Page 181 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 181
horizontal learning
– concrete experience: do something
– reflective observation: think about what you did
– abstract conceptualization: make generalizations
– active experimentation: bearing in mind your conclusions
Kumaravadivelu’s KARDS model stands for a modular model for
knowing, analyzing, recognizing, doing and seeing and refers to a language
teacher’s education as well as to the way of sharing knowledge and experi-
ence through teacher-to-teacher collaboration (Hashamdar & Etela, 2017).
For Kumaravadivelu ‘knowing ‘ is a dynamic concept referring to the pro-
cess of knowledge building through professional knowledge, procedural
knowledge and personal knowledge. ‘Analyzing ‘ is focused on the learner’s
needs, motivation and autonomy, while ‘recognizing ‘ is based on the im-
portance of recognizing a teacher’s identity, beliefs and values which form
a teaching self that a teacher brings to the classroom. ‘Doing ‘ in KARDS
model refers to the process of transition from a traditional teacher’s lan-
guage to a critical teacher’s language and finally ‘seeing ‘ refers to a teach-
ers’ ability to make the connection between conceptual knowledge and per-
ceptual knowledge in a classroom (Hashamdar & Etela, 2017).
With these three aforementioned models of learning, we wanted to
emphasize the fact that although learning is about perceiving inputs from
the outside, whether it be by reading, listening, observing, and gaining ex-
perience from one source or another in the outside world, it is at the same
time a complex process that can be achieved by constant reflection and ex-
perimentation.
During the learning process, external input is transferred by a teach-
er, a book or experience through one of two different processes: a) a ver-
tical approach, which represents the traditional situation of an individual
(a teacher) who has more knowledge and passes it onto several individuals
(students) who have less knowledge; or b) a horizontal approach, in which
participants learn together and from one another, and where they can be
viewed as experts themselves (Knudsen et al., 2011).
In essence, the horizontal approach seems to be the starting point for
horizontal learning, as a useful concept for an effective and efficient frame-
work for teachers’ joint learning. Authors from this field claim that in or-
der to be useful and successful, a horizontal learning approach must be
based on an appropriate learning environment. In other words, there are
pertinent phenomena which characterize a well-functioning learning envi-
181
– concrete experience: do something
– reflective observation: think about what you did
– abstract conceptualization: make generalizations
– active experimentation: bearing in mind your conclusions
Kumaravadivelu’s KARDS model stands for a modular model for
knowing, analyzing, recognizing, doing and seeing and refers to a language
teacher’s education as well as to the way of sharing knowledge and experi-
ence through teacher-to-teacher collaboration (Hashamdar & Etela, 2017).
For Kumaravadivelu ‘knowing ‘ is a dynamic concept referring to the pro-
cess of knowledge building through professional knowledge, procedural
knowledge and personal knowledge. ‘Analyzing ‘ is focused on the learner’s
needs, motivation and autonomy, while ‘recognizing ‘ is based on the im-
portance of recognizing a teacher’s identity, beliefs and values which form
a teaching self that a teacher brings to the classroom. ‘Doing ‘ in KARDS
model refers to the process of transition from a traditional teacher’s lan-
guage to a critical teacher’s language and finally ‘seeing ‘ refers to a teach-
ers’ ability to make the connection between conceptual knowledge and per-
ceptual knowledge in a classroom (Hashamdar & Etela, 2017).
With these three aforementioned models of learning, we wanted to
emphasize the fact that although learning is about perceiving inputs from
the outside, whether it be by reading, listening, observing, and gaining ex-
perience from one source or another in the outside world, it is at the same
time a complex process that can be achieved by constant reflection and ex-
perimentation.
During the learning process, external input is transferred by a teach-
er, a book or experience through one of two different processes: a) a ver-
tical approach, which represents the traditional situation of an individual
(a teacher) who has more knowledge and passes it onto several individuals
(students) who have less knowledge; or b) a horizontal approach, in which
participants learn together and from one another, and where they can be
viewed as experts themselves (Knudsen et al., 2011).
In essence, the horizontal approach seems to be the starting point for
horizontal learning, as a useful concept for an effective and efficient frame-
work for teachers’ joint learning. Authors from this field claim that in or-
der to be useful and successful, a horizontal learning approach must be
based on an appropriate learning environment. In other words, there are
pertinent phenomena which characterize a well-functioning learning envi-
181
