Effective Learning as a Lifelong Activity - Essay Example

Contents Contents Summary 2 Introduction 2 Conclusion 6 Works Cited 7 Individual learning experience Summary This report aims to give my personal perspectives on self assessment based on my lifelong learning experiences, my contributions as both a team member, and a facilitator. This is objectively given with reference to past experiences. It will also analyze how these experiences have shaped my outlook on the learning process and assert my statements based on supported arguments. The process of learning will form the basis of this report with focus on the individual, immediate environment, the external environment and the wider environment such as an economy or society as the key influences on learning. The author’s life and learning experiences will be used to explain learning perspectives objectively Introduction Self assessment and reflection on one’s contributions to learning and one’s own learning is an important aspect of the overall learning process. An individual learning experience can be looked at as all the circumstances an individual finds himself in during both the official and unofficial learning activities; it is what an individual considers to have changed or adjusted their way of thinking and approach to different situations based on self reflection (Gallagher). The society today has expectations that make people adjust their behavior to fit in, be liked or appreciated and sometimes this is just a mask to fit in a given environment; at school, home or work. However, we need to be critical of ourselves by evaluating the self, achievements, experiences and how they have shaped the way we interact with and contribute to the immediate and wider society in which we live in. this should be in reference to utilizing self awareness, thinking critically, and analyzing our experiences by trying to make sense of what we have experienced and learned. This report will look at four perspectives of learning named the behavioral, cognitive, humanist, and social learning by evaluating my experiences as a ‘facilitator’ of learning and ‘team member’ during the learning process. Discussion As a group member that discussed topics and made a presentation, the author facilitated learning by helping people investigate, find out and transform themselves. As a facilitator the objective is to get involved in a group’s activities to assist the group make better decisions in problem solving in order to improve its overall effectiveness. This is in reference to Schwarz’s definition of group facilitator as a neutral person without direct clout in reference to making decisions and who is acceptable to all. In terms of humanist course, as a facilitator, I must be real and true to self to facilitate learning and be effective; the facilitator must enter into a ‘one on one’ relationship with the learners without appearing to be unreal. The facilitator must also be accepted and trusted by the learners; the learners must feel that they value and respect the facilitator and his/ her experiences to be able to accept whatever material I intend to give them. As an individual within a group, I must be conversant and have expertise in the subject I want to facilitate to earn me the authority to encourage the audience to reflect on what I as the facilitator is presenting. Being appreciative of the learners’ or audience needs and their possible responses to the material the facilitator is presenting enables the facilitator to adjust to assist the learners gain from the presentation. As a group facilitator, I must have a group mentality and think and act in the interest of the group and its members in view of social, organizational and political aspects. In brief, the facilitator must be guided by the completeness of the group in helping initiate the change process as it is in this wider audience that the gist of the facilitators’ intervention is seen. This will ensure the facilitator helps the group help itself. As a facilitator, I must focus on the singular and combined purpose that drives the group’s activities, helping them refine and better define this purpose. Having a deep knowledge and understanding of self from self reflection helps me as a facilitator to be better able to gauge and understand the needs and desires of the group, a class group or a wider audience, and therefore be able to better help them achieve their objectives and also initiate the process of change. So a facilitators’ role can be summarized in the figure below; focusing on purpose, thinking about the group, and being in touch with the self (Smith 2009). The theories of behavioral learning were applied in the facilitation by expecting a certain behavior in the audience as a result of the facilitation; for instance, them asking questions or agreeing with a point or raising objections or asking for clarifications. By knowing that the environment shapes learning; this was applied by having an environment in which I as the facilitator was neutral and therefore not prone to biasness and being mindful of the audiences’ needs. The instruction was designed systematically, and that the facilitator was competent in the subject. Cognitive aspects of learning are incorporated in the theory that people learn through their own mental effort, so information was logically organized and conceptualized in phases from the start, the sharing and closing of the presentation to ensure the audience were able to relate material. The growth of the individual is important in ensuring learning and this can be gauged by looking at human functioning. Interaction among and between people is also a learning theory that enhances learning and therefore communication and interaction were foundations for the facilitation. A facilitator must inculcate proper and effective communication and interaction in the audience. This social aspect of learning is encouraged through motivation and interaction between the audience and their environment (Cooper 2012). As a team member, I can enhance learning and progress by participation in the group activities. The team member must stick to the group’s rules and terms of engagement to promote harmony; this creates a good environment for learning and contribution. As a team player, it is not my role to sit back and wait for others to come up with suggestions, but a duty to listen to suggestions, analyze, evaluate, adjust my own feelings and hope that the rest of the group can then also change their own outlook; never point fingers and blame. As a team member I can be effective by recognizing that all problems and sources of conflict are not necessarily detrimental but can be turned into learning benefits. As a team member I must be respectful of other team members, their ideas and opinions, and not be overly domineering during discussions or shoot others down. I need to volunteer and share my ideas and then consider the ideas of others that I feel are good and make them better by adding my own piece (Shearer 187-193). In all these, proper clear and effective communication forms the pillar of any learning experience and forms the basis for changing behavior and perceptions in whatever environment one is in; at work or at home. The group is the ‘micro system’ that allows learning within the group for individuals and enables them to make contributions. This applies in all spheres of work; at home, school or work. The relationships and interactions among and between groups which for the ‘meso-system’ also influence learning and the influence of parents, teachers, supervisor or team leader is very important in ensuring learning takes place effectively. Social factors such as the external environment which could be the government, company policy, competitors and which form the exo-system also affect learning. The exo-system must be designed in a way to promote and support learning. As a group member I must ensure this environment is conducive for learning. The macro system, which is the wider environment such as the economy, educational system also plays a major role in education and influence the development of human learning (Russel 2012). Conclusion Learning is a lifelong activity that is influenced by the individual, the immediate environment, and the wider environment. Effective learning is only possible when there is effective communication. As a facilitator of learning, one needs to be neutral, be acceptable to all the audience, have proper and well grounded knowledge in the subject and the facilitator then proceeds to help the group articulate their objectives well and assists them in solving any challenges in order to make the group more effective. That learning starts with the individual and as a team member, one need to be active, respectful of other team members and their opinions and ideas, make contributions and evaluate the contributions of other without being too critical or antagonistic and use other members’ contributions to make better contributions. Works Cited Cooper, S. "Four Fundamental Orientations (Perspectives) for Learning Theories” Continuing Education N.p., n. d. Web. 9 Jan. 2012. . Russel, R. "Informal Learning in Context." The Informal Learning Review Np, nd Web. 9 Jan 2012. . Gallagher, S "What is a Learning Experience?" Future Learning Experience Project Google Sites 05 01 2011 Web. 9 Jan. 2012. . Shearer, C. Everyday excellence: creating a better workplace through attitude, action and appreciation. Winsconsin: Quality Press, 2005. 187-193. Print. Smith, M. "facilitating learning and change in groups and group sessions." Encyclopedia of informal education (infed) infed, 2009 Web 9 Jan 2012 Read More