The Social Learning and Reflection Continuum
Recently I had a Twitter conversation with Marcia Conner (@marciamarcia), Aaron Silvers (@mrch0mp3rs), and David Winter (@davidawinter) on the subject of reflection. Or more specifically, is reflection on the same continuum as social learning:
Being on opposite sides of the continuum does not mean it's one or the other, but rather there are different degrees and combinations of social learning and reflection. The reason I place them on the same learning continuum is that their definitions seem to be just about the opposite (one is performed with others while the other is often performed in one's head):
- Social Learning: a process of learning caused or favored by people being situated in a common environment and interacting and observing one another. This allows the learners to not only perceive each other for comparison and self-evaluation, but also see others as a neutral source of information, which may help or speed several forms of instrumental learning.
- Reflection is thinking for an extended period by linking recent experiences to earlier ones in order to promote a more complex and interrelated mental schema. It normally involves looking for:
- interrelations beyond their superficial elements
The middle of the learning continuum might be termed Social Reflection: engaging with another person in a way that encourages talking with, questioning, or confronting, in order to aid the reflective process by placing the learner in a safe environment in which self-revelation can take place (Hatton, Smith, 1995):
And of course we can combine the Learning Continuum with other continuums to form a quad:
Note: examples of tools that promote reflection
How do you view the Social Learning and Reflection Continuum?