Running head: ON LEARNING

On Learning

Kimberly J. McClaflin

SOWK 657-Winter 2015

Faculty of Social Work

University of Calgary

(Goodreads Inc., 2015)

If you want sense, you’ll have to make it

yourself.

Norton Juster, The Phantom Tollbooth

ON LEARNING 2

Introduction

The purpose of this paper is to discuss the pros and cons of using learning indicators as a

means of gathering information on a topic of interest. Before one can set a learning goal, there

must first be a thing you want to understand. This, at its best, requires one to have a curiosity and

desire to know more about a topic. The curiosity is the main thing. What follows curiosity can be

sporadic and flippant or it can become an artin itself.

(Goodreads Inc., 2015)

Curiosity

When individuals are magnetized by an idea or a new situation, they become compelled

to explore further (Arnone, 2003). Each new curiosity provides seeds for further questions to be

examined and curiosity is a critical component of creativity.

Arnone (2003) discusses Day‟s theory of the „zone of curiosity‟ being, at its best,

characterized by excitement, exploration and interest. She further provides an operationalized

definition of curiosity in elementary students:

I began to realize how important it was to be an

enthusiast in life….if you are interested in something,

no matter what it is, go at it at full speed ahead.

Embrace it with both arms, hug it, love it and above

all become passionate about it. Lukewarm is no

good. Hot is no good either. White hot and

passionate is the only thing to be.

Roald Dahl, My Uncle Oswald

ON LEARNING 3

1) Reacts positively to new, strange, incongruous, or mysterious elements in his

environment by moving toward them, by exploring, or by manipulating them,

2) Exhibits a need or a desire to know more about himself and/or his environment,

3) Scans his surroundings seeking new experiences, and

4) Persists in examining and exploring stimuli in order to know more about them (p.2).

Arnone (2003) further notes, not everyone is equally curious. Curiosity can be viewed as

both a stable personality feature (trait) and also as a conditions which can be manipulated (state).

While I find curiosity to be a natural characteristic of my personality, this is not enough in itself

to ensure adequate learning. We are in an age of instant access to endless amounts of information

literally in the palms of hands. While this has the potential to vastly expand our knowledge, it

can also limit it. Albert Einstein said, “A little bit of knowledge is a scary thing” (Goodreads,

2015). When I have a question, I can often look it up in under sixty seconds and I am provided

with a „hit‟ of information, offering satisfaction in the moment. Does this habit work to prevent

deeper and more deliberate learning? I believe it is a possibility.

(Goodreads Inc., 2015)

And above all, watch with glittering eyes the whole

world around you because the greatest secrets are

always hidden in the most unlikely places. Those who

don’t believe in magic will never find it.

Roald Dahl, The Minpins

ON LEARNING 4

As I embark on my journey as a clinician, it is vitally important I have skill in continued

self-learning. It is no longer about curiosity alone, but is rather also a questions of duty and

responsibility as I work to maintain competence. The Alberta College of Social Workers states in

their Handbook for Alberta Social Workers (2010):

Competence is defined as the integration of knowledge, skills, attitudes, and judgements

required for effective and ethical social work intervention within a designated field of

practice. Competence is a process, not a destination, and it is a journey that most

registered social workers take continuously. (p. 1).

The ACSW requires self-reflection of practice and the implementation of measurable

goals and learning objectives. The process ofusing indicators to facilitate my learning will be an

endeavor I will take part in throughout my career.Thankfully for me, I have chosen a career I am

passionate about and the very things I must learn, I am also very naturally curious about.

(BrainyQuote, 2015)

Indicators

My experience of writing indicator papers in Social Work 657 has provided me with a

framework for accomplishing learning goals. I have found it helpful as a means of identifying

and articulating exactly what it is I want to learn. My second indicator paper focused on a type of

The mind is not a vessel to be filled, but a fire to be

kindled.

Plutarch

ON LEARNING 5

communication in the helping process I was having trouble with. Before the process of writing

the paper, I had a vague idea I was failing my clients in a certain area. During the process of

writing the paper and creating indicators, I was able to clarify and articulate exactly what it was I

was doing or not doing in session that was problematic. This process provided me with the first

step in the goal of me improving my work with clients in this area.

(Goodreads Inc., 2015)

The process of creating indicators helps me to focus on exactly how I am going to go

about finding out what it is I desire to understand. This is a helpful process which requires

creativity. Some of my indicators involved doing reading and reflection through journaling, but

many of my indicators involved making contact with „the other‟. I was able to reflect and

identify others who may carry and be willing to impart wisdom in the area I am seeking

knowledge. Together we created new meaning. This has been an important aspect of the process

for me and I love that it creates connection and community. I am, in effect, creating a collective

of individuals who are creating meaning together. My learning and creating is not done within a

silo.

You can swim all day in the sea of knowledge and not

get wet.

Norton Juster, The Phantom Tollbooth

ON LEARNING 6

(Goodreads Inc., 2015)

The act of creating indicators works both consciously and sub-consciously. While some

indictors are accomplished through very deliberate measures, (eg. reviewing the indictors and

completing tasks such as reading articles), other indicators are retrieved to memory in moments

the universe seems to offer up information. Many times during class or supervision, a certain set

of words or a phrase would trigger my memory to the learning goals and indicators I had set out.

