Showing papers on "Active learning published in 2003"

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

Abstract: Note to Updated Edition vii Preface xi Acknowledgments xv The Author xvii 1 Creating Significant Learning Experiences: The Key to Quality in Educational Programs 1 2 A Taxonomy of Significant Learning 31 3 Designing Significant Learning Experiences I: Getting Started 67 4 Designing Significant Learning Experiences II: Shaping the Learning Experience 113 5 Changing the Way We Teach 173 6 Better Organizational Support for Faculty 221 7 The Human Significance of Good Teaching and Learning 273 Appendix A Planning Your Course: A Decision Guide 293 Appendix B Suggested Readings 303 References 309 Index 317

Engineering Education, Is Problem-Based or Project-Based Learning the Answer

Abstract: Dr Nathan Scott Dept of Mechanical & Materials Engineering The University of Western Australia 35 Stirling Hwy, Crawley 6009 Western Australia nscott@mechuwaeduau Assoc Prof Roger Hadgraft Teaching & Learning Director School of Civil and Chemical Engineering RMIT University Melbourne, Australia rogerhadgraft@rmiteduau Dr Vojislav (Vic) Ilic College of Science, Technology & Environment Uni of Western Sydney, Kingswood Campus Locked Bag 1797, S Penrith DC NSW 1797 vilic@uwseduau

Demonstrating the Value of an Organization's Learning Culture: The Dimensions of the Learning Organization Questionnaire

Abstract: The problem and the solution. Some organizations seek to become learning organizations. Yet, implementation is elusive and is not often based on research about what constitutes a learning culture. Over the past 16 years, a model of a learning organization was developed that draws on both the literature and organizational case studies. However, organizations wanted a way to diagnose their current status and guide change, and scholars wanted better measures of learning to compare organizations and to explore links between organizational learning and the performance of the firm. The solution was to develop and validate an instrument that addresses these needs.

Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice

Abstract: This article tells the story of the design of Learning by Design(tm) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, pointing out the theoretical contributions of both, classroom issues that arose upon piloting a first attempt, ways we addressed those challenges, lessons learned about promoting learning taking a project-based inquiry approach, and lessons learned about taking a theory-based approach to designing learning environments. LBD uses what we know about cognition to fashion a learning environment appropriate to deeply learning science concepts and skills and their applicability, in parallel with learning cognitive, social, learning, and communication skills. Our goal, in designing LBD, was to lay the foundation in middle school for students to be successful thinkers, learners, and decisionmakers throughout their lives and especially to help them begin to learn the science they need to know to thrive in the modern world. LB...

Re-Embedding Situatedness: The Importance of Power Relations in Learning Theory

Abstract: This paper critically addresses the coherence, reception, and dissemination of "situated learning theory" (Lave and Wenger 1991). Situated learning theory commends a conceptualization of the process of learning that, in offering an alternative to cognitive theories, departs radically from the received body of knowledge on learning in organizations. The paper shows how elements of situated learning theory have been selectively adopted to fertilize or extend the established terrain of organizational learning. In this process, we argue, Lave and Wenger's embryonic appreciation of power relations as media of learning is displaced by a managerial preoccupation with harnessing (reified) "communities of practice" to the fulfillment of (reified) corporate objectives. We illustrate our argument by reference to Orr's (1990, 1996) study of photocopier technicians, which is very widely cited as an example of the "new," situated conceptualization of learning in communities of practice. We commend a revitalization of situated learning theory in which learning practices are understood to be enabled and constrained by their embeddedness in relations of power; and, more specifically, by the unstable institutionalization of power relations within capitalist work organizations.

Language learning styles and strategies: an overview

Abstract: In "Language Learning Styles and Strategies," the author synthesizes research from various parts of the world on two key variables affecting language learning: styles, i.e., the general approaches to learning a language; and strategies, the specific behaviors or thoughts learners use to enhance their language learning. These factors influence the student's ability to learn in a particular instructional framework.

