and possible discovery by

activities and possible discovery by smart lecture elements and then again

smart lecture elements and then again

smart lecture elements and then again channeling and explaining is of an

channeling and explaining is of an

channeling and explaining is of an adequate because some benefits of

adequate because some benefits of

adequate because some benefits of discoveries will only occur when you

discoveries will only occur when you

discoveries will only occur when you receive an explanation of those

receive an explanation of those

receive an explanation of those discoveries so instead of defending one

discoveries so instead of defending one

discoveries so instead of defending one position and criticizing the other the

position and criticizing the other the

position and criticizing the other the energy ought to go to the real task and

energy ought to go to the real task and

energy ought to go to the real task and challenge for researchers and

challenge for researchers and

challenge for researchers and practitioners to find out how to compose

practitioners to find out how to compose

practitioners to find out how to compose those more differentiated and complex

those more differentiated and complex

those more differentiated and complex solutions another example this involves

solutions another example this involves

solutions another example this involves frontline educational technology which

frontline educational technology which

frontline educational technology which is central to my group’s research we

is central to my group’s research we

is central to my group’s research we so-called virtual reality based

so-called virtual reality based

so-called virtual reality based environments you can learn in novel ways

environments you can learn in novel ways

environments you can learn in novel ways imagine you should learn about glaciers

imagine you should learn about glaciers

imagine you should learn about glaciers so instead of listening to slideshow

so instead of listening to slideshow

so instead of listening to slideshow presentation you can go there and

presentation you can go there and

presentation you can go there and experience for yourself you can actually

experience for yourself you can actually

experience for yourself you can actually virtually visit a glacier and there are

virtually visit a glacier and there are

virtually visit a glacier and there are the claims this is learning of the

the claims this is learning of the

the claims this is learning of the future that is engaging and meaningful

future that is engaging and meaningful

future that is engaging and meaningful so we can throw out old-fashioned

so we can throw out old-fashioned

so we can throw out old-fashioned methods listening to people reading

methods listening to people reading

methods listening to people reading boring books this is more powerful this

boring books this is more powerful this

boring books this is more powerful this is learning of the future and on the

is learning of the future and on the

is learning of the future and on the other hand the claims that we’re allit

other hand the claims that we’re allit

other hand the claims that we’re allit is not which school needs this is what

is not which school needs this is what

is not which school needs this is what key to do outside of school so more than

key to do outside of school so more than

key to do outside of school so more than ever we need to work on well-established

ever we need to work on well-established

ever we need to work on well-established redefined educational approaches

redefined educational approaches

redefined educational approaches listening to skill people reading

listening to skill people reading

listening to skill people reading discussing analyzing that is the road

discussing analyzing that is the road

discussing analyzing that is the road forward virtual reality is no help in

forward virtual reality is no help in

forward virtual reality is no help in school it’s entertainment not education

again this is a really meaningless

again this is a really meaningless debate no doubt there are important

debate no doubt there are important

debate no doubt there are important assets there are benefits with one

assets there are benefits with one

assets there are benefits with one approach as well as the other

approach as well as the other

approach as well as the other the important and arms on questions

the important and arms on questions

the important and arms on questions regard how to combine elements from the

regard how to combine elements from the

regard how to combine elements from the two approaches in smart and productive

two approaches in smart and productive

two approaches in smart and productive ways and this is what we need to

ways and this is what we need to

ways and this is what we need to systematically investigate and I wish

systematically investigate and I wish

systematically investigate and I wish that students researchers and teachers

that students researchers and teachers

that students researchers and teachers together set out to do this now I say

together set out to do this now I say

together set out to do this now I say now because we all remember about the

now because we all remember about the

now because we all remember about the iPad that all of a sudden was just there

iPad that all of a sudden was just there

iPad that all of a sudden was just there in schools in preschools and so many

in schools in preschools and so many

in schools in preschools and so many teachers asking themselves what shall we

teachers asking themselves what shall we

teachers asking themselves what shall we use this for i want researchers students

use this for i want researchers students

use this for i want researchers students and teachers to go first and lead the

and teachers to go first and lead the

and teachers to go first and lead the development and decide what is going to

development and decide what is going to

development and decide what is going to come over the threshold to the classroom

come over the threshold to the classroom

come over the threshold to the classroom and think in terms of learning not in

and think in terms of learning not in

and think in terms of learning not in terms of management administration not

terms of management administration not

terms of management administration not in terms of technology per se yeah I

in terms of technology per se yeah I

in terms of technology per se yeah I would like learning research to work

would like learning research to work

would like learning research to work before not come behind and describe what

before not come behind and describe what

before not come behind and describe what happened to happen which is a waste with

