Showing papers on "Experiential learning published in 1993"

Psychology of Learning for Instruction

Abstract: I. INTRODUCTION. 1. Introduction to Theories of Learning and Instruction. II. LEARNING AND BEHAVIOR. 2. Radical Behaviorism. III. LEARNING AND COGNITION. 3. Cognitive Information Processing. 4. Meaningful Learning and Schema Theory. 5. Situated Learning. IV. LEARNING AND DEVELOPMENT. 6. Cognitive and Knowledge Development. 7. Interactional Theories of Cognitive Development. V. LEARNING AND BIOLOGY. 8. Biological Bases of Learning and Memory. VI. LEARNING AND MOTIVATION. 9. Motivation and Self-Regulation in Learning. VII. LEARNING AND INSTRUCTION. 10. Gagne's Theory of Instruction. 11. Constructivism. VIII. EPILOGUE. 12. Toward a Personal Theory of Learning and Instruction.

Culture and Organizational Learning

Abstract: Traditionally, theories of organizational learning have taken one of two approaches that share a common characterization of learning but differ in focus. One approach focuses on learning by individuals in organizational contexts; the other, on individual learning as a model for organizational action. Both base their understanding of organizational learning on the cognitive activity of individual learning. However, there is something organizations do that may be called organizational learning, that is neither individuals learning in organizations nor organizations employing processes akin to learning by individuals. This form of organizational learning can be seen in the case of three small workshops that make "the finest flutes in the world." This essay proposes a perspective on organizational learning, drawing on the concept of organizational culture, that can be useful in understanding the case. This perspective provides a fruitful basis for exploring the above distinctions in both theory and practice.

Promoting Active Learning: Strategies for the College Classroom

Abstract: UNDERSTANDING ACTIVE LEARNING 1. The Case for Active Learning 2. What Active-Learning Is and How It Works 3. Creating an Active Learning Environment STRATEGIES AND TECHNIQUES 4. Informal Small Groups 5. Cooperative Student Projects 6. Simulations 7. Case Studies RESOURCES THAT ENCOURAGE ACTIVE LEARNING 8. Integrating Reading Materials and Guest Speakers 9. Using Technology Effectively 10. Developing and Assessing Instructional Expertise .

Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies

Abstract: Part I What Students Need From Learning Technologies 1. Teaching as Mediated Learning 2. What Students Bring to Learning 3. The Complexity of Coming to Know 4. Generating a Teaching Strategy Part II Analysing the Media for Learning and Teaching 5. Narrative Media 6. Interactive Media 7. Adaptive Media 8. Communicative Media 9. Productive Media Part III The Design Methodology 10. Designing Teaching Materials 11. Setting up the Learning Context 12. Designing an Effective Organisational Infrastructure

What do inventories of students' learning processes really measure? A theoretical review and clarification

Abstract: Research into student learning has been based on two main theoretical sources: information processing (IP), and contextually based work on students' approaches to learning (SAL). The cross-fertilisation has been valuable, but it has led to ambiguities and misunderstandings, evident in the recent literature, about constructs, methodology, and of particular concern here, the development and interpretation of inventories of learning/study processes. The basic issue revolves around a conception of student learning as taking place within-the-student, as IP models appear to assume, or within-the-teaching/learning-context, as the SAL tradition emphasises. It is suggested that student learning is best construed within a teaching/learning context that functions as an 'open system', a model that brings some clarity to the use and interpretation of study process inventories, and that locates their value in yielding functionally useful data to researchers, teachers, and staff developers.

Integrating Community Service and Classroom Instruction Enhances Learning: Results From an Experiment

Abstract: To help inform discussion of the educational value of community service, we report results of an experiment in integrating service-learning into a large undergraduate political science course. Stud...

