Showing papers on "Experiential learning published in 1975"

Joining Together: Group Theory and Group Skills

Abstract: New edition of a text first published in 1975. Covers group dynamics, experiential learning, group goals and social interdependence, communication, leadership, decision making, controversy and creativity, conflicts of interest, power, diversity, team development, and leading growth and counseling gr

Mnemotechnics in Second Language Learning.

Abstract: For some time I have been involved in efforts to develop computer-controlled systems for instruction. One such effort has been a computer-assistedinstruction (CAI) program for teaching reading in the primary grades (Atkinson, 1974) and another for teaching computer science at the college level (Atkinson, in press). The goal has been to use psychological theory to devise optimal instructional procedures—procedures that make moment-by-moment decisions based on the student's unique response history. To help guide some of the theoretical aspects of this work, research has also been done on the restricted but well-defined problem of optimizing the teaching of a foreign language vocabulary. This is an area in which mathematical models provide an accurate description of learning, and these models can be used in conjunction with the methods of control theory to develop precise algorithms for sequencing instruction among vocabulary items. Some of this work has been published, and those who have read about it know that the optimization schemes are quite effective—far more effective than procedures that permit the learner to make his own instructional decisions (Atkinson, 1972a, 1972b; Atkinson & Paulson, 1972). In conducting these vocabulary learning experiments, I have been struck by the incredible variability in learning rates across subjects. Even Stanford University students, who are a fairly select sample, display impressively large betweensubject differences. These differences may reflect differences in fundamental abilities, but it is easy to demonstrate that they also depend on the strategies that subjects bring to bear on the task. Good learners can introspect with ease about a "bag of tricks" for learning vocabulary items, whereas poor

An Experiential-Cognitive Methodology in the First Course in Management: Some Preliminary Results

Abstract: "The first course in management, commonly called the “Principles Course,” exists in nearly all schools with programs in business. As many of its teachers will attest, it is one of the most difficult courses to design and to teach effectively. It is difficult to “package” the complex and multidisciplinary body of knowledge of management into a one-semester course. Students are forced to learn the concepts, terminology, and perspectives of managerial action simultaneously. Furthermore, some of the analytical perspectives introduced in the first course, such as systems thinking, are new and alien to the beginning student. The first course in management is usually a required core course, which often leads to “monster” classes, a high percentage of non- management majors, and pervasive problems of student motivation and interest. Furthermore, the first course in management is usually a “service course” to the rest of the Campus, and many first-course students lack even minimal exposure to organizational and business topics. As a result of these problems, the first course is frequently avoided by the faculty. However, we feel that while the first course is a challenging one, it can also be a highly rewarding endeavor. The remainder of the paper will present our teaching methodology and some experimental results. "

A Comparative Evaluation of the Experiential Approach as a Business Policy Learning Environment

Abstract: In a test of two teaching methods, the experiential group showed no improvement in overall knowledge or in fact or principle mastery. The traditional group increased its level of overall knowledge ...

Critical influences in the origins of competence1

Abstract: The research to be described in this paper focuses on the question of the experiential sources of human competence, a topic I have been performing research on continuously since 1958. Because my field has been psychology, I have been examining the experiential rather than the genetic or nutritional or other roots of competence. For ten years or so I studied the development of abilities during the first six months of life. I reported on that work at the Merrill-Palmer Institute in 1968 (White, 1969) and summarized its totality in a small book in 1971 (White, 1971). In that research effort, I learned quickly that the scientific study of experiential or environmental factors is con siderably more difficult than the study of developmental outcomes such as language or intellectual skills. Plotting changing skill levels is child's play compared to coping with the problem of which aspects of the en vironment translate into which types of experiences that have substan tial effects on the development of skills. I became involved in disputes with people about measurement. My 1969 statement on that issue still expresses my position: "My policy has always been to measure as well as I can what I believe merits measurement, rather than to measure only what I can measure with unquestionably high precision." By this statement I do not mean to advocate the demise of the kind of child

Meaning in Complex Learning

Abstract: Also, combinat ions of words/concepts t h a t have neve r been exper ienced

Research on Experiential Learning: Enhancing the Process

Abstract: "In recent years there has been a growth in the number of courses based on experiential learning. These courses take many different forms, but live action projects, internships and laboratory-type interpersonal and organizational problem-solving courses seem to predominate the growth. The growth in experience-based learning has been paralleled by more activity in professional associations devoted to the examination of these teaching methods. The birth of ABSEL, the inclusion of a teaching methodology section in AIDS and the creation of the Center for the Assessment of Experiential Learning at the Educational Testing Service attest to the increasing popularity of experience-based learning. "

The Logic of Learning by Discovery

Abstract: In the 1960's there has been a considerable interest in a discovery method of teaching or learning. However, though research on the subject has not been entirely unilluminating and fruitless, it has, at least, been inconclusive. Part of the difficulty has been that there is little agreement concerning what a discovery method is and what a discovery method is supposed to accomplish. Keislar and Shulman (1966) have noted in the summary of their conference on learning by discovery that

What is meaningful learning

Abstract: • technology is hardware • technology replaces the job of the teacher Learning from Technology • idea of technology-as-partner • technology is more than hardware; it is a method for engaging learning • technology shouldn't tell meaning, should fulfill a learning need, should be used as an intellectual toolkit Learning with Technology versus Attributes of Meaningful Learning Active Constructive Intentional

Effects of Prompted and Problem-solving Approaches on Learning and Transfer of Motor Skills

Abstract: Educators and trainers are continually seeking more efficient and beneficial methods of learning. To this end, modern technology has facilitated the development of programmed learning packages, both texts and machines. Content is ordered so that students are led from the simple to the more complex. The material is arranged to minimize or to delete errors during the learning process. Through the use of prompts, cueing, and feedback no part of the learner's experience is left to chance. However, this error-free technique of learning is in direct contrast to a trial-and-error learning, or problem solving approach. In the latter situation, the learner is encouraged to respond more freely to the learning situation. Through random but purposeful behavior, incorrect response patterns gradually decrease as correct response patterns are developed and strengthened. Although these two methods of learning would appear to be diametrically opposed, both methods have been successful in promoting learning. In practice, the two techniques have often been found to be complementary in the learning process.