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Topic

Experiential learning

About: Experiential learning is a(n) research topic. Over the lifetime, 63412 publication(s) have been published within this topic receiving 1683350 citation(s). The topic is also known as: experience-based learning.
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Book
01 Jan 1999
Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

13,579 citations


Book
01 Jan 1990
Abstract: Preface Preface to the 2nd Edition 1. Human Science Introduction Why Do Human Science Research? What Is a Hermeneutic Phenomenological Human Science? What Does it Mean to Be Rational? What a Human Science Cannot Do Description or Interpretation? Research-Procedures, Techniques, and Methods Methodical Structure of Human Science Research 2. Turning to the Nature of Lived Experience The Nature of Lived Experience Orienting to the Phenomenon Formulating the Phenomenological Question Explicating Assumptions and Pre-understandings 3. Investigating Experience as We Live It The Nature of Data (datum: thing given or granted) Using Personal Experience as a Starting Point Tracing Etymologjcal Sources Searching Idiomatic Phrases Obtaining Experiential Descriptions from Others Protocol Writing (lived-experience descriptions) Interviewing (the personal life story) Observing (the experiential anecdote) Experiential Descriptions in Literature Biography as a Resource for Experiential Material Diaries, Journals, and Logs as Sources of Lived Experiences Art as a Source of Lived Experience Consulting Phenomenological Literature 4. Hermeneutic Phenomenological Rel1ectlon Conducting Thematic Analysis Situations Seeking Meaning What Is a Theme? The Pedagogy of Theme Uncovering Thematic Aspects Isolating Thematic Statements Composing Linguistic Transformations Gleaning Thematic Descriptions from Artistic Sources Interpretation through Conversation Collaborative Analysis: The Research Seminar/Group Lifeworld Existentials as Guides to Reflection Determining Incidental and Essential Themes 5. Hermeneutic Phenomenological Writing Attending to the Speaking of Language Silence-the Limits and Power of Language Anecdote as a Methodological Device The Value of Anecdotal Narrative Varying the Examples Writing Mediates Reflection and Action To Write is to Measure Our Thoughtfulness Writing Exercises the Ability to See The Write is to Show Something To Write is to Rewrite 6. Maintaining a Strong and Oriented Relation The Relation Between Research/Writing and Pedagogy On the Ineffability of Pedagogy "Seeing" Pedagogy The Pedagogic Practice of Textuality Human Science as Critically Oriented Action Research Action Sensitive Knowledge Leads to Pedagogic Competence 7. Balancing the Research Context by Considering Parts and Whole The Research Proposal Effects and Ethics of Human Science Research Plan and Context of a Research Project Working the Text Glossary Bibliography Index

11,664 citations


Reference EntryDOI
15 Jul 2008

11,241 citations


Journal ArticleDOI
John Seely Brown1, Paul Duguid
Abstract: Recent ethnographic studies of workplace practices indicate that the ways people actually work usually differ fundamentally from the ways organizations describe that work in manuals, training programs, organizational charts, and job descriptions. Nevertheless, organizations tend to rely on the latter in their attempts to understand and improve work practice. We examine one such study. We then relate its conclusions to compatible investigations of learning and of innovation to argue that conventional descriptions of jobs mask not only the ways people work, but also significant learning and innovation generated in the informal communities-of-practice in which they work. By reassessing work, learning, and innovation in the context of actual communities and actual practices, we suggest that the connections between these three become apparent. With a unified view of working, learning, and innovating, it should be possible to reconceive of and redesign organizations to improve all three.

7,976 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20228
20211,462
20201,801
20191,862
20181,854
20173,145