The Practice of constructivism in science education

Abstract: Contents: Preface. Part I: The Nature of Constructivism. K. Tobin, D. Tippins, Constructivism as a Referent for Teaching and Learning. E. von Glasersfeld, Questions and Answers about Radical Constructivism. A. Bettencourt, The Construction of Knowledge: A Radical Constructivist View. W.W. Cobern, Contextual Constructivism: The Impact of Culture on the Learning and Teaching of Science. R.G. Good, J.H. Wandersee, J. St. Julien, Cautionary Notes on the Appeal of the New "Ism" (Constructivism) in Science Education. Part II: Teaching and Learning of Science and Mathematics. M.C. Linn, N.C. Burbules, Construction of Knowledge and Group Learning. G.H. Wheatley, The Role of Negotiation in Mathematics Learning. E. Jakubowski, Constructing Potential Learning Opportunities in Middle Grades Mathematics. W-M. Roth, Construction Sites: Science Labs and Classrooms. A.J. Gallard, Learning Science in Multicultural Environments. J.J. Gallagher, Secondary Science Teachers and Constructivist Practice. L.P. Rieber, A Pragmatic View of Instructional Technology. Part III: Teacher Learning and Change. K. Tobin, Constructivist Perspectives on Teacher Learning. F.P. Peterman, Staff Development and the Process of Changing: A Teacher's Emerging Constructivist Beliefs about Learning and Teaching. T. Russell, Learning to Teach Science: Constructivism, Reflection, and Learning from Experience. K.L. Shaw, M.L. Etchberger, Transitioning into Constructivism: A Vignette of a Fifth Grade Teacher. P.C.S. Taylor, Collaborating to Reconstruct Teaching: The Influence of Researcher Beliefs. J. Confrey, Learning to See Children's Mathematics: Crucial Challenges in Constructivist Reform. Part IV: Conclusions. T.M. Dana, N.T. Davis, On Considering Constructivism for Improving Mathematics and Science Teaching and Learning.

Using Experience For Learning

Abstract: Understanding learning from experience through the lens of learning - how the visceral experience of learning reframes teaching putting the heart back into learning activating internal processes in experiential learning on becoming a maker of teachers barriers to reflection on experience unlearning through experience experiential learning at a distance learning from experience in mathematics how the T-group changed my life - sociological perspectives on experiential groupwork living the learning - internalizing our model of group learning experiential learning and social transformation for a post-apartheid learning future experiential learning or learning from experience - does it make a difference?

The process of learning

Abstract: Overview: everyday and school learning The developing student: cognitive development over the years the development of understanding moral and social development culture, language, and multi-culturalism intelligence and the IQ exceptional children and their needs Cognitive and motivational processes: learning and memory learning and personality why students are motivated how students are motivated Meta-cognitive processes: how students approach their learning learning and handling text The outcomes of learning: learning and its evaluation techniques of assessing learning Teaching and learning: teaching for better learning learning about better teaching

Instructional design for situated learning

Abstract: The design of situated learning must be closely linked to the ecological psychology of “situated cognition,” as exemplified by problem solving in a complex situated context, the Jasper Series. The extreme view of situated learning contends thatall thinking must be viewed as situated, and is therefore better explained by concepts of perception and action than by the concepts of information processing psychology. In this article, ideas of ecological psychology provide the background for describing four broad tasks for the design of situated learning: selecting the situations, providing scaffolding, determining and supporting the role of the teacher, and assessing situated learning. Further, three metrics for evaluating situated learning are suggested: affording transfer, providing meaning, and providing an anchor for cross-curricular investigation.

Listening in Language Learning

Abstract: 1. Listening in verbal communication: comprehension or interpretation 2. Auditory perception and linguistic processing 3. Listener inference 4. Listening in collaborative discourse: displays of understanding listening in collaborative discourse 5. Listening in transactional discourse: listener understanding in transactional discourse 6. Development of listening ability 7. Assessing listening ability: assessment and sampling 8. Listening in the language curriculum: approaches to curriculum design

Theories of learning

Abstract: The doctoral program in Educational Policy and Leadership is designed to foster the development of scholar-practitioners. It asks students not only to inquire deeply into the process of teaching and learning, but also how the organization of schools shapes the process. In addition, the program asks students to acquire adjacent disciplinary strengths that provide contexts for considering what knowledge is of most worth, how forms of knowledge are socially distributed, and what educational measures might help bring about a more just society. Students are expected to gain expertise in research that will enable them to contribute to the ways we think about education and to develop technological and other practical skills that will enable them to implement strategies for change.

Principles of Good Practice for Assessing Student Learning.

Abstract: 1. The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve. Educational values should drive not only what we choose to assess but also how we do so. Where questions about educational mission and values are skipped over, assessment threatens to be an exercise in measuring what's easy, rather than a process of improving what we really care about.

The promise of situated cognition

Abstract: Learning and knowing are integrally and inherently situated in the everyday world of human activity. The promise of situated cognition lies in providing a more accurate understanding of how adults learn.

Legitimating Lived Curriculum: Towards a Curricular Landscape of Multiplicity.

