Personal Learning Approach
Personal Learning Approach
Learning approaches are often borrowed and adopted from the foundation upon which the education system exposes them. In many cases, one settles for a personal learning approach at high school level when education and learning in general is appreciated. In this paper, I shall discuss my personal learning approach within the context of the current learning. I shall explore the strengths and weaknesses of the approach as well as the inherent risks, challenges and modifications that I find appropriate and helpful in the overall learning process. However, I wish to postulate the fact that one cannot fully rely on a single learning approach in all circumstances and cases. In some instances, one temporarily adopts a different learning approach depending on the motive and overall objective being pursued. In overall, therefore, the preferred learning approach is that which one commonly resides in and that which cumulatively maximizes the learning objectives of the learner.
I heavily rely on the deep learning approach. The deep learning approach is centered on the acquisition of knowledge and understanding. In that context, the deep learning approach envisages situations where the learner seeks to find the meaning of that which is being studied for purposes of maximizing understanding. In the deep learning approach, the learner engages in critical thought and approaches learning with a general inquisitive mind. This approach is preferable for its long and enduring effects. As a learner, I am able to internalize and consume content not only for purposes of replicating in an examination, but also for purposes of understanding the study. The deep learning approach equally assumes an all-inclusive approach devoid of the selective nature and character of other learning approaches. As the name suggests, it digs deep into the content of study and assumes an approach that is seeking to know. In this learning approach, one does not have the limited mind approach that often ends up sieving necessary and important information.
The deep learning approach comes with a number of advantages and disadvantages. All in all, it is my contention that the deep learning approach is the best model of learning and needs to be embraced by all practical, focused and pragmatic learners. In this section, I shall canvass the advantages attendant to the deep learning approach. The main objective that overrides all learning objectives often is the need to learn and know. In this context, the learner often sets out to learn and answer the questions of what, how and why. These three questions can only be answered in a nuanced approach that is only present in the deep learning approach. Through the deep learning approach, one is able to get into the details and examine in a detailed manner the meaning of the studied content with a view to addressing the tripartite form of learning; what is, how it is and why it is. In other words, the deep learning approach gives one the opportunity to not only pick the basics, but picking the entire content. It enables an inclusive and wholesome approach to learning. It is this paper’s contention that this informs the main purpose of learning. It is, therefore, more fulfilling and satisfactory to apply the deep learning approach if the main objective is to learn.
Secondly, the deep learning approach has the tendency to provoke critical thought. This learning approach is based on an inquisitive approach that essential asks questions rather than merely consuming content. Through the rigorous and cumulative critical approach, one can decipher the dynamics of the contents of study. One learns better and gains more insight through a critical approach that seeks to ask rather than merely consume. In fact, it is the critical thought the enables developments of new knowledge and arrival to innovations. This arises because the learner can examine situations and content from diverse perspectives during the critical thought process. This diversity in postulation and analysis has the predisposition of leading to discovery of innovative and new knowledge.
In addition, the deep approach learning mode is appreciated for its role in enabling a thorough understanding of the contents in question. Through the deep approach, one learns the meaning with the intention of gaining understanding. This should be distinguished from mere and superficial reading that only makes for examination and does not help beyond that. The deep learning approach has a longer term impact in that it goes beyond mere memorizing of content. The approach facilitates an understanding that is conceptual and informative in nature. The learner, therefore, can apply the knowledge beyond examinations. The information and knowledge gained is helpful in addressing matters in connection with the discipline of study under the deep learning approach.
The deep learning approach must be equally appreciated for its focused and structured approach to learning. In this approach, one finds himself immersed in the learning process with an element of wholesomeness. One feels consumed and intimate with the studies and develops an interest in the content of studies. This character is beneficial in the long run as it enables the learner enjoy and internalize the learning content to the fullest possible. The approach in the long run is more enduring and results in a long term benefit to the learner as opposed to the other learning approaches.
However, the deep learning approach does not come without disadvantages. In this section, I shall discuss some of the disadvantages. The deep learning approach is time consuming in nature. The approach entails the research of the meanings and attendant contents to the study material. This requires time and resources. For short term goals such as passing of an examination, it may be irrelevant as it is time consuming and limits content coverage. This learning approach requires sufficient time and patience. In some cases, one is compelled to revisit previous study areas and contents so as to learn a concept probably missed in the initial scheme.
Secondly the study approach does not ensure and or encourage efficiency. This mainly arises from the fact that the learning approach is all-inclusive and wholesome in nature. In its all-inclusive nature, the deep learning approach ends up veering into unnecessary and irrelevant material which the learner may after all not use in any future or immediate situations. This method can only be cushioned by blending the approach with the strategic approach in which a guided assessment is used. Otherwise, the deep learning approach if unchecked could led the learner into concentrating in content and material otherwise irrelevant to the immediate and future goals of learning.
The deep learning approach is expensive in the long run. One of the reasons as to why education has become costly could be arguably said to be the deep learning approach. This is since in this approach, the learner needs colossal resources as he seeks to address the questions of what, how and why. Ordinarily, the learning moderator, in most cases the teacher, is deemed insufficient for a deep approach learner. This learner not only needs the learning guider, but also requires resources such as books, journals and the internet. In the long run these costs may be offset by the returns. However, in the immediate course, the costs tend to exceed the normal investments dedicated to the learning process.
Finally, it can be argued that the deep learning approach is wasteful. It fails to accommodate the pressing demands on resources and the fact that resources in most cases are limited. This perhaps can be best be illustrated by running a brief comparison with the strategic learning approach. In the strategic learning approach, the learner employs use of assessment guides and criteria for identification of learning contents. However, in deep learning approach, the learner employs an all-inclusive approach that consumes all the content and then eliminates the unnecessary input consumed. This has the overall effect of wasting of resources as the learner ends up consuming content he probably did not need in the first place.
In conclusion, I want to emphasize the fact that learners rarely employ one learning approach in its entirety. However, like me, learners tend to have the predisposition of employing one approach over the others. It is this paper’s postulation that in such cases, the deep learning approach would be the most satisfactory.
Bibliography
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Cooperstein, S. E., & Weidinger, E. (2004). Beyond active learning:a constructivist to learning. Emerald, 32(2), 141-148.
Donnison, S., & Edwards, S. (2012). Focusing on first year assessment: Surface or deep approaches to learning? he International Journal of the First Year in Higher Education, 3(2), 9-20.
