Beyond Dewey’s (1909) training and thought and logical considerations, creating opportunities for learners to explain, interpret, apply, have perspective, empathy, and self-knowledge (Wiggins and McTighe, 2005) would seem to cover what learning is for me. Classifying all performance verbs in terms of these “six facets of understanding” (Wiggins and McTighe, 2005), and then affording learners to develop these six facets over a period of time provide the experience for individuals to learn.
Also, learners (through the guidance of others, including teachers) need to recognize and adapt both intended and unintended learning outcomes in a way that serves some future benefit.
Teachers and learners need to co-create the “educative experience” (Dewey, 1938) by reflecting (critically and with devotion) on the types of connections that exist throughout PLNs as well as the attributes that make up the boundary nodes they entail. This connective perspective is precisely what is needed in order for learning to occur.