happened to happen which is a waste with

happened to happen which is a waste with taxpayers money so these were two longer

taxpayers money so these were two longer

taxpayers money so these were two longer examples now some quick your examples of

examples now some quick your examples of

examples now some quick your examples of simplistic ideas about learning it’s all

simplistic ideas about learning it’s all

simplistic ideas about learning it’s all about engagement if you’re engaged

about engagement if you’re engaged

about engagement if you’re engaged you will learn if you’re not engaged you

you will learn if you’re not engaged you

you will learn if you’re not engaged you will not learn versus it’s about

will not learn versus it’s about

will not learn versus it’s about perseverance learning is hard work

perseverance learning is hard work

perseverance learning is hard work making an effort learning is not fun

making an effort learning is not fun

making an effort learning is not fun it’s not about engagement none is right

it’s not about engagement none is right

it’s not about engagement none is right or learning is a group activity you

or learning is a group activity you

or learning is a group activity you should focus on the group versus the

should focus on the group versus the

should focus on the group versus the individual is a core of learning you

individual is a core of learning you

individual is a core of learning you should focus on the individual none is

should focus on the individual none is

should focus on the individual none is helpful none is right and the third and

helpful none is right and the third and

helpful none is right and the third and last one it’s all about the brain if

last one it’s all about the brain if

last one it’s all about the brain if you’re not studying the

you’re not studying the

you’re not studying the you’re not starting learning versus the

you’re not starting learning versus the

you’re not starting learning versus the brain has nothing to do with learning if

brain has nothing to do with learning if

brain has nothing to do with learning if you study the brain you’re not studying

you study the brain you’re not studying

you study the brain you’re not studying learning my message is that when we deal

learning my message is that when we deal

learning my message is that when we deal with issues of learning and education we

with issues of learning and education we

with issues of learning and education we should leave all simplistic ideas about

should leave all simplistic ideas about

should leave all simplistic ideas about learning behind they are threats to

learning behind they are threats to

learning behind they are threats to education and possibilities that are

education and possibilities that are

education and possibilities that are learning prosper because they stand in

learning prosper because they stand in

learning prosper because they stand in the way for the real more complex

the way for the real more complex

the way for the real more complex composed solutions simplistic

composed solutions simplistic

composed solutions simplistic pedagogical ideas sometimes have

pedagogical ideas sometimes have

pedagogical ideas sometimes have bulldozer force and can harm accordingly

bulldozer force and can harm accordingly

bulldozer force and can harm accordingly and in Sweden we are particularly

and in Sweden we are particularly

and in Sweden we are particularly vulnerable because our small population

vulnerable because our small population

vulnerable because our small population comparable to a large European city

comparable to a large European city

comparable to a large European city together with a strong consensus

together with a strong consensus

together with a strong consensus orientation simplified one-sided ideas

orientation simplified one-sided ideas

orientation simplified one-sided ideas can have a tremendous impact we have

can have a tremendous impact we have

can have a tremendous impact we have some current really harmful ones the

some current really harmful ones the

some current really harmful ones the idea that goal orientation is the

idea that goal orientation is the

idea that goal orientation is the solution there is so much talk in

solution there is so much talk in

solution there is so much talk in Swedish schools about goals final goals

Swedish schools about goals final goals

Swedish schools about goals final goals sub goals and ever goals fulfillment

sub goals and ever goals fulfillment

sub goals and ever goals fulfillment goals competence goals attitude goals

goals competence goals attitude goals

goals competence goals attitude goals each lesson chapter task has its goals

each lesson chapter task has its goals

each lesson chapter task has its goals and there’s an endless talk about goals

related is the idea that evaluation is

related is the idea that evaluation is the solution even evaluation equals

the solution even evaluation equals

the solution even evaluation equals learning I would say that 75% of all

learning I would say that 75% of all

learning I would say that 75% of all discussions at Swedish schools today

discussions at Swedish schools today

discussions at Swedish schools today among teachers between teachers and

among teachers between teachers and

among teachers between teachers and students among students concern

students among students concern

students among students concern evaluation evaluation matrixes

evaluation evaluation matrixes

evaluation evaluation matrixes evaluation criteria that are often very

evaluation criteria that are often very

evaluation criteria that are often very abstract in general instead of talking

abstract in general instead of talking

abstract in general instead of talking about tasks and content you talk about

about tasks and content you talk about

about tasks and content you talk about how to evaluate students attempts at

how to evaluate students attempts at

how to evaluate students attempts at Augen about

Augen about

Augen about content content that has become

content content that has become

content content that has become secondary

another thing about simplistic ideas

another thing about simplistic ideas about learning is that they are often

about learning is that they are often

about learning is that they are often ideologically colored I want learning to

ideologically colored I want learning to

ideologically colored I want learning to work this way and they can be personally

