4ARNING ACTIVITIES -2- NOVEMBER, 1975

4. ABSTRACTION - a learning situation deliberately removed
from the "real" world in order to abstract and control
learning. Good examples of this learning situation are
classrooms or study areas. This environment is well-
suited for cognitive, intellectual learning. Most learning
sponsored by Douglas College is based on this type of
environment.

ii. SIMULATION - a learning situation that copies, but simplifies,
aspects of the "real" world. Good examples are the
laboratory, the practice area, and the field study centre.
This type of environment is especially well-adapted for
"performance" learnings - usually mixtures of intellectual
and/or emotional, and/or skill learnings. A primary
characteristic of this kind of environment is safety - the
student can make mistakes with "controlled" or "limited"
consequences. Some learning sponsored by Douglas College
is of this type - notably, the Sciences, and the Fine
and Applied Arts.

424. Rea ENVIRONMENTS - learning is organized within a "real
life" context. Learnings tend to be related to the

intellect, emotions, and skills, in a problem-solving
context. Examples are apprenticeship and "on-the-job"
training, and community projects where people learn
things in order to solve problems. A primary character-
istic of this type of learning is that there is a direct,
“yeal life" result from learning, and therefore, only a
limited "safety" factor. A small, but growing proportion
of learning sponsored by Douglas College is of this type.
Examples are Retail Selling (third semester), segments
of the Child Care and Nursing Programs, and the National
Film Board "Challenge for Change" Surrey Project.

Learning in the "real" environment is usually more complex
than in the classroom or laboratory. This is especially so
where the students help to define and design the learning
procedure in the context of community or social "problems",
In such situations, the positive response and continuing
interest of the groups concerned are one of the most
significant measures of the value of the learning received.
Each of these environments is appropriate to different learning needs
and applications, and a community college can, and should, use all
three environments for instruction and learning activities.

WLDAY/rg
Rev. Nov. 17/75