Learning landscapes, enabling & self-directed learning. 15 years of constructivist didactics.

With the book “Die Modellierung von Lernwelten” (The Modeling of Learning Worlds), K?sel wrote an important work on the design of learning environments in 1993. I came across this “subjective didactics” together with Wagenschein's learning concept of deep drillings ("Verstehen lehren. Genetisch – Sokratisch - Exemplarisch” | Teaching Understanding. Genetic - Socratic - Exemplary, 1968) and has inspired me in my constructivist-influenced studies of didactics for my own learning landscapes. To this day and in the future for self-organized knowledge.

K?sel's central message emphasizes the importance of creating flexible, individualized learning spaces that take into account learners' different learning styles and personal truths. Here are 5 points to remember:

1 Constructivist learning | A constructivist perspective, where learners actively build their own understanding based on individual experiences and interpretations.

2 Didactic landscapes | The concept of "didactic landscapes" as deep structures that allow learners to explore and navigate their learning journey.

3 Learner autonomy | Giving students the freedom to follow their own paths through the learning world, with opportunities for detours and personalized learning experiences.

4 Sustainability of knowledge | By allowing learners to construct knowledge according to their own truths, K?sel aimed to enhance the long-term retention and application of learned concepts and self-constructed (new) knowledge.

5 Teacher as facilitator | The teacher's role shifts to that of a guide who designs the learning environment and provides support at key points in the learning process. Kind of a Help Desk supporter and enabler.

Getting rid of rigid teaching methods

Over many years, I have established learning landscapes with applications and moments of insight into this type of didactics and have continuously refined them thanks to numerous different learning transfer situations. In teaching communication and marketing, healthcare and industrial safety.

With these “invitations to a shared journey of knowledge”, I see the role of the teacher shifting to that of enabler, travel companion, enabler of self-directed learning and moderator. Diametrically different from the teachers and their transfer methods that I encountered as a child what felt like “100 years ago” - the time of pattering frontal teaching without contradiction.

Meaningful learning experiences

The two pictures show my schematic update of the K?sel landscape details and the corresponding graphic legend. The learners enter differently, follow a self-selected course (a kind of learning foundation) - peppered with all kinds of possible learning discoveries - and leave the learning landscape individually.

Learning Landscape - scheme & legend

Together with Maria Kromlidou , I have been working for some time on my own models such as Reciprocality and Resonance Intelligence. The focus is on transversal skills and competencies in the areas of collaboration, learning and communication. What reads complicated at first glance becomes easier and easier over time through prototypical applications. Learning landscapes are magnetizing, put people in a good mood and often await learners with spurts of eye-openers, aha's and wow's.

Almost reads like a sales brochure? Quite possibly, bringing dusty teaching and learning into resonance with the joy of exchange has similarities with powerful marketing vibes.

Work on a book is already underway. The aim is to show teaching professionals in schools, corporations and institutions an alternative way of imparting knowledge. If you are interested, pack your backpack. We will be back with more.