Paradigm Shift in Humanities Learning Journey

Abstract

Teachers are increasingly being tasked to conduct learning journeys for schools. A term specific to the Singapore context, learning journeys refers to field-based learning, at a specific site or sites. The concept of journey is used as the entire learning experience can be designed around a trip or a journey. This is especially true for a humanities subject such as geography that requires the context of learning in the lived environment, and sometimes in an overseas context. On one hand, students might reject the programs if they are too instructional based and academic. On the other hand, learning points would be missing if there is an over-emphasis on activities. Thus, the salience in every learning journey lies in defining the learning objectives and outcomes of the students. While field-based learning can be conducted within the context of a disciplinary subject, such as geography, there are some broad considerations for organizing learning in the field. Teachers could initiate the program with an end in mind as better outcomes could only be achieved if the whole idea of the trip is latched onto this concept. It is imperative that teachers revisit and determine the learning outcomes and learning objectives before the implementation of a learning journey. Upon delineating the aims of the learning journey, teachers would have to choose among the different tools in the learning journey, in this case, the different destinations or activities to elicit the intended outcome that is relevant and engaging for the students. For monitoring purposes, the whole process can be re-examined using a Balanced Scorecard to ensure that the intended outcomes are achieved. The Balanced Scorecard will also serve as a feedback loop to refine subsequent learning journey processes which will in turn provide efficient directions for future field trips.