work this way and they can be personally

work this way and they can be personally colored I would have done better with

colored I would have done better with

colored I would have done better with another kind of school my plea to all

another kind of school my plea to all

another kind of school my plea to all people who have power over present and

people who have power over present and

people who have power over present and future learners is that we examine

future learners is that we examine

future learners is that we examine ourselves if I put forth a strong shame

ourselves if I put forth a strong shame

ourselves if I put forth a strong shame about learning put all the basis for it

about learning put all the basis for it

about learning put all the basis for it and most important is their ideology

and most important is their ideology

and most important is their ideology behind them I want to give credit to

behind them I want to give credit to

behind them I want to give credit to those practitioners and learning

those practitioners and learning

those practitioners and learning scientists who have been part of strong

scientists who have been part of strong

scientists who have been part of strong one-sided movement invested much in a

one-sided movement invested much in a

one-sided movement invested much in a simplistic idea of learning and then at

simplistic idea of learning and then at

simplistic idea of learning and then at some stage examined evidence reflected

some stage examined evidence reflected

some stage examined evidence reflected and backed off all cred to them I just

and backed off all cred to them I just

and backed off all cred to them I just said evidence and I want to fold that up

said evidence and I want to fold that up

said evidence and I want to fold that up to my last clause now what should we do

to my last clause now what should we do

to my last clause now what should we do and with we I mean teachers and

and with we I mean teachers and

and with we I mean teachers and researchers well we should back off from

researchers well we should back off from

researchers well we should back off from simplistic ideas about learning from

simplistic ideas about learning from

simplistic ideas about learning from ideology and from abstractions instead

ideology and from abstractions instead

ideology and from abstractions instead you should go close to learning and

you should go close to learning and

you should go close to learning and teaching situations and explore them so

teaching situations and explore them so

teaching situations and explore them so close

close

close be concrete and be creative so create

be concrete and be creative so create

be concrete and be creative so create those novel more differentiated composed

those novel more differentiated composed

those novel more differentiated composed solutions and test them compare them

solutions and test them compare them

solutions and test them compare them compare them to existing good practices

compare them to existing good practices

compare them to existing good practices compare them among themselves it’s

compare them among themselves it’s

compare them among themselves it’s really important to compare why

because students time at school and

because students time at school and teachers time is limited so when you

teachers time is limited so when you

teachers time is limited so when you choose one approach you discard others

choose one approach you discard others

choose one approach you discard others and that’s what it’s why it’s so

and that’s what it’s why it’s so

and that’s what it’s why it’s so important to ask what is the benefit

important to ask what is the benefit

important to ask what is the benefit with this approach how does it compare

with this approach how does it compare

with this approach how does it compare in terms of learning to other relevant

in terms of learning to other relevant

in terms of learning to other relevant alternatives from a learning perspective

alternatives from a learning perspective

alternatives from a learning perspective remember so it’s not sufficient to say

remember so it’s not sufficient to say

remember so it’s not sufficient to say hey here is some technology it can be

hey here is some technology it can be

hey here is some technology it can be used to teach kids about genetics so

used to teach kids about genetics so

used to teach kids about genetics so let’s use it because that’s not fair to

let’s use it because that’s not fair to

let’s use it because that’s not fair to learners you have to ask how does this

learners you have to ask how does this

learners you have to ask how does this compare in terms of learning to relevant

compare in terms of learning to relevant

compare in terms of learning to relevant alternative approaches so my take-home

alternative approaches so my take-home

alternative approaches so my take-home message we have responsibilities towards

message we have responsibilities towards

message we have responsibilities towards learners and therefore three things one

learners and therefore three things one

learners and therefore three things one we should not simplify what they do not

we should not simplify what they do not

we should not simplify what they do not put forth simplistic ideas about

put forth simplistic ideas about

put forth simplistic ideas about learning – you should be creative and

learning – you should be creative and

learning – you should be creative and create novel well-composed learning and

create novel well-composed learning and

create novel well-composed learning and teaching method methods and test them

teaching method methods and test them

teaching method methods and test them towards alternative towards one another

towards alternative towards one another

towards alternative towards one another so that three we can truly say to

so that three we can truly say to

so that three we can truly say to learners that the activities we make

learners that the activities we make

learners that the activities we make them engage in instruction they get or

them engage in instruction they get or

them engage in instruction they get or from a learning perspective good ways to

from a learning perspective good ways to

from a learning perspective good ways to spend their time this the old owners

spend their time this the old owners

spend their time this the old owners thank you

you

you [Music]