Understanding the Personal, Socio-Cultural and Physical Dimensions of Learning John H. Falk, Ph.D. Lynn D. Dierking, Ph.D. Institute for Learning Innovation Annapolis, MD

Macro View: We live in a Learning Society; Learning is 24/7 Less than 3% of our lives are spent participating in formal instruction. Children spend 85% of their waking hours outside of school. Most of what we learn, we learn through free-choice learning.

LIFE SPAN 11:00 PM 7:00 PM 3:00 PM 11:00 AM 7:00 AM TIME MONTHS K-12 College

Learning Infrastructure Science Centres & Museums Internet Print Media (Books, Magazines, Newspapers Workplace Community Organizations Friends & Family Electronic Media (TV, radio, film) Schools & Universities Faith-based Organizations Libraries

Micro View: We currently know quite a bit about the nature of learning; learning not the way we used to think it was. We also currently know quite a bit about the factors that significantly contribute to learning. We are just beginning to understand how these multiple factors individually and collectively interact to determine the course and nature of learning.

Changing Models Behaviorist-Positivist Model –Known Learner + Known Intervention = Known Learning Outcome (Learning Passive Process of Responding to a Stimulus in a Controlled Environment) Constructivist-Relativist Model –Unique Learner + Constructs Meaning from Interventions = Multiple Learning Outcomes (Learning Active Process of Making Meaning in a Complex Real World)

What is the nature of LEARNING? Learning begins with the individual. Learning involves others. Learning takes place somewhere. Learning occurs over time.

The Contextual Model of Learning

Personal Context Prior Knowledge and Experience Prior Interest Expectations and Motivations Perceived Choice and Control

Socio-Cultural Context Cultural Values Within group social interactions Interactions with others outside of social group (e.g., teachers, guides, other visitors)

Physical Context Orientation Advance Organizers Nature of Physical Environment Design of Educational Intervention

Time Don’t underestimate the importance of subsequent reinforcing (and non-reinforcing) experiences!

Brain, Body & World “Intelligence and understanding are rooted not in the presence and manipulation of explicit, language-like data structures, but in something more earthy: the tuning of basic responses to a real world that enables an embodied organism to sense, act and survive.” Andy Clark, 1997, Being There: Putting brain, body and world together again.