Showing papers on "Experiential learning published in 1968"

The Experiential Response

Abstract: Felt Meaning Personal problems and difficulties in living are never just cognitive, never only a question of how something is interpreted or understood. There is always an affective, emotional, felt, concrete, experiential difficulty. The individual's thoughts and interpretations flow from, and are largely influenced by, his affective ways of living in his situations. A helping person's responses, therefore, must at least sometimes have an affective experiential effect,1 if they are to have any problem-resolution effect at all. The question, "What is the best sort of therapist response?" leads us to the question, "How can a therapist's response have a concrete experiential effect in the individual?"

Sequencing of instruction in relation to hierarchies of competence

Abstract: RESEARCH ON SEQUENCING OF INSTRUCTION CAN BE DIVIDED INTO NINE TYPES ACCORDING TO DIFFERENT DIMENSIONS ON WHICH THE EXPERIMENTS VARY. SITUATIONS IN WHICH THE LEARNER CONTROLS THE OBJECTIVES ARE DIFFICULT TO EVALUATE EXPLICITLY BECAUSE OF DIFFERING CONTENT LEARNED. AMONG EXPERIMENTER CONTROLLED LEARNING SITUATIONS, THE WORK OF GAGNE AND HIS ASSOCIATES YIELD THE MOST INFORMATION ON UNITS OF INSTRUCTION BECAUSE THE LEARNING STRUCTURE OF THE TASK IS CAREFULLY ANALYZED AND SEQUENCING IS BASED ON THE ANALYSIS. OTHER TYPES OF EXPERIMENTS INVESTIGATE SCRAMBLED AND LOGICAL ORDERS USING FRAMES RATHER THAN UNITS OF INSTRUCTION, BRANCHING VS. LINEAR PROGRAMS FOR AUTO INSTRUCTION, AND EXPERIMENTER PREPARED ADVANCE ORGANIZERS. A NINTH TYPE INCLUDES STUDIES IN WHICH SEQUENCING IS A STRUCTURAL FART RATHER THAN A DESIRED INDEPENDENT VARIABLE IN THE EXPERIMENT. FUTURE RESEARCH SHOULD TREAT LARGER SEGMENTS OF CURRICULUM, SHOULD EXTEND BEYOND THE MATH AND SCIENCE SUBJECTS CURRENTLY TREATED, SHOULD ANALYZE LEARNING OBJECTIVES FOR TYPE AND STRUCTURE OF LEARNING, AND SHOULD CONTROL EFFECTIVENESS OF PROGRAMING AND ENTERING COMPETENCY. A BIBLIOGRAPHY IS INCLUDED. (BB)

The Role of Color in Learning and Instruction

Abstract: The Role of Color in Learning and Instruction WAYNE OTTO, Ph.D., and EUNICE ASKOV, M.A. The University of Wisconsin Publicity given in recent years to schemes for using color in teaching reading has created widespread interest in this specific use of color in education. Researchers, however, have long been interested in the role of color in learning, and there is a sizeable body of literature on the subject. The purpose of the present paper is to review this research, examine present-day uses of color in instructional materials, and consider some general implications and questions regarding color as an aid to learning.

Academic Games and Learning

Abstract: "The kind of learning that can go on in a game, then, is complementary to, and logically prior to, the kind of learning that occurs in the standard information-transmission model of school learning."

Role-Playing in the Context of Learning Theory in Casework Teaching

Abstract: (1968). Role-Playing in the Context of Learning Theory in Casework Teaching. Journal of Education for Social Work: Vol. 4, No. 1, pp. 70-76.