Learning from others at work: communities of practice and informal learning

Abstract: This paper addresses the question of who is involved in learning in workplaces and the ways in which members of workgroups learn as part of their normal work. It draws on qualitative data from a study of multiple worksites with differentiated work within a large organisation. It examines the value of the notion of communities of practice in conceptualising such workplace learning and suggests that other forms of conceptualisation are also needed.

Deep learning and education for sustainability

Abstract: Deep learning is a key strategy by which students extract meaning and understanding from course materials and experiences. Because of the range and interconnectedness of environmental, social and economic issues, and the importance of interdisciplinary thinking and holistic insight, deep learning is particularly relevant in the context of education for sustainability. However, deep learning can be inhibited if the existing interests or backgrounds of students have a strong disciplinary focus. This paper reviews factors that influence deep learning and discusses some ways in which environmental educators can encourage students to use deep learning strategies. Such strategies are seen to be necessary to maximise the benefits from environmental courses and are likely to foster creative interdisciplinary approaches to sustainability beyond the institution.

Wp 4 - guidelines for learning/teaching/tutoring in a mobile environment

Abstract: Mobile learning is an emergent paradigm in a state of intense development fuelled by the confluence of three technological streams, ambient computing power, ambient communication and development of intelligent user interfaces (Sharples et al., 2002). A consequence of this rapid development is that the pedagogy of mobile learning has yet to become clearly established. The purpose of this report is: 1.To attempt to define mobile learning in terms of a flexible model that will enable developers, tutors and learners to identify learning practices and effective pedagogies incorporated in a particular ‘learning space’. 2.To identify key elements that are unique to mobile learning, and provide initial check list indicating pedagogically useful learning activities that can be supported by the technologies. 3.To look at the current literature on the pedagogy of mobile learning and thereby assist designers in developing a user-centred approach that is driven by ‘learner pull’ rather than ‘technological push’ and to provide sign posts for tutoring, teaching and learning with mobile devices. In addition literature from other paradigms, such as e-learning and online communities, is included where the results are thought likely to contribute to the mobile pedagogical paradigm. 4.To begin compiling a database of guidelines which capture this expertise. (http://www.mobilearn.org/)

The learning paradigm college

Abstract: Dedication. About the Author. Foreword. Preface. Acknowledgments. Part I. A New Paradigm? 1. The Challenge. 2. The Problem of Scale: Why Innovations Don't Transform Colleges. 3. The Instruction Paradigm: Process Before Purpose. 4. The Route to Transformation: The Learning Paradigm, Old and New. Part II. The Foundation: The Learners and the Learning. 5. The Learners. 6. Self-Theories and Academic Motivation. 7. Approaches to Learning. Part III. The Learning Environment of the College. 8. The Whole That Determines the Parts. 9. The Cognitive Economy of the Instruction Paradigm College. Part IV. A Design for Learning. 10. The Cognitive Economy of the Learning Paradigm College. 11. A Learning Paradigm College Promotes Intrinsically Rewarding Goals. 12. A Learning Paradigm College Requires Frequent, Continual, Connected, and Authentic Student Performances. 13. A Learning Paradigm College Provides Consistent, Continual, Interactive Feedback to Students. 14. A Learning Paradigm College Provides a Long Time Horizon for Learning. 15. A Learning Paradigm College Creates Purposeful Communities of Practice. 16. A Learning Paradigm College Aligns All of Its Activities Around the Mission of Producing Student Learning. Part V. Transforming the College. 17. Barriers to Transformation. 18. Scaffolding for Change. 19. The Golden Rule. References. Index.

The interrelationships between informal and formal learning

Abstract: This paper summarises some of the analysis and findings of a project commissioned to investigate the meanings and uses of the terms formal, informal and non-formal learning. Many texts use these terms without any clear definition, or employ conflicting definitions and boundaries. The paper therefore proposes an alternative way of analysing learning situations in terms of attributes of formality and informality. Applying this analysis to a range of learning contexts, one of which is described, suggests that there are significant elements of formal learning in informal situations, and elements of informality in formal situations; the two are inextricably inter-related. The nature of this inter-relationship, the ways it is written about and its impact on learners and others, are closely related to the organisational, social, cultural, economic, historical and political contexts in which the learning takes place. The paper briefly indicates some of the implications of our analysis for theorising learning, and for policy and practice.

