Learning-by-doing process extract from thesis (4.7.8), 2004 Learning-by-doing process (extract from thesis Section 4.7.

8) Dianne Allen

From the experience of this inquiry, and reflecting on previous practice, I would describe my approach to learning-by-doing as follows: Round one: doing and observing, observing as much as possible, and trying to do what appears to need to be done Round two: describing the doing if possible working at something like procedures documentation Round three: doing it again using the procedural documentation, and now identifying where the doing, to be effective, is different from the procedure documentation, capturing gaps, elaborating on aspects of subtlety that need to be recognised and accommodated or responded to Round four: describing the enhanced understanding of the doing Round five: considering how else it might be done considering what is the purpose of a certain activity, considering how effectively that is achieved, and considering what other activity might achieve that same purpose (assuming the purpose is still acceptable) Round six: doing it again, and confirming the enhanced descriptions accuracy and comprehensiveness, and trialling any changes suggested from round five Round three and six options: showing someone else how to do it, and using the documented records, with their process structuring, to help do that, and to test the effectiveness of those records and that structuring for such demonstration and teaching In the past, I would have justified rounds two-four as preparations for training others to do it (round three and six). In rounds 3, and 6, the doing it, and doing it again, was part of my evaluative process doing it demonstrated to me that I did know and understand it enough to do it without mistake, without hesitation, at a level where if a problem occurred, then I had some ideas or could develop some ideas about how to solve it. Until all of these items were in place, then I tended to (1) forget all too quickly, or (2) doubt that the learning had been effective.

In rounds 3, and 6, doing it again, and in the context of confirming the documentation, allowed me to attend to more understanding of the task I could begin to attend to the next layer of implications beyond the superficial. I would begin to recognise that a next layer existed, as well

Learning-by-doing process extract from thesis (4.7.8), 2004

as find out what was in that layer, and how what was in that layer contributed to what could be seen, the superficial, and to the apparently effortless performance demonstrated by the competent. Dianne Allen More detail: http://ro.uow.edu.au/theses/288/