This worked both to help me pay attention to the information being provided as well as gave me

opportunities to engage in dialogue to further create meaning on the topic.

(Goodreads Inc., 2015)

I wonder if I’ve changed in the night. Let me think.

Was I the same when I got up this morning? I almost

think I can remember feeling a little different. But if

I’m not the same, the next question is ‘Who in the

world am I? Ah, that’s the great puzzle.

Lewis Carroll, Alice in Wonderland

The most important reason for going from one place

to another is to see what’s in between, and they took

great pleasure in doing just that.

Norton Juster, The Phantom Tollbooth

ON LEARNING 7

As knowledge is gained and new meaning created, many more questions usually arise. As

Sennett notes in The Craftsman (2008), there is “a nearly instant relationship between problem

solving and problem finding” (p. 26).

(Goodreads Inc., 2015)

Informed Indicators

New information recently obtained will help me set more efficacious indicators in the future.

Incorporating information from the learning pyramid (2013) will help me set better indicators in

the future. The learning pyramid proposes different ways of learning including lecture, reading,

audiovisual, demonstration, discussion, practice and teaching others. The pyramid shows what

percentage of information people learn through the use of various methods.

Expectations is the place you must always go to

before you get to where you’re going.

Norton Juster, The Phantom Tollbooth

ON LEARNING 8

(Mind Over Museum, 2013)

If I truly want to understand a topic this information should be applied to my indicators.

For instance, if I set indicators to learn something and one of the indicators is to teach it to

someone else, my learning would surely be much deeper than if I just sat through a lecture or

read an article on the topic. When I think of this in regards to my future practice, I can see how

this would be beneficial for both myself and potentially the team of people I work with. If I go to

a work shop on a particular approach, and one of my goals is to share the information with my

co-workers, not only will I have integrated the knowledge at a deeper level, but my co-workers

will benefit as well. This is another way of creating meaning within the context of dialogue.

Committing to put new knowledge into practice would also be another way creating more

valuable and efficient indicators. The incorporation of the learning pyramid into my indicators

adds another dimension of understanding to effective learning processes.

ON LEARNING 9

(Goodreads Inc., 2015)

Conclusion

Curiosity is a fundamental element of effective learning. Whether curiosity if a

personality trait or a manipulated state, it is vitally important for the learning and retention of

information. The use of indicators is an effective way to facilitate learning through the

clarification of what it is you want to learn and can open up possibilities for dialogue with others

in which new meaning is created for all participants. Indicators work as both conscious and

subconscious reminders of learning goals. New questions are invariably created as information is

gathered. The implementation of concepts from the learning pyramid will work to increase the

ability of indictors to facilitate my learning. These skills will be vital as I enter the helping

profession and bear the full weight of responsibility for my continued learning.

The world is not in your books and maps. It’s out

there.

J. R. R. Tolkien, The Hobbit

ON LEARNING 10

(Goodreads Inc., 2015)

You may not see it now…but whatever we do affects

everything and everyone else, if even in the tiniest

way. Why, when a housefly flaps his wing, a breeze

goes around the world; when a speck of dust falls to

the ground, the entire planet weighs a little more;

and when you stamp your foot, the earth moves

slightly off its course. Whenever you laugh, gladness

spreads like the ripples in the pond; and whenever

you’re sad, no one anywhere can be really happy.

And it’s much the same thing with knowledge, for

whenever you learn something new, the whole world

becomes that much richer.

Norton Juster, The Phantom Tollbooth

ON LEARNING 11

References

Alberta College of Social Workers (2010). Continuing competence: A journey of lifelong

learning – a handbook for Alberta social workers. Retrieved March 15, 2015 from

http://www.acsw.ab.ca/pdfs/cc_handbook.pdf

Arnone, M. P. (2003). Using instructional design strategies to foster curiosity. Eric Digest.

Retreived March 8, 2015 from

http://www.marilynarnone.com/data/ERIC_Digest_on_Curiosity_and_ID.pdf

BrainyQuotes (2015). Plutarch quotes. Retrieved March 8, 2015 from

http://www.brainyquote.com/quotes/authors/p/plutarch.html

Goodreads Inc. (2015). Albert Einstein quotes. Retrieved March 8, 2015 from

http://www.goodreads.com/author/quotes/9810.Albert_Einstein

Goodreads Inc. (2015). J. R. R. Tolkien quotes. Retrieved March 8, 2015 from

http://www.goodreads.com/author/quotes/656983.J_R_R_Tolkien

Goodreads Inc. (2015). Lewis Carroll quotes. Retrieved March 8, 2015 from

http://www.goodreads.com/author/quotes/8164.Lewis_Carroll

Goodreads Inc. (2015). Norton Juster quotes. Retrieved March 8, 2015 from

http://www.goodreads.com/author/quotes/214.Norton_Juster

Goodreads Inc. (2015). Roald Dahl quotes. Retrieved March 8, 2015 from

https://www.goodreads.com/author/quotes/4273.Roald_Dahl

Mind Over Museum (2013). Visitors remember 5% of their visit? Hey that’s pretty good!

Retrieved March 15, 2015 from

ON LEARNING 12

https://mindovermuseum.wordpress.com/2013/04/27/visitors-remember-5-of-their-visit-

hey-thats-pretty-good-3/

Sennett, R. (2008). The craftsman. New Haven, CT: Yale University Press.