Greetings, fellow learners! It’s Dave, and today I’m excited to share an educational journey that intertwines the art of brewing beer with the principles of 21st-century learning. As a Learning Experience Designer and enthusiast of both design and education, this exploration has been a captivating experience that offers insights into the intersections of craftsmanship, theory, and practice. Join me as we delve into the world of brewing and connect it with the educational concepts presented in Breivik, Kereluik et al., Kuhlthau et al., and Silva.
My learning goal was clear: to understand the nuances of brewing beer while exploring its cultural significance. This endeavor mirrored the 21st-century learning principles presented by Breivik (2005) in his work on information literacy. He highlights the importance of cultivating skills that go beyond rote memorization, focusing instead on critical thinking, creativity, and adaptability. Brewing beer is more than following a recipe; it involves analyzing chemical reactions, adapting to variables, and creatively experimenting with flavors. At first, this proved to be incredibly overwhelming as someone totally new to the process. To be honest, it still is overwhelming and I’m sure that everyone who is just getting started feels this in some way. For me, it was useful to begin by using a kit to help make it more straightforward at first until I got the hang of it.
Just as Kereluik et al. (2013) emphasize the value of teacher knowledge in the 21st century, my brewing journey underscored the significance of experiential learning. The stages of brewing – mashing, boiling, fermenting – mirror the iterative process of learning. The immersive experience of brewing aligns with Kereluik et al.’s assertion that educators must embrace hands-on learning to effectively guide their students toward holistic understanding.
Guided inquiry, as advocated by Kuhlthau et al. (2015), parallels the brewing process’s dynamic nature. Just as Kuhlthau’s framework promotes inquiry-based learning, the brewing journey involves asking questions, seeking information, and refining techniques based on reflections. Guided inquiry’s iterative cycles align with the experimental nature of brewing, emphasizing the importance of reflection and adaptation.
Silva’s work on measuring skills for 21st-century learning (2009) resonates deeply with my brewing experience. While Silva discusses skills like critical thinking, collaboration, and communication, my brewing journey suffered from not using these skills in action. Collaborating with fellow brewers, communicating the science behind each step, and critically analyzing outcomes all would have better exemplified the skills Silva identifies as essential for navigating the complexities of the 21st century.
This journey has been more than a foray into brewing; it’s been an exploration of how learning transcends traditional boundaries. Drawing connections between brewing and 21st-century learning concepts has illuminated the symbiotic relationship between theory and practice. As a Learning Experience Designer and educator, I envision using similar experiential approaches to bridge theory and practice in my educational endeavors.
In conclusion, the journey into brewing beer has been a lens through which I’ve glimpsed the multifaceted nature of 21st-century learning. Breivik’s emphasis on adaptability, Kereluik et al.’s call for experiential learning, Kuhlthau et al.’s guided inquiry framework, and Silva’s identification of essential skills have all found resonance in the brewing experience. Learning, like brewing, is a dynamic process that flourishes through engagement, reflection, and adaptation. One thing is very clear. Learning doesn’t happen from trying to do or know something complicated just once. It requires iterative practice with many cycles of feedback from experts. It then requires more practice. Often it involves failure with many cycles of trial and error. So, here’s to a future where education is as enriching and flavorful as a well-crafted brew that took many years of failure and revision to get just right.
If you’re curious to witness this journey, join me by watching the video below:
Until our next learning exploration,
Dave
References:
Breivik, P. S. (2005). 21st century learning and information literacy. Change: The Magazine of Higher Learning, 37(2), 21–27.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century: Learning in the 21st century. Abc-Clio.
Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630–634.
