Assisted Learning. Rolf Arnold
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Assisted Learning
A Workbook
Rolf Arnold
Bibliografische Information der Deutschen Nationalbibliothek
Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über <http://dnb.d-nb.de> abrufbar.
1. Auflage 2011
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© Bildungstransfer Verlag, Landau 2011
www.bildungstransfer.com
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Autor: Rolf Arnold
Verlag: Bildungstransfer Verlag, Landau
Umschlaggestaltung und Layout: Bildungstransfer GmbH, Landau
Herstellung: Books on Demand GmbH, Norderstedt
ISBN: 978-3-941972-02-5
Foreword
"Assisted Learning" is the first book in the series "Contributions to Adult Education" of the publisher Bildungstransfer. This series aims at making both future-oriented and action-relevant writings from the research on and practice of adult education, available to the interested English-speaking public.
Here Rolf Arnold combines three trends of long years of research activity: his innovative teaching methods based on the principles of self-determination and self-control of the learner, the concept of "pedagogic leadership" and finally the approach of "emotional competence". These three pillars form the fundamental basis for "Assisted Learning" as a future-oriented concept of adult education that places the learner at the centre point.
"Assisted Learning" (enabling didactics) characterizes a teaching-learning process, which shifts the angle of vision away from teaching to learning. In class, as in other learning situations there is no direct and causal production of learning. Learning takes place exclusively through independent acquisition of the learner. As a result what is taught is not what is learnt.
Rather, under this perspective the focus shifts away from the mediation of learning content by the teacher to an active appropriation by the learner. The teacher must prepare the learning content methodically in such a way that the activity of learning is transfered to the learner. This finding is mirrored in the systemic-constructivist thinking of the author.
Thus there is a departure from the so-called "generation or instruction teaching," which assumes that learning and the mediation of certain selected learning content could be feasible, if only the targets are accurately predetermined and the learning process planned with one's own methods and materials. The teacher can only encourage the students to learn, he can accompany them and "arrange" learning processes. Teaching from the viewpoint of "Assisted Learning" means creating learning-stimulating conditions and generating learning spaces.
In accordance with this only very briefly characterized approach, this text is designed as a "workbook". The reader will find almost thirty suggestions for self- reflection as well as numerous mnemonics. In accordance with a systemic- constructivist approach, we have waived the "sample solutions" which only gives the reader the impression of an apparent objectivity.
| Landau, Germany February 2011 | Uwe Wieckenberg Editor |
Contents
| List of Figures | VII |
| List of Tables | VIII |
| About the Author | IX |
| 1. Preface | 1 |
| 2. The Effects of Education Are Uncertain, but Some Shaping Is Certainly Possible | 3 |
| 2.1 The Dual Uncertainty of Education Effect | 5 |
| 2.2 Education As a Moral Communication | 12 |
| 3. Learning and Learning Theories | 19 |
| 3.1 Learning Concepts | 19 |
| 3.2 Overview of Learning Theories | 20 |
| 3.3 New Learning Requirements and Learning Methods | 23 |
| 4. Learning Guidance and Leadership in Assisted Learning | 31 |
| 4.1 Guidance and Counseling | 32 |
| 4.2 Leadership | 35 |
| 5. Assisted Learning | 41 |
| 5.1 From Teaching Culture to Learning Culture | 41 |
| 5.2 At the Core: Method | 45 |
| 5.3 Rethinking Learning and Education | 54 |
| 5.4 E-Learning | 58 |
| 5.5 Guided Self-study | 64 |
| 5.6 Assisted Learning As a New Approach | 67 |
| 6. The Basis: Pedagogic Leadership As Subsidiary Leadership | 81 |
| 6.1 Leadership: Empowerment to Self-Leadership | 82 |
| 6.2 Self-reflection, Role Distance and Functional Change of Managers | 92 |
| 6.3 Trust: The Emotional Glue of Social Interaction | 96 |
| 6.4 Nurturing Stance: Looking for Potential in the Work Force | 101 |
| 7. The Systemics of Emotions | 10 8 |
| 7.1 We Are “Lensing” – All the Time! | 108 |
| 7.2 Certainty Is What One Feels! | 123 |
| 7.3 The Primacy of Emotion | 135 |
| 8. Emotional Competence As Core Competence of School Leadership | 139 |
| 8.1 The “Yes, but...” Syndrome | 139 |
| 8.2 Leadership As the Management of Primary Constructions - Our Own and Those of Others | 144 |
| 8.3 Leadership and Followership in Daily School Life – From a Theory of Emotion Perspective | 151 |
| Bibliography | 161 |
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