Abstract: "The lived curriculum" "the other curriculum" These words inscribed in the title of this article speak to the way I have already been claimed by curricular landscapes of practicing teachers and their students So claimed, I ask that I be allowed to dwell near, if not in the midst of, these landscapes, so that I may, by listening more thoughtfully to sayings of teachers and students, become more alert to the archi-texture of curricular landscapes within which activities like curriculum supervision, curriculum development, curriculum implementation, and curriculum evaluation are said to take place

Andragogy after twenty-five years

Abstract: Andragogy's contribution to adult learning is examined through four questions regarding the meaning of learning, antecedents to learning, facilitation of learning, and the purposes of learning.

'Doing Good' and Scholarship: A Service-Learning Study

Abstract: The national interest in formal links between university classroom education and community service raises two important issues for college and university teaching.The first is definitional. What is service learning--learning that combines public service with related academic work--and what distinguishes it from academic internships, semesters abroad, and classroom laboratories?The second issue is pedagogical. Is there reason to believe that the learning aspects of service learning justify the entry of colleges and universities into the public-service sector?An undergraduate mass communication and society lecture course at a residential research university provided the laboratory to experiment with a dozen independent service-learning projects. Although the class was large and included several teaching assistants, the unit of analysis was service project. Each project was viewed as an individual endeavor suitable for a small class with no graduate student assistance.(1) Some service projects involved experiential learning in which students worked directly with off-campus community groups. Nonexperiential service-learning service projects provided the opportunity to aid community groups, but without direct student/community contact.The projects enabled us to reach anecdotal, but systematic conclusions about the pedagogical value of service learning and to document empirically the differences in pedagogical value between service learning with and without an experiential component. We also were able to identify and then bring our observations to several normative issues.Service learningThe growth of service. Interest and participation in community service has become well entrenched on American college campuses over the last decade. More than 305 campuses, for example, belong to Campus Compact, an umbrella organization established in 1985 by a number of college and university presidents to encourage community service among undergraduates.(2) The 1993 Report of the Commission on National and Community Service estimates that 140,000 students at Campus Compact schools participated in service on a weekly basis in 1992.(3) Another 650 colleges and universities participated in the Campus Outreach Opportunity League and 150 schools ROW provide academic credit for service-learning programs offered by the Partnership for Service Learning.(4) And of course, 1993 saw bipartisan support for President Bill Clinton's March 1 proposal for a program to offset tuition through public-service participation and for the inauguration of the 1993 Summer of Service.The variety of motivations and rationales for service education are numerous and might even suggest that some see service education as a panacea. The 1980 report of the National Commission on Youth is often cited for its recommendation that community service be used to "bridge the gap" between youth and adulthood.(5) In a 1985 report for the Carnegie Foundation for the Advancement of Teaching, Frank Newman concluded, "If there is a crisis in education in the United States today, it is less that test scores have declined than it is that we have failed to provide the education for citizenship that is still the most important responsibility of the nation's schools and colleges."(6) Rutgers political scientist Benjamin Barber has become the leading advocate of teaching citizenship values in a democracy through service education courses.(7)In another Carnegie report, however, Ernest Boyer takes higher education to task "for the gap between values in the academy and the needs of the larger world. Service is routinely praised, but accorded little attention," Boyer notes in Scholarship Reconsidered: Priorities of the Professorate.(8) And although Boyer embraces the values of service education, he does so with the practiced critique of the classroom professor. "Colleges and universities have recently rejected service as serious scholarship, partly because its meaning is so vague and often disconnected from serious intellectual work," Boyer warns. …

Styles of engagement with learning: multidimensional assessment of their relationship with strategy use and school achievement

Abstract: This investigation examined ways in which student beliefs and goals distinguish different styles of engagement with learning and how such styles are associated with both the strategies students report using when preparing for exams and school achievement. Cluster analysis was used to identify groups of students with similar patterns of beliefs about their own learning. Within a cohort of 137 female llth-grade students, 6 styles of engagement were identified. Analysis of the influence of these styles on strategies adopted for exam preparation indicated differences in the strategies reported. Styles of engagement were also significantly related to school achievement. Findings are discussed in terms of insights achieved through adopting methods of analysis that preserve the multidimensional character of student engagement with learning. This investigation is concerned with examination of the relationship between an individual's general motivational orientation and some features of learning behavior. It emphasizes the interdependence of the sets of goals that guide learning. Students bring to the learning context a personal construction of the purposes of their learning and a set of beliefs about themselves as learners. These beliefs are thought to exert a powerful influence on learning (Paris & Newman, 1990). Typically, variables representing students' beliefs and goals in learning have been studied as separate variables, and their influence on learning has been assessed as independent effects. An important complementary view involves considering these variables as interdependent sets (Corno & Snow, 1986; Iran-Nejad, McKeachie, & Berliner, 1990). This investigation is concerned with a number of general student goals and beliefs about learning and with the ways in which combinations of those goals and beliefs, referred to here as styles of engagement, are associated with learning strategies and academic achievement. Groups of llth-grade students with similar patterns of goals and beliefs about learning were identified, and differences in their learning strategies and learning outcomes were examined. The learning strategy measures were based on strategies students reported using when preparing for midyear exams, and school achievement measures consisted of final grades awarded at the end of the students' 11th- and 12th-grade school years. The model of motivation in learning that informs the current investigation assumes that characteristics that the individual learner brings to the learning context shape and combine with the learner's construction of the task and its I wish to thank the students who cooperated in the collection of these data and acknowledge the helpful comments of Robert Reeve, Suzanne Hidi, Krystyna Gilowska, and two anonymous reviewers. The data analysis was supported by a Special Initiatives

