Learning Philosophy

Shaping Minds

My Philosophy on Learning and the Theories That Guide Me

Sonia Rodriguez - February 9, 2025

Unpacking My Believes

I have come to appreciate the learning process. In high school, I was disengaged, but now I am passionate about learning.  I enjoy learning through audiobooks, podcasts, YouTube, in-person interactions, and my current master’s program. Every day brings a new opportunity to learn. In today’s digital world, content is easily accessible, and I agree with Thomas and Brown (2011), who state, “In the digital world, we learn by doing, watching, and experiencing” (p. 76).

I believe that, given the right learning environment, everyone can learn and benefit from each other’s strengths.  Something that I am passionate about is leveraging collective intelligence and creating authentic learning environments. According to Thomas and Brown (2011), a collective, “is where a group’s skills and talents combine to produce results greater than the sum of its parts” (p. 52).  Through authentic learning environments, we can surprise ourselves by experiencing unknown capabilities.  A learner-centered, active learning approach fosters (C) Choice, (O) Ownership, (V) Voice, and an (A) Authentic learning environment—this is known as COVA (Harrapnuik, 2022). Self-directed learning allows students to explore, question, and experiment in flexible, adaptive, and authentic environments. With limitless resources available, I believe online blended learning is essential in the 21st century. As Thomas and Brown (2011) note, “Play provides the opportunity to leap, experiment, fail, and continue to play with different outcomes” (p. 98). Play enables us to experiment with the unfamiliar and stretch our thinking to create.   For example, I never imagined I would be creating a website! Through experimentation, productive struggle and collaboration I am creating my own ePortfolio.    

Teaching and learning

“Teaching, or to teach, is to impart knowledge or skill to someone by instruction or example; or to give lessons in a subject. In contrast, learning, or to learn, is coming to know something, to acquire knowledge, or to find something out. Therefore a teacher is a person who imparts knowledge or skill through instruction or example while a learning facilitator is one who creates an environment in which someone can come to know something, acquire knowledge, or gain information and experience.” (Harapnuik, 2021)

To me, the relationship between teaching and learning is evolving, shifting from a traditional teacher-centered approach to a more student-centered one. I firmly believe that when teachers step into the role of facilitators rather than merely deliverers of content, they create an environment where students are empowered to take ownership of their learning. By focusing on crafting rich, authentic learning experiences that encourage curiosity, collaboration, and critical thinking, teachers help students thrive. This approach nurtures not only academic growth but also fosters a sense of agency and intrinsic motivation in students.

Teaching Philosophy vs. Learning Philosophy

Learning philosophy focuses on how a learner learns while teaching philosophy emphasizes how the teacher provides an environment to support that learning. I believe both should be aligned as teaching and learning philosophy work together to help students learn how to learn and gain a better understanding as they explore.  Educators should be proactive instead of reactive when designing a learning environment that is student-centered.  

My learning philosophy centers around the belief that education should be student-driven, fostering engagement and critical thinking. This philosophy directly influences my innovation plan to implement an online blended coaching strategy, as it emphasizes creating an interactive, flexible learning environment that adapts to diverse needs. As a change agent, I see my role as facilitating this shift by using technology to enhance communication, provide personalized feedback, and promote collaborative learning. By empowering students with the tools and autonomy to guide their own learning, I aim to inspire growth and transformation in both learners and educators.      

Identification with Constructivist Learning Theory

Constructivism builds on the ideas of Jean Piaget, Lev Vygotsky, Jerome Bruner.  I align with the constructivist theory which states that individuals actively strive to make sense of their environment through past experiences and present states. "The means by which this is done are complex and multi-faceted, from personal reflection, seeking new information, to testing ideas through social contact with others. Problems are resolved, and incongruities sorted out, through strategies such as seeking relationships between what was known and what is new, identifying similarities and differences, and testing hypotheses or assumptions." (Bates, 2014)

Education, according to constructivism, should foster a critical awareness of the values and ideologies shaping received knowledge, prompting ongoing questioning and critique. Constructivism also recognizes that each individual is unique, and shaped by their experiences (Bates, 2014). Learning requires communication between the learner, teacher, and peers, something technology can facilitate but not replace.  

