Your Brain is not a Computer! - Ecological Dynamics in Education - A Conversation with Prof. Keith Davids
Oct 1, 2023
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Prof. Keith Davids, a Professor of Motor Learning, discusses ecological dynamics and its implications for learning in different educational contexts. They explore the concept of constraints in learning and the historical development of measuring and categorizing humans. They delve into the integration of principles from ecological psychology and dynamical movement systems in education and the concept of affordances in learning environments. They also discuss the shift from skill acquisition to skill adaptation, the importance of fittedness, and the manipulation of constraints in teaching and coaching. The impact of their research extends to education, military training, and working with neurodiversified populations.
Individualization and contextualization are crucial in designing effective learning environments and supporting learners in their development.
Variability and affordances are key elements in understanding and supporting learning and development processes.
The focus should shift from skill acquisition to skill adaptation, preparing individuals for real-world complexity and variability.
Deep dives
Ecological Dynamics and the Constraints-Led Approach
The podcast episode explores the concept of ecological dynamics and the constraints-led approach in skill acquisition and learning. The guest, Professor Keith David's, talks about how these ideas have been applied in sports and exercise science, but also highlights their broader implications for education. Ecological dynamics emphasizes the interaction between individuals and their environment, viewing humans as dynamical systems that self-organize under constraints. The constraints include individual characteristics, such as physical and psychological factors, the task itself, and the surrounding environment. Understanding and managing these constraints is crucial for educators to design effective learning environments and support learners in their development.
The Importance of Individualization and Contextualization
One key insight discussed in the podcast is the importance of individualization in learning and development. Each learner brings unique dispositions, abilities, and tendencies to a task, and educators need to consider these individual constraints when designing learning experiences. Similarly, contextualizing learning environments is crucial for creating appropriate challenges and opportunities for learners. By manipulating the task constraints and environmental constraints, educators can help learners navigate complexity and uncertainty at a pace that suits their individual needs. The skill of the educator lies in managing these constraints and facilitating the emergence of learning and coordination in learners.
Variability and Affordances as Invitations to Action
The podcast delves into the concepts of variability and affordances as key elements in skill acquisition and learning. Variability refers to the natural fluctuations and changes in performance over time. While fine-grained analysis may show ups and downs, a longer time scale perspective reveals overall learning progress. Affordances, conceptualized as invitations to action, highlight the opportunities for behavior and engagement within an environment. Learners have agency in accepting or rejecting these invitations based on their individual capacities, motivations, and emotions. Both variability and affordances play critical roles in understanding and supporting learning and development processes.
Importance of Individualized Learning and Contextualization
Individualization of learning is crucial because people bring different experiences and perspectives to the learning process. To effectively teach a group, pedagogical strategies should be designed to accommodate individuality in achieving specific task goals. Additionally, learning opportunities should be contextualized, meaning that the information present in a performance environment should also be present in the learning environment. This ensures that learners can transfer their knowledge and skills effectively from the learning setting to the real-world context.
Moving away from Skill Acquisition towards Skill Adaptation
The traditional emphasis on skill acquisition, where learners acquire fixed programs or techniques, should be reevaluated. Instead, the focus should be on skill adaptation, which encourages learners to adapt and refine their movements based on the changing demands of a dynamic environment. Skill adaptation enhances functionality and the ability to achieve intended goals, rather than seeking automaticity or conformity to standardized patterns. By embracing skill adaptation, educators and coaches can create learning environments that better prepare individuals for real-world complexity and variability.
Professor Keith Davids is Professor of Motor Learning at the Centre for Sport and Exercise Science. Keith uses an Ecological Dynamics framework for investigating skill acquisition, expertise and talent development in sport. He is an applied scientist who researches how processes of learning, development, performance preparation and participation in sport, physical activity and exercise may be facilitated. He reviews implications for coaching and teaching at elite, sub-elite and recreational levels of participants, as part of his work. Ecological Dynamics is an integration of Ecological Psychology, Dynamical Systems theory, Evolutionary Science and the Science of Complex Systems, considering individual athletes and teams as complex adaptive systems, self-organising under interacting constraints. Such systems change over different timescales, which has significant implications for learning, development and ageing in children, adults and elderly people. He has over 30 years experience of teaching and conducting research in Ecological Dynamics with collaborators in UK, Portugal, France, Australia, Germany, New Zealand, Finland, Norway and Sweden in related fields like Sports Science, Psychology, Behavioural Neuroscience, Sports Coaching, Physical Education and Human Movement Science. He has held/holds research positions in the UK (Manchester Metropolitan University: 1991-2003), Finland (University of Jyvaskyla, Finnish Distinguished Professor: 2012-2016), New Zealand (University of Otago: 2003-2007), Australia (Queensland University of Technology: 2006-2014) and Norway (2020-22: Norwegian Sports Science University (NTNU, Trondheim), Adjunct Research Professor). His scientific research is applied in the work of international sports organisations (national and international teams in Association Football, NFL, Rugby Union and AFL) and national Institutes of Sport in Australia (AIS), New Zealand (NZSI), and England (EIS), as well as KIHU (Finnish Olympic Research Committee) and PESTA (Physical Education and Sports Teachers Association, Singapore).