Learning and Teaching: Research-Based Methods

Abstract: 1.Research and Teaching. Defining Good Teaching. Research in Teaching: A Historical Perspective. Contemporary Views of Teaching and Learning. Text Themes. Learning to Teach. Using This Book to Learn to Teach. 2.Student Diversity. Teaching Students with Different Learning Abilities. Learning Styles. Students with Exceptionalities. Capitalizing on Cultural Diversity. Language Diversity. At-Risk Students: Teaching the Children of Poverty. 3.Teacher Planning: Research and Reality. Planning: A Functional Analysis. Variables in Instructional Planning. The Linear Rational Model: A Sequential Planning Model. Integrating the Curriculum: Interdisciplinary and Thematic Units. Research on Teacher Planning. Planning for Diversity: Individualized Instruction. 4.Learning and Teaching: A General Instructional Model. Creating a Positive Classroom Learning Environment: A Prerequisite to Learning. Effective Teaching and the Concept of Time. A General Instructional Model. Characteristics of Effective Teachers. The General Instructional Model: Effective Lesson Beginnings. Developing the Lesson. Ending Lessons Effectively. 5.Involving Students in Learning. Learner Involvement: A Key to Learning and Motivation. Increasing Learner Involvement: Teacher Questioning. Functions of Teacher Questions. Questions: The Students' Perspective. Elements of Effective Questioning. Classroom Questions: Additional Factors Influencing Effectiveness. 6.Learner-Centered Instruction: Constructivist Approaches to Teaching. Constructivism: A View of Learning. Characteristics of Constructivism. Planning Constructivist Learning Activities. Conducting Constructivist Learning Activities. Using Groupwork to Facilitate Social Interaction. 7.Learning and Teaching Concepts. Understanding Concepts. Planning for Concept Learning and Teaching. Teaching Concepts: Actively Involving Students in Learning. Relationships Among Concepts: Generalizations, Principles and Academic Rules. Accommodating Diversity in Concept Learning and Teaching. 8.Capitalizing on Social Interaction. Social Interaction: Theoretical perspectives. Cooperative Learning. Discussions. Peer Tutoring: Students as Resources. 9.Direct Instruction: Teacher-Centered Strategies. Direct Instruction: The Research Base. Skills Instruction. Teaching Skills. A Skills Model. Lecture Discussions: Teacher-Centered Strategies for Involving Students. 10.Teaching for Higher-Level Outcomes. Problem Solving. Inquiry Strategies. Critical Thinking. 11.Classroom Management. Classroom Management: A Definition. Planning for Classroom Management. Implementing Management Plans. Management Interventions. 12.Assessing Learner Understanding. Classroom Assessment. Using Traditional Assessment Practices to Promote Learning. Authentic Assessment. Accommodating Diversity: Reducing Bias in Assessment. Designing an Assessment System. Using Technology in Assessment. Appendix: Technology Appendix. References. Author Index. Subject Index.

School Effectiveness and the Management of Effective Learning and Teaching

Abstract: Effective Schools research has focused thinking on effective learning as one of the major outcomes of schooling. Unfortunately, however, research findings on effective learning are limited because mental activity is covert and learning can only be inferred from subsequent responses. Integrating such concepts as ability, motivation, self‐efficacy and perseverance has also proved difficult. Even though teaching is an overt activity, the models that have been constructed fail to do justice to the complexity of its components. The respective roles of modelling, expectations, instruction and feedback, for instance, are not well understood. The School Effectiveness research, however, has identified a number of factors which operate at both the classroom and the whole‐school level and which provide guidance for practitioners on how