Page 49 - International Journal of Process Educaiton (Special Issue)

to have a supportive, risk-friendly environment so that may be helpfully read as an extended description of the
educators and learners feel secure enough for performance environment and practices of a high-quality Process Ed-
to be challenged” (Smith & Spoelman, 2009). The steps ucation learning environment — possibly the ideal PE
in the methodology and principles behind them are thus learning environment. A mapping of the aspects from the
reaffirmed to be interdependent, just as the attributes of a Transformation of Education to the principles of a Quality
learning environment were assumed to be when they were Learning Environment (Figure 4) shows that there is not
first articulated and shared in 1991. only alignment between the two, but that the Transforma-
tion aspects may provide a useful perspective for educa-
QLE and the Transformation of Education tors who are unsure of how to shift their current practice
to practice that creates a quality learning environment.
The principles of a quality learning environment are also A learning object for the Transformation of Education is
present in the 14 aspects of the Transformation of Edu- available at http://www.transformation-of-education.com/
cation (Hintze, Beyerlein, Apple & Holmes 2011), which

Figure 4 Mapping the Aspects from the Transformation of Education to the Principles of a Quality Learning Environment

Aspect from the Correlates to Principle for Establishing
Transformation of Education a Quality Learning Environment (QLE)

Challenge The level of difficulty is increased in order to 4. Challenge students.

grow capacity for learning and performing 5. Set clear and high expectations.

Cognitive Complexity The degree to which training and 4. Challenge students.

doing is elevated to problem solving and research 5. Set clear and high expectations.

Control The locus of power/authority for the learning 3. Get student buy-in. 4. Challenge students.
situation or experience 5. Set clear and high expectations.

Delivery The means by which information/knowledge is 4. Challenge students.
obtained by learners 9. Create a collaborative learning space.
10. Create a balance between structure and flexibility.

Design The purposeful arrangement of instructional 9. Create a collaborative learning space.
environment, materials, and experiences to support 10. Create a balance between structure and flexibility.
learning

Efficacy The well-founded belief in one’s capacity to 2. Make sure both learner and mentor are committed to
change and to make a difference the learner’s success.

5. Set clear and high expectations.
6. Encourage risk-taking.
8. Measure and document progress and growth

Feedback Information about what was observed in a 7. Use assessment on a consistent and timely basis.
performance or work product 8. Measure and document progress and growth.

Measurement The process of determining the level of 8. Measure and document progress and growth.
quality surrounding a performance or product

Ownership The degree to which the learner accepts 1. Establish a high degree of trust and respect.
responsibility and accountability for achieving learning 2. Make sure both learner and mentor are committed to
outcomes
the learner’s success.
3. Get student buy-in very early in the process.

Relationship The degree of emotional investment an 1. Establish a high degree of trust and respect.

instructor or mentor has in his or her students or mentees 2. Make sure both learner and mentor are committed to

the learner’s success.

Scope of Learning The contexts across which learning 4. Challenge students.

occurs and its application are demonstrated 5. Set clear and high expectations.

Self-Awareness The degree to which reflective and 3. Get student buy-in very early in the process.
self-assessment practices are used by the individual to 4. Challenge students.
foster the growth of his or her learning skills across the 7. Seek student feedback regularly by using
cognitive, affective, and social domains
assessment on a consistent and timely basis.

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International Journal of Process Education (February 2016, Volume 8 Issue 1) 47