As always, do not forget to read the prayer first ...
This uncle's article, still discussing his donations in the minds of Knud Illeris in the development of contemporary educational thinking. After in the previous article we discussed the basics of the mind of Knud Illeris in contemporary education theory, on this occasion we will discuss the classification of type of learning belongs to Illeris mbah.
As already stated, this Illeris learning model is a constructive learning. The meaning is that the learning process is a process of building or interpreting learning as a mental structure; keep in mind that the constructive process takes place on the part of the brain (mental scheme).
Well, as is well known that learning takes place in the brain. So in the brain there must be some kind of organization of learning outcomes as the impact of our awareness of a person, a problem, a topic, etc. and in an instant we know it and, subjectively and usually unknowingly, we call it knowledge. Since the organization is not an archive, we will not find any element in any position of our brain. And scientists call the mental scheme an 'engram', a very large number of circuits that lie between billions of neurons in the brain. 'Engram' has been active from the previous moment, so it is possible to be revived (remember), but with different travel paths as a result of new experiences that have been experienced.
Okay, with regard to learning, what matters is that new impulses can be incorporated into mental organizations in a variety of ways. And from here too learning can be divided into four types that are activated in different contexts, implements various types of learning outcomes and requires more or less energy.
First, when the lesson 'produces a new scheme' is formed. Then what happens is cumulative / mechanical learning. In behaviorist psychology known as conditioning; where there is something new, something isolated from other parts. Therefore this type of learning occurs during the first years of life. Then, this type of learning only occurs in special situations, where one learns something without meaning, such as a phone number. Learning outcomes are characterized by the type of automation where it will work only if someone is in a situation similar to the learning context.
Second, assimilative learning or learning by 'adding'. In this assimilative learning that the new element is associated in addition to a scheme or pattern that has already been formed. It is very clear when a student does subject learning, he will experience a constant addition to what he has learned. Keep in mind, that this type of learning also occurs in a person who gradually was developing his capacity. The result of his pursuit is the association of new learning with the scheme concerned in such a way that when a person will remember or apply it when he is in a mental situation oriented to the field in question; he will remember it easily.
Third, accommodative / transcendental learning; this type of learning implies that one breaks the elements of the existing scheme and transforms it so that the new 'situation' can be attributed. In this case a person accepts and simultaneously reconstructs it; therefore feels very burdensome and requires a strong mental energe. This happens because someone 'traverses' existing boundaries and understands (receives) something completely new (different from what exists), and this is more demanding than just adding a new element in an existing scheme. As a result; the fact that learning can be remembered and applied in a variety of relevant contexts. Therefore, understanding / knowledge of something has been internalized in a person.
Fourth, scientists call it by significant learning (Rogers), expansive learning (Engestrom), transitional learning (Alheit), or transformative learning (Mezirow). In this situation, one learns with a wider range; wherein this lesson implies a 'change of personality' or 'self-organizational change'; in this study is characterized by simultaneous 'restructuring' of scheme clusters in all three dimensions of learning (Content, incentives and interactions).
Transformative pursuits are mature and extensive, demanding a lot of mental energy and when accomplished one will feel relieved and relaxed. This happens because of a
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