Embracing the Messiness of Learning

This Children's Day, I found myself reminiscing about the times when I enjoyed hands-on play and exploration rather than reading and memorizing things. Over the past decade, I've been fortunate to work closely with many kids, creating various learning experiences that brought me immense satisfaction and joy. One recurring thing I've heard and learned from kids is their love for doing things and exploring new challenges. This leads me to ponder: Why do kids prefer playing over reading? Why do they engage more in activities than in reading or listening to neatly organized information?

As adults, we face similar preferences; we, too, enjoy getting our hands dirty while learning. Learning becomes less enjoyable when it follows a neat and linear process. This prompts an intriguing question about how information should be presented. While technology allows us to organize information straightforwardly, there's a consideration: Do we need some kind of desirable difficulty? This approach lets learners delve into complex information and actively engage with it, transforming it into a potent method to ensure long-term retention.

This shift also redefines the role of an educator, turning them into facilitators. Facilitators ignite engagement with the material, ensuring learners genuinely connect with what they are absorbing.

Passive learning experiences, like traditional lectures or linear e-learning modules, might smoothly channel information, but they could also glide right past the learner's consciousness. These methods are effective but can thrive when learners are fully engaged, but the same cannot be said when attention wavers. The key lies in crafting the learning experiences for learners to interact with the content, and do it hands-on. It's that sweet spot where learners aren't just recipients of knowledge but active participants in their learning journey.

Picture this: You're in one of those physics classes, exploring the mechanics of a simple pulley system.?

The linear lecture mode—the heart of the matter—is understanding the principles behind pulleys.?

The visual/auditory learning mode—the less linear mode—is akin to demonstrating tools and mechanisms that show the working of a simple pulley.

Now, the kinesthetic mode —the beneficial challenge—comes into play. Imagine a hands-on challenge where you design your own pulley contraption. It's not the core content, but it adds that essential layer of cognitive friction, amplifying your interaction with the central concept. If the aim is to prevent the information from slipping through the cracks of comprehension, then a dash of friction, messiness and desirable difficulty might be what's needed. It's about challenging learners to engage with the material at a certain level rather than providing them with detailed step-by-step instructions at all levels.?

This reflects our approach to curriculum design where the curriculum framework plays a key role in effectively handling cognitive load and providing scaffolded interactions. Finding the sweet spot in scaffolding can also be tricky; too much, and learners lose their independence, too little, and they lack proper guidance. Striking this balance is key, and training teachers to know when to step in or step back is crucial. At MakerGhat, our focus is on creating learning experiences that encourage thinking, spark curiosity, and help students truly understand concepts. In the end, it’s all about creating an ecosystem where learners don't just absorb knowledge—they embrace it.