Constructing Images of Ourselves? A Critical Investigation into 'Approaches to Learning' Research in Higher Education

Abstract: This article focuses on the surprising lack of critique in the pedagogical literatures of higher education in relation to the use of ideas surrounding deep and surface approaches to learning. The article explores problems with the assumed relationships between 'conceptions of learning', 'perceptions of the learning environment', 'approaches to learning' and 'learning outcomes', and suggests that whilst the model may be successful in creating a generalised description of the 'elite' goals and values of academic culture, it says surprisingly little about the majority of students in a mass system. After exploring research in the area of academic literacies as an alternative approach to understanding student learning, it is suggested that higher education is going to have to find new ways of conceptualising its core values and activities if it is to become truly accessible to the widest possible range of 'lifelong learners'.

Online Learning in Higher Education: a review of research on interactions among teachers and students

Abstract: Online learning has become a widespread method for providing education at the graduate and undergraduate level. Although it is an extension of distance learning, the medium requires new modes of presentation and interaction. The purpose of this article is to provide an overview of the existing literature in communications, distance education, educational technology, and other education-related fields, to articulate what is currently known about online teaching and learning, how the field has been conceptualized in the various research communities, and what might be useful areas for future research. The review indicates that, although there has been extensive work to conceptualize and understand the social interactions and constructs entailed by online education, there has been little work that connects these concepts to subject-specific interactions and learning. That is, the literature provides insights into social aspects of online teaching and learning such as the development of community, the social r...

Improving the CS1 experience with pair programming

Abstract: Pair programming is a practice in which two programmers work collaboratively at one computer, on the same design, algorithm, or code. Prior research indicates that pair programmers produce higher quality code in essentially half the time taken by solo programmers. An experiment was run to assess the efficacy of pair programming in an introductory Computer Science course. Student pair programmers were more self-sufficient, generally perform better on projects and exams, and were more likely to complete the class with a grade of C or better than their solo counterparts. Results indicate that pair programming creates a laboratory environment conducive to more advanced, active learning than traditional labs; students and lab instructors report labs to be more productive and less frustrating.

Building partnerships for service-learning

Abstract: It is clear that service learning has the potential to yield tremendous benefits to students, communities, and institutions of higher education. Increased student learning has been well documented. As communities gain new energy to meet their needs and greater capacity to capitalize on their assets, service learning enables higher education to fulfill its civic responsibility. When service learning lives up to its potential to lead colleges and universities to transform themselves into fully engaged citizens of their communities and the world, its ability to bring about positive social change is limitless. To be successful, service learning must be grounded in a wide range of solid, reciprocal, democratic partnerships. "Building Partnerships for Service Learning" assembles leading voices in the field to bring their expertise to bear on this crucial topic. Faculty, administrators, student leaders, and community and corporate leaders will find this volume filled with vital information, exemplary models, and practical tools needed to make service learning succeed. Comprehensive in scope, "Building Partnerships for Service Learning" includes: Fundamentals and frameworks for developing sustainable partnerships; Assessment as a partnership building process; The complex dynamics of collaboration between academic affairs and student affairs; Partnering with students to enhance service learning; How to create campus-wide infrastructure for service learning; Profiles and case studies of outstanding partnerships with neighborhoods, community agencies, and K-12 schools; Partnerships for collaborative action research; Exploring the challenges and benefits of corporate and international partnerships; and, The dynamic relationship of service learning and the civic renewal of higher education. "Building Partnerships for Service Learning" is the essential guide to taking service learning and partnerships to the next level.

