QUALITY ANSWERS
IOP2605 ASSIGNMENT 4 SECOND
SEMESTER QUESTIONS AND
ANSWERS
ASSIGNMENT 4
SECOND SEMESTER
Question 1
Read the following excerpt and answer the questions that follow.
In your own words, you are required to:
1.1 Describe learning as depicted by Cairns and Malloch (2011).
• Cairns and Malloch (2011) give a more comprehensive definition of learning by
elaborating that learning is an interaction between an individual9s mind and a socially
constructed community of practice (community of practice is important to lifelong
learning).
• There does not need to be an 8either or9 between the individual and societal context
of learning. The individual can construct meaning within the social context. Learning is
therefore viewed as the outcome of an enabled active intentional interactional
engagement in experience and thinking. This is envisaged as a continuous learning
system that consists of structured educational practices, informal work and learning
practices, rewards, and technology to support formal and informal learning.
• Their model of continuous learning consists of an inner cycle of learning where the
individual does not change his or her assumptions and values, and an outer cycle of
learning considering the context (where the learning takes place) and a range of
perspectives.
• Work can be designed so that learning takes place as and when it is needed to better
understand and frame problems, to generate alternative solutions to each problem, to
gain skills needed to implement solutions, and to understand the results so that
adjustments can be made in the cycle.
, • An alternative view of learning is that it cannot be designed. Ultimately it belongs to the
realm of experience and practice. It follows the negotiation of meaning and moves on its
own terms. It slips through the cracks and creates its own cracks.
•Learning happens, design or no design. We do, however, need to design social
infrastructures that foster learning. Learning, as the essence of change in people, can
largely be a matter of individual or personal change, or can also be a matter of group
change and development.
1.2 Discuss the four principles of brain-based learning in terms of the online
learning.
In terms of the online learning experience, focus can be placed on four principles of
brain-based learning
• namely meaning
• understanding
• emotions in online meaning
• collaborative knowledge construction
• and lifelong learning and neuroplasticity.
1.3 Distinguish between reflexivity and graduateness.
Reflexivity
• Simply stated, reflexivity means that an individual9s values and thoughts will be
represented in their work.
• Studying at a higher education institution in South Africa means that you must prove
that you have applied competence. One of the pillars of applied competence is reflexive
competence, which is a demonstrated ability to connect your understanding with your
performance in such a way that you learn from your actions and are able to adapt to
changes and unforeseen circumstances.
• There should be no doubt that the concept of reflexivity is closely related to lifelong
learning and should be explored. We will look at two concepts here, namely reflexive
learning and reflexive observation.
• Giddens9s (1998) (in Kaya & Zukal, 2012) model of reflexivity assumes that the
involvement of adult education and lifelong learning in the formation of self, and identity
should be understood in terms of the idea of reflexivity, that is, through processes in
which the individual (the self) works on itself, through thinking and action.
IOP2605 ASSIGNMENT 4 SECOND
SEMESTER QUESTIONS AND
ANSWERS
ASSIGNMENT 4
SECOND SEMESTER
Question 1
Read the following excerpt and answer the questions that follow.
In your own words, you are required to:
1.1 Describe learning as depicted by Cairns and Malloch (2011).
• Cairns and Malloch (2011) give a more comprehensive definition of learning by
elaborating that learning is an interaction between an individual9s mind and a socially
constructed community of practice (community of practice is important to lifelong
learning).
• There does not need to be an 8either or9 between the individual and societal context
of learning. The individual can construct meaning within the social context. Learning is
therefore viewed as the outcome of an enabled active intentional interactional
engagement in experience and thinking. This is envisaged as a continuous learning
system that consists of structured educational practices, informal work and learning
practices, rewards, and technology to support formal and informal learning.
• Their model of continuous learning consists of an inner cycle of learning where the
individual does not change his or her assumptions and values, and an outer cycle of
learning considering the context (where the learning takes place) and a range of
perspectives.
• Work can be designed so that learning takes place as and when it is needed to better
understand and frame problems, to generate alternative solutions to each problem, to
gain skills needed to implement solutions, and to understand the results so that
adjustments can be made in the cycle.
, • An alternative view of learning is that it cannot be designed. Ultimately it belongs to the
realm of experience and practice. It follows the negotiation of meaning and moves on its
own terms. It slips through the cracks and creates its own cracks.
•Learning happens, design or no design. We do, however, need to design social
infrastructures that foster learning. Learning, as the essence of change in people, can
largely be a matter of individual or personal change, or can also be a matter of group
change and development.
1.2 Discuss the four principles of brain-based learning in terms of the online
learning.
In terms of the online learning experience, focus can be placed on four principles of
brain-based learning
• namely meaning
• understanding
• emotions in online meaning
• collaborative knowledge construction
• and lifelong learning and neuroplasticity.
1.3 Distinguish between reflexivity and graduateness.
Reflexivity
• Simply stated, reflexivity means that an individual9s values and thoughts will be
represented in their work.
• Studying at a higher education institution in South Africa means that you must prove
that you have applied competence. One of the pillars of applied competence is reflexive
competence, which is a demonstrated ability to connect your understanding with your
performance in such a way that you learn from your actions and are able to adapt to
changes and unforeseen circumstances.
• There should be no doubt that the concept of reflexivity is closely related to lifelong
learning and should be explored. We will look at two concepts here, namely reflexive
learning and reflexive observation.
• Giddens9s (1998) (in Kaya & Zukal, 2012) model of reflexivity assumes that the
involvement of adult education and lifelong learning in the formation of self, and identity
should be understood in terms of the idea of reflexivity, that is, through processes in
which the individual (the self) works on itself, through thinking and action.
