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Invisible learning is not a theory in itself. It is an end point or state of learning that emerges when we remove structures that control or direct our experiences. Therefore:

The Theory for Invisible Learning is that we learn more and do so invisibly when we separate structures of control from learning.

The purpose of controlling an educational experience is to make learning visible. It is built on distrust of the learner – the false assumption that students will not learn unless they are told what to learn. In this sense, invisible learning is the end product of a theory which predicts that learning may blossom when we eliminate authoritarian control or direction of a learning experience by an “other” (i.e., teacher).

Removing structures of control opens possibilities. The end outcomes or goals of an experience are neither dictated nor determined from the start, but instead emerge as learning develops. Such experiences include free play, self-organized learning communities, authentic problem-based learning, and experimentation to acquire new knowledge.

Sourced through Scoop.it from: educationfutures.com

See on Scoop.itHigher Education Teaching and Learning

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