Individual and Sociocultural Views of Learning in Science Education

Abstract: In this paper we consider how theories of learning can inform the practice of scienceteaching in formal settings. We describe two broad strands of learning theory that havebeen drawn upon in science education, namely individual and sociocultural views. Weshow how aspects of both views can usefully inform our understanding of teaching andlearning science in formal settings. A perspective on science learning in formal settingsis presented which draws on and develops features of both individual and socioculturalviews, and the implications of this perspective on science learning for research and practice are discussed. The paper concludes with reflections on some of the recent critiques of so-called `constructivist views of learning' in the light of the perspective developed.

Self-directed learning in nurse education: a review of the literature.

Abstract: Rationale. Self-directed learning is essential in assisting nurses to meet the challenges presented in today's health care environment. Nurse educators have an important role to play in assisting nurses to acquire the skills for self-directed learning, and to do this they need to understand the concept of self-directed learning. Aim. The aim of this review is to explore the concept of self-directed learning and its use in nurse education. Methods. A review of the literature was conducted using CINAHL, Medline and other databases and the keywords ‘self-directed learning’, ‘student nurses’, ‘classroom’, ‘nursing education’ and ‘adult education’. Findings. The concept of self-directed learning is based on the principles of adult education and can take many different formats. Self-directed learning has many benefits. However, acquiring the necessary skills is dependent on a students’ preference and readiness for self-directed learning and nurse educators’ implementation of the concept. In implementing self-directed learning, nurse educators become facilitators of learning and require ongoing staff development. Not all students are self-directed and a variety of teaching methods should be used in curricula. Conclusions. A consensus definition of the concept of lifelong learning does not exist, and students and teachers may have different perspectives on it. Mature students may be more self-directing than school-leavers, and learning styles and readiness to learn need to be assessed when judging the appropriateness of using self-directed learning approaches. However, there are many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning.

Language Learning in Distance Education

Abstract: Distance learning presents language teachers and learners with a new set of challenges, opportunities and practical realities. This book presents a comprehensive overview of important issues within the field and explores the ways in which all participants are adapting their practices in response to the new learning environment.

Informal learning and the transfer of learning: How managers develop proficiency

Abstract: This study examined how the extent to which managers engaged in informal learning, perceptions of support in the transfer environment, and level of managerial proficiency related to transfer of learning in twenty core managerial skills. The results suggested that informal learning is predominantly a social process and that managers with high levels of proficiency who experience low levels of coworker, supervisor, and organizational support learn managerial skills mostly from informal learning and transfer learning more frequently. New perspectives are offered on the interrelationship between informal learning and transfer of learning, the role of metacognition and self-regulation in informal learning, and the influence of informal learning in the development of managerial proficiency.

Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups

Abstract: This book recognizes the importance of cooperative learning, in contrast to the traditional classroom, as an effective approach to learning. Its coverage of the subject ranges across the educational spectrum, from pre-school years to university, and offers a fresh perspective on a topic that has gained increasing interest worldwide. With contributions from an international panel of leading experts in the field, this engaging text succeeds in providing key insights, linking the theories that underpin the study of group dynamics to their practical application in the classroom. It presents a comprehensive overview of this alternative educative approach, illustrating how cooperative learning experiences can promote socialisation and friendships, and facilitate learning. The editors assemble a range of well-researched essays, covering such aspects as: * The importance of teacher and student interaction * Small group, virtual and non-virtual teaching environments * Assessment practices for measuring the outcomes of individual and group progress * The effect of cooperative learning on relationships amongst students with diverse cultural, social and learning needs. Illustrated with practical examples throughout, this book will be a crucial read for teacher educators, educational psychologists, student teachers, academics and researchers who want to realize the significant potential of cooperative learning in all educational settings.

ABC of learning and teaching: Educational environment

Abstract: A student might find a particular question threatening and intimidating in one context yet stimulating and challenging in a different context. What makes one learning context unpleasant and another pleasant? Learning depends on several factors, but a crucial step is the engagement of the learner. This is affected by their motivation and perception of relevance. These, in turn, can be affected by learners' previous experiences and preferred learning styles and by the context and environment in which the learning is taking place. In adult learning theories, teaching is as much about setting the context or climate for learning as it is about imparting knowledge or sharing expertise.

