Transformative learning : revisiting Heathcote and Vygotsky for the digital age

In seeking to embrace new opportunities for learning in a digital age, what can be learnt from what has gone on before? Ideas about learning as proposed by revolutionary thinkers Dorothy Heathcote and Lev Vygotsky emerged from different eras and discipline areas. However, there are similar concerns identifiable in the writings of both. The question may be asked; does this work still offer insights for supporting learning in another revolutionary age – that of the digital revolution? This paper argues that a consideration of key concepts from Heathcote and Vygotsky's work does provide the means for understanding why drama is still a powerful learning medium and highly relevant for the digital age. A recent project entitled the Water Reckoning is used as an example to demonstrate some key principles about learning processes in practice. Further consideration is given to the role of the teacher/facilitator in the context of contemporary learning settings and how the role of the teacher as designer and curator has become increasingly important.