Reflections on Session 5 of Learning Environments

Throughout the 5-day course, I have learnt about Learning Environments and am now able to relate it to the context of our SAF Learning Environment as follows:

The goals and expectations of training in the SAF have changed quite dramatically during the past decade, and new goals suggest to rethink such questions as what is taught, how its is taught, and how trainees are assessed. To review our training in the SAF is therefore to ask certain kinds of questions about the design of learning environments.

I also believe that the design of learning environments in the SAF can also be categorised into the 4 perspectives namely, the degree to which they are learner-centred, knowledge-centred, assessment-centred and community-centred. All of them are important in helping to influence the SAF environment

Learner-centred SAF environment
A focus on the degree to which SAF environments are learner-centred is consistent with the strong body of evidence suggesting that trainees use their current knowledge to construct new knowledge and that what they know and believe at the moment affects how they interpret new information. Sometimes the trainees' current knowledge supports new learning, sometimes it hampers learning; effective instruction therefore begins with what trainees bring to the setting; this includes cultural practices and beliefs as well as knowledge of the academic content.

Hence a learner-centred environment in the SAF attempts to help trainees make connections between their previous knowledge and their current military tasks.

Knowledge-centred SAF environment
Effective environments must also be knowledge-centred. It is not sufficient only to attempt to teach military skills but the ability to think and solve problems requires well-organised knowledge centered that is accessible in appropriate contents. An emphasis on being knowledge-centred raises the question of the degree to which instruction begins with the trainees' current knowledge and skills, rather than simply present new facts about the subject matter. While our young trainees are are capable of grasping more complex concepts than was believed previously, these concepts must be presented in ways that are developmentally appropriate.

Assessment-centred SAF environment
Issues of assessment also represent an improtant perspective for viewing the design of learning environments. Feedback is fundamental to learning. Trainees may receive grades on tests, but these are summative assessments that occur at the end of the course. Hence progress tests are necessary in providing opportunities for trainees to revise and hence improve the quality of their thinking and learning. Assessments must therefore reflect the learning objectives of the course.

Many of our SAF instructors have changed our approach to teaching after seeing how trainees failed to apply what they have learnt during their course.

Community-centred SAF environment
The forth perspective on learning environments involves the degree to which they promote a sense of community. There are several aspects of community, including Community of Practices (CoPs) that help to increase soldiers opportunities to interact, receive feedback and learn from each other.

Finally, there needs to be alignment among the 4 perspectives of learning environments. They all have the potential to overlap and mutually influence one another.

Hence, in an attempt to relook and improve the learning environment of the SAF, is to realise the changes that are taking place in today's training of our soldiers.