This framework is built on understanding how learning and instruction are two separate processes. Learning doesn’t always require instruction. Instruction doesn’t always lead to learning. In IDEAL situations these two processes balance each other.
|The holistic view of learning considers learning to be an essential part of our everyday lives in a society, instead of being a function that only happens in the classroom.
|The holistic view of teaching extends instruction well beyond providing information and simply measuring retention.
The important difference lies in considering didactics, pedagogy and/or andragogy, and subject matter expertise being professionally combined to delivering the curriculum, in order to create a learning environment that is conducive for deep learning.
The cognitive approach combined with constructive and cooperative practices enable effective teaching and meaningful learning - with any approach or curriculum, whether in preK-12, higher education or at workplace.
The cognitive approach creates the foundation, because students' thinking needs to change - not just their behaviour.
Cooperation guides the classroom management decision and help students engage in their own learning process.
Constructive tools focus on supporting students' learning process to make learning meaningful and increase motivation to learn .
3C framework also emphasizes using students' self-assessment in order to build feedback loops that support deeper learning. The underlying principle is to empower students to become independent life-long learners.
Here is a 2-page pdf about 3C framework.
While learning as a concept covers both the educational process at school and the way humans absorb information and cultural practices through their everyday interactions, it is important to acknowledge the differences between formal and informal learning.
Formal learning happes within educational systems built for schools, colleges, universities, workplaces, etc., and is usually assessed and evaluated for credentialing. Informal learning is what we do for fun, therefore it often remains uncredited. However, to better support and assess students' learning process, we should find ways to credit informal learning. This is one of the premises of competency-based education.
To focus the 3C framework, and emphasize learning over teaching, I am using Illeris’ definition: “an external interaction process between the learner and his or her social, cultural or material environment, and an internal psychological process of acquisition and elaboration”.
For reasons of maturity and existing knowledge, instructional support for learning IS different in higher education from preK-12. The IDEAL learning has been built for faculty and corporate trainers, and the Effective Learning was made to help preK-12 teachers.
|3C Framework for IDEAL learning is mainly
focused on higher education
| 3C Framework for Effective learning is mainly
focused on preK-12
Click HERE for more information about IDEAL learning at NinasNotes.fi
Click HERE for more information about Effective learning
 Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: a construct validity approach. Psychology in the Schools, 43, 267–282.
 Illeris, K. (2003). Toward acontemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406.doi:10.1080/0260137032000094814. (p. 298)