University Educator Mindsets: How Might Adult Constructive‐Developmental Theory Support Design of Adaptive Learning?

Abstract

ABSTRACT-This article explores Robert Kegan's adult constructive-developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning-making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago-Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels-instrumental, socialized, self-authoring, and self-transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind.The purpose of this article is to examine Robert Kegan's adult constructive-developmental (ACD) theory and its relevance to the mindsets of teaching practitioners in a university setting. A comprehensive understanding of the theory and its implications to teaching practice might assist university 1 Macquarie University 2 University of New England Address correspondence to Cherry Stewart, School of Education, Macquarie University, Faculty of Human Sciences, Macquarie, New South Wales 2109, Australia; e-mail: cherry@onqlearning.com academic developers to implement relevant processes leading to mindful uptake of interactive digital tools for teaching in blended and online-only programs. At present, examples found in the professional development (PD) literature often take a one-size fits all approach replicating how educators approach their own teaching. Despite declarations that PD efforts are promoting, constructivist approaches many appear to be disguised forms of didactic and behaviorist teaching in the hope that a new technique or technology will resolve the complex challenges faced in the transition from face-to-face teaching to blended or online only modes (Amundsen & Wilson, 2012). Why might this be so? It would be important to know how to support and challenge university educators as they transition from traditional face-to-face teaching into blended or online-only modes, particularly as technology makes these newer models more attractive in complex educational environments. Adaptive approaches seek to expand both the individual and the workgroup ability to make changes in an inventive and collaborative manner. Appropriately planned and implemented capacity building activities might support and challenge university educators as they adjust their mindsets about the use of technology for interactive teaching. COMPLEX MENTAL CAPACITIES OVERCOME SINGULAR MINDSETSOur use of "mindset" in this article refers to ways of thinking and meaning making developed over time through contextual interactions and personal relationships. These ways ofVolume 10-Number 4

Considering Transformative Learning for Adolescents Enrolled at Semester Schools

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