Formulation of a suitable conceptual
framework, under which my learning could be presented and analyzed
I’ve managed to detect an oscillation between those activities
that comply with my need for artistic expression and those that are imposed by
several market requirements, although this dichotomy (artistic expression versus
technical knowledge) is not always absolute and impenetrable.
The conceptual framework under which
my education in architecture can be presented and analysed: My learning can be divided into the following two,
dominant types:
- Type A: Learning in the field of artistic
development.
- Type B: Learning the field of technical knowledge.
 |
The conceptual framework under which my learning can be presented and analysed
|
Presentation and analysis of my
learning
The learning
goals (or what I aspire from my learning) are probably the most dominant
feature that affect the whole process. I perceive them as city landmarks that direct
a possible route without imposing a unique one. In the field of artistic
development the learning goals are abstract and personal, while in the field of
technical knowledge are specific, measurable and having mostly vocational
orientation.
In the field of artistic development I would characterize my learning as liberating that
can occur even in informal places (public spaces, friend’s houses, etc) and
under flexible organizational structures (elastic time schedules and without
assessment tests). The essential learning features are the exchange of ideas,
the public disclosure, the communication among the participants and the
communal working. I believe that the transformation through this type of
learning is slow and sometimes unperceivable. Since this type of learning
cultivates my imagination and promotes creative thinking (precious skills for
my professional practice) it affects indirectly and deeply both my professional
and personal development. Using again the notion of the metaphor, I would say
that it resembles to a flock of birds that flight collectively and freely from place
to place experiencing each time a new perspective.
In the field of technical knowledge I would characterize my learning as domesticating,
that can occur mostly in formal places (universities, schools, on-line classes,
etc). The essential features are the prudent and strategic studying, the
awareness to the assessment requirements, the searching for the most efficient
and quick learning method, etc. The transformation through this type of
learning is gradual, perceivable, affecting directly my professional practice
and resembling to a ladder where the climbing is sequential and steady.
Regardless of the learning type, I learn more
intensively when I participate actively
to the process, for example by doing a practical exercise, writing an
assignment, creating an object, doing a research, etc. All these activities allow
me to self-evaluate my progress, understand and assimilate deeper new
knowledge, transform theory into practice, apply learning into real problems,
etc.
Below, I have drawn my personal learning cycle.
Finally and using again the dichotomy between Artistic
and Technical learning I’ve drawn a table, recording the most crucial
features that either help or constraint my learning.
|
|
Field of artistic development
|
|
Helps
|
·
Flexible organizational
structures
·
A positive criticism
·
The participation through
creation and expression
·
The experimentations
·
The communal learning and
the exchanging of the ideas
|
|
constraints
|
·
Strict organizational
structures
·
The assessment tests
·
A discouraging criticism
·
The dependent and
subordinate learning
·
The ready-made knowledge
|
|
|
Field of
technical knowledge
|
|
Helps
|
·
Good organizational
structures
·
Clear assessment criteria
·
The setting of measurable
learning outcomes
·
A positive criticism
·
The practical examples
inspired by real problems
·
The experimentations
although some from of ready-made knowledge (tips and tricks) would be well-
accepted.
·
The use of effective methods
|
|
constraints
|
·
flexible organizational
structures
·
Vague learning goals and
outcomes
·
A discouraging criticism
|
Comments
Post a Comment