ID Framework
ID Framework
Exquisite Learning is intended to be a process oriented learning environment that will allow the student to explore, imagine, create, and reflect. Conceived within the Constructivist lineage, Exquisite Learning references three design frameworks: Constructionist, Open Learning Environments, and Self-Science (or Affective Education). We decided against following the Anchored instruction model as we believe that active engagement and participation is the best way for students to learn from the activities in our product. Again, we chose not to follow the Goal Based Scenario. Although there are skills to be acquired in Exquisite Learning, the student is not taking on a role in an external activity, but rather, engaging in creative and reflective activities that are centered on self-expression and collaboration.
The Constructionist model is defined by open-ended problems that students are encouraged to define for themselves - in effect, constructing knowledge by experience as they define personally relevant problems and activities. Another significant aspect of the Constructionist model is the social/collaborative. Open Learning Environments (Hannefin, Land, & Oliver in Reigeluth, pg. 115), offer an instructional model that allows the student a significant role in the act of defining goals and in finding meaning in the personal experience and process of learning. Problems and activities may be student generated, and reflection on the process of learning is encouraged. The learning experience is immersive and based on problem solving with ongoing opportunities for reflection and critical thinking.
Self-Science (Stone-McCown & McCormick in Reigeluth, pg. 537) is an instructional design model focused on bringing Emotional Intelligence into the learning environment. E.I. has been written about by Daniel Goleman (Emotional Intelligence; Bantam Books; 1995) and is being developed in schools and for schools by programs such as EXSEL (http://www2.umdnj.edu/spsweb/news/current_news2.htm) and the Social Decision Making/Problem Solving Program of the Institute of Quality Research and Training at the University of Medicine & Dentistry of New Jersey.
A central activity in Exquisite Learning is exploring, constructing, and reflecting on aspects of self by using creative expression tools both individually and as a collaborative activity. Cognitive and Social/Emotional skills are developed through individual exploration and through social interaction and communication in group activities and reflections. Although the "expression space" is an open environment, the students will be given "inspirational prompts" designed to encourage exploration and learning within a context, rather than allowing a completely free activity. The significant instructional design challenges that we present is how to balance an open, process-oriented environment with the goal of providing a pedagogically meaningful learning experience.
As part of the reflection process, students keep a journal which is written with the aid of bots. Exquisite Learning has incorporated two bots modeled after Eliza, as described in Sherry Turkle's Life on the Screen. One bot promotes thinking skills while the other bot encourages in-depth explanations about feelings. Click here to read how we incorporated ideas about developing the bots using information in Life on the Screen.
Art provides a unique opportunity for honest and deep exploration of the self. Collaborative self-expression is not often done, but we believe that it will add a level of understanding and communication that is deeper than externally focused computer-based learning activities. Additionally, learning that passion and expression are important tools for future learning and discovery is important.
Research in cognitive emotions, metacognition, and thinking support our ideas. The general premise of Exquisite Learning is inspired by research in cognitive emotions, especially as they relate to the arts. Iris Yob has expanded on Israel Scheffler's ideas about the rational passions (Scheffler, 1991). She suggests that there is an artistic conscience which embodies "a sense of responsibility to the truth, … a contempt for inauthenticity, a concern for accuracy in discernment and sincerity of expression, a repugnance at triteness and arbitrariness, revulsion at misrepresentation…" (Yob, 1998). The ideal learning experience within Exquisite Learning will benefit to the degree that authenticity and depth become learning goals of the students.
Yob also discusses Scheffler's idea of theoretical imagination, wherein he asserts the important presence of emotion beginning at the early stages of theory development. Verve and daring are central to scientific theory building. (Yob, 1998 referencing Scheffler, 1991). Yob draws the connection between the necessity of "feeling and flair" in both scientific and artistic creation.
From the reverse perspective, Yob also relates that "emotion without cognition is blind." Through reasoning we come to learn which emotions should be expressed, and how. Art is a way of focusing emotion into a disciplined form of expression. Emotion that is not channeled by the artist may lead to trite and predictable art. (Yob, 1998). A learning tool that is able to integrate emotional reflection with thinking processes may offer an alternative learning opportunity outside a traditional art class.
Shari Tishman and David Perkins, in their journal article "The Language of Thinking," consider how thinking involves feeling and note both how thrill and joy often accompany significant intellectual activities and how negative emotions imbue difficult learning and discovery activities. They also describe the "communicative function" of thinking and how our language of thinking evokes both our daily states of mind and characterizes our creative activities. Metacognition is also considered, as the process allowing us to think about our own thinking. They offer examples of theory building and brainstorming as metacognitive classroom activities that enhance thinking about thinking.
At its core, Exquisite Learning draws upon theories of social and emotional learning (including empathy), self-awareness, cognitive emotion, and metacognition as well as the experiential activities of art and writing to engage students to learn about themselves learning.
Reigeluth, Charles M.; Instructional-Design Theories and Models, A New Paradigm of Instructional Theory, volume II; Erlbaum Associates, Publishers; New Jersey, 1999.
Scheffler, Israel; "In Praise of the Cognitive Emotions," in In Praise of the Cognitive Emotions and Other Essays in the Philosophy of Education; New York, Routledge, 1991.
Tishman, Shari, and Perkins, David N.; "The Language of Thinking;" Phi Delta Kappan v 78, Jan. 1997, p. 368-74.
Yob, Iris M.; "Cognitive Emotions and emotional cognitions in the arts;" Journal of Aesthetic Education, v 32 no2, summer 1998, p. 27-40.
Last updated: December 7, 2002