Immersive Learning: Creating "an" experience.

            It can be difficult to go against the status quo when pitching a new perspective on learning. In the article, “Learning science: a Deweyan perspective,” Wong, Pugh and the Dewey Ideas Group at Michigan State University, attempt to summarize the difference between an ordinary experience and Dewey’s perspective of “an” experience. Per the authors, an ordinary experience is defined as something involving a shallow interaction which lacks deeper meaning or any form of further development. Dewey’s “an” experience is something that is significantly more emotional and impactful which also carries more meaning to the person who is having the experience. Dewey’s “an” experience also encourages excitement, and while it may have a physical endpoint (time wise within an environment) Dewey’s experience continues to develop over time. It gains momentum and meaning.

            Wong et al. (2001) also paint a point to define various terms throughout their article so that a general audience has a better idea of Dewey’s perspective. They make sure that audiences acknowledge Dewey’s unhelpful usage of common language for uncommon things and attempt to define Dewey’s differences when using the words “idea” and “concept.” Dewey’s “idea” lends itself to an educational experience or a dramatic event that encourages exploration whereas a concept is more abstract and less emotional. As previously stated, Dewey’s idea-driven education experiences are multi-faceted and evolve in various stages. The first being the stage of anticipation, which acts as the beginning of a developmental process. This anticipation stage will spawn ideas which in turn inspire action. Dewey’s perspective also involves the interaction between a person and the world around them. It highlights that learning is constantly undergoing change and that a good idea, by Dewey’s definition, is something that will continue to evolve over time. Wong et al. (2001) also argue that idea-based learning is potentially more impactful upon users and through this, the authors use metaphors to drive home their points on anticipation and perception. Amongst their examples, art as “an” experience may be the most likely to be understood by a general audience as many audience members have had an emotional impact due to a piece of art -- similar to how Dewey feels learners should react to having an educational experience.

           Emerging technology can create an educational experience based on Dewey's notion in many ways. For example, users of emerging technology will have a Pavlovian drive to continue to experience the technology as well as the overarching learning objectives if they have more of an emotional connection to the experience that they are participating in. Technology also lends itself to more creative aspects of learning such as actually performing an act: This act could be anything from being immersed within a cell or human body to visiting a virtual country so as to practice language skills. Learners are likely to feel the results of their own successes when using emerging technology and have a greater drive to continue their experience.

Wong, D. Pugh, K, and the Dewey Ideas Group at Michigan State University. (2001). Learning science: a Deweyan perspective.  Journal of Research in Science Teaching. 38 (3) 317 - 336.