We are left wondering, what does this story mean as we ponder the Audacious Aspiration of reimagining education?
Let me divert for a moment, for there may be some valuable context in another industry that could be helpful for us here.
When technologists think of computer systems, they think about layers, layers that are used to describe the physical layer of the hardware up to the software layer that an individual uses on their computer. The more a software developer understands the interrelationship of each of these layers, down to the inner workings of the electronics of the physical layer, the better they are able to develop solutions for users.
Perhaps a similar approach is valuable when we think about learning. We went deep into this story because by going deep perhaps we can better understand how to develop more powerful learning experiences for students, experiences that might unleash their creative potential.
As we think about education, then, it might be helpful if we imagine three primary layers of learning: the _experience_, the _practice_, and the _process_.
There are different sets of practices – pedagogies – that schools have adopted around the world, broadly grouped as passive and active learning pedagogies. The passive learning pedagogies are known as explicit or direct instruction. The active learning pedagogies include practices such as inquiry, project-based learning (PBL), and Universal Design for Learning (UDL).
Each of these _practices_, embraced as a 'stance' by a school, then translate into classroom _experiences_ based on the teacher, the students, and the curriculum.
In my story, I have sought to explore more deeply into the very nature of learning, the _process_ layer, based on new understandings of the world that have emerged from recent scientific discoveries but one which also align with our ancient wisdom.
What we have come to understand is that at the process level, learning is, at its core, episodic.
It's a process that unfolds as one's current understanding of the world grapples with the emergence of unexpected experiences – surprise – in the world.
As one comes to make sense of this experience, there is an updating of understanding, expanding our Cognitive Horizon before the world is explored again. The rate of these cycles is directly related to the speed of learning. It's through telling stories of these episodes with those who are deeply listening to us that we share meaning with others.
This process of episodic learning lies at the heart of the Learning Cycles of Agile. The software industry developed practices that leveraged this process – in so doing the creative potential of developers exponentially increased.
We saw, however, that when companies did not recognize the underlying learning process of Agile, following only superficial practices, they significantly limited the creative potential of their team members.
The same will holds true for the active learning pedagogies that are increasingly coming into favor in our schools. To come to life, they must continually draw from a deeper understanding of the fundamental nature of learning.
DOT FROM preview-next-diagram
It has been easy, in the past, to hope that sense-making and Learning can be automated. ⇒ Automation ⇒ Automation as Team Player