An Instructional Strategy Framework for Online Learning Environments

Abstract: The rapid growth of Web-based instruction has raised many questions about the quality of online courses. This chapter presents a conceptual framework that can guide the development of online courses by providing a holistic perspective on online teaching and learning. Examples of instructional strategies that fit the framework are described.

Representative sampling for text classification using support vector machines

Abstract: In order to reduce human efforts, there has been increasing interest in applying active learning for training text classifiers. This paper describes a straightforward active learning heuristic, representative sampling, which explores the clustering structure of 'uncertain' documents and identifies the representative samples to query the user opinions, for the purpose of speeding up the convergence of Support Vector Machine (SVM) classifiers. Compared with other active learning algorithms, the proposed representative sampling explicitly addresses the problem of selecting more than one unlabeled documents. In an empirical study we compared representative sampling both with random sampling and with SVM active learning. The results demonstrated that representative sampling offers excellent learning performance with fewer labeled documents and thus can reduce human efforts in text classification tasks.

Learning Negotiation Skills: Four Models of Knowledge Creation and Transfer

Abstract: Our review of the learning and training literature revealed four common methods for training people to be more effective negotiators: didactic learning, learning via information revelation, analogical learning, and observational learning. We tested each of these methods experimentally in an experiential context and found that observational learning and analogical learning led to negotiated outcomes that were more favorable for both parties, compared to a baseline condition of learning through experience alone. Information revelation and didactic learning were not significantly different from any other condition. Process measures revealed that negotiators' schemas about the task (reflected in open-ended essays) were strong predictors of performance in the analogical learning condition, but were poor predictors of performance in the remaining conditions. Interestingly, negotiators in the observation group showed the largest increase in performance, but the least ability to articulate the learning principles that helped them improve, suggesting that they had acquired tacit knowledge that they were unable to articulate.

SNAPPS: a learner-centered model for outpatient education.

Abstract: The unique character of medical education in the outpatient setting has created challenges in teaching and learning that cannot be solved by the adaptation of traditional inpatient approaches. Previous work and the authors’ own observational study describe a relatively passive learner focused on reporting history and physical examination data to the preceptor. Based on the work of Bordage in cognitive learning, and that of Osterman and Kottkamp on reflective practice for educators, the authors have developed a collaborative model for case presentations in the outpatient setting that links learner initiation and preceptor facilitation in an active learning conversation. This learner-centered model for case presentations to the preceptor follows a mnemonic called SNAPPS consisting of six steps: (1) Summarize briefly the history and findings; (2) Narrow the differential to two or three relevant possibilities; (3) Analyze the differential by comparing and contrasting the possibilities; (4) Probe the preceptor by asking questions about uncertainties, difficulties, or alternative approaches; (5) Plan management for the patient’s medical issues; and (6) Select a case-related issue for self-directed learning. The authors conducted a pilot study of SNAPPS, introducing the model to both thirdyear medical students and their preceptors. Feedback was enthusiastic and underscored the importance of the paired approach. SNAPPS represents a paradigm shift in ambulatory education that engages the learner and creates a collaborative learning conversation in the context of patient care. Acad Med. 2003;78:893– 898.

Changing Power Relations in Education: Kaupapa Ma ¥ ori messages for 'mainstream' education in Aotearoa/New Zealand [1]

Abstract: Drawing on the example of indigenous Ma ¥ ori pedagogical and research principles in Aotearoa/New Zealand, this paper explores how still widely held 'deficit' notions of Ma ¥ ori students can be addressed and replaced by an alternative model that emphasises empowerment, co-construction and the critical importance of cultural recognition. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people--particularly Ma ¥ ori--are seen as 'acceptable' and 'official', and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate very different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes onto students.