Online Collaborative Learning (OCL) is a model where students collaborate to create knowledge, innovate, and solve problems. In this model, the teacher is not just a fellow learner, but a link to the knowledge community, guiding the learning process. Knowledge construction is a key aspect of OCL, which emphasizes conceptual learning and problem-solving rather than simply providing the right answer. (Bates, 2014)

As a proponent of the constructivist theory, I believe the learning environment plays a crucial role in the learning process.  In the learning environment, the teacher is viewed as the facilitator of student learning and is available to support student learning as the students take control (University of Hong Kong, n.d.).   We live in a digitally connected world and are connected all the time and everywhere.  Learning can be mobile (Harapnuik, 2015).  Creating an authentic learning environment that allows students to learn by creating, playing, and collaborating, and the teacher facilitates and supports the learning process of the ideas.  For this reason, I firmly believe that my innovation plan to create an online blended coaching strategy will enhance communication and leverage technology as a tool to empower the learner to thrive! 

For example, in the course 5303: Applying Educational Technology, our group was given the opportunity to choose our own meeting times, collaboration methods, and discussion formats. We took ownership of our learning, made decisions that suited us best and actively contributed to each other’s learning in an engaging and enjoyable way as we built our ePortfolios. This was made possible by the instructor’s learner-centered philosophy, which fostered an environment that encouraged us to internalize our learning.

Reflecting on Who I Am as a Learner

As a bilingual student, I would have benefitted from the constructivist approach, but my early education was based on Skinners, behavorist theory where the environment influenced the learning process instead of the internalization of knowledge.  In that system, knowledge was externally imposed, and learning was assessed through letter grades and multiple-choice tests. I remember being afraid to tell my dad I had received my first C.  I learn best by doing, asking questions, and internalizing information based on my own context. So the constructivist theory resonates due to its inquiry-based methods of learning that are incorporated.  "According to this ideology, one of the principal aims of education is that it should develop a critical awareness of the values and ideologies that shape the form of received knowledge. This then suggests a constant probing and criticism of received knowledge." (Bates, 2014)

I also connect with Lev Vygotsky’s Social Constructivism, which emphasizes learning through social interaction. I thrive in collaborative settings where synergy and collective intelligence drive learning. Bates (2014) suggests that constructivism acknowledges the uniqueness of each individual, shaped by their distinct experiences. For example, in a group setting, my idea can evolve or be transformed entirely as we collaborate and share perspectives. This process never ceases to amaze me.

In our technology course, as I mentioned earlier, our success in discussions was confirmed by positive feedback from our professor, Dr. Diane Johnson:

Feedback for student

Ladies and Gentleman, Can I please just say this week's discussion was near perfection. I just loved the detail, the time, the raw honesty, and the emotion I saw in all of this. I could see all of you growing as ed tech educators as I was reading. My only critique is that you had all of your references but no in-text citations! Add them next week.

Final note: May I be added to this Google Doc, so I may keep this one as an example for future classes? It truly was impressive!

Sonia, Additional note for you, have you thought about going for your doctorate after this? If not, you should! You have insightful details that go beyond the usual. It would be interesting to see all you do next!

Growth Mindset and Collaboration

Having a growth mindset makes learning exciting and less stressful. Working in a supportive, collaborative group allows us to listen to one another’s questions, concerns, and doubts.  Being open to support and persistent in our efforts makes learning enjoyable and engaging. As Dweck (2006) wrote, “No matter what your ability is, effort is what ignites your ability and turns it into accomplishment” (p. 41). This mindset energizes and empowers me as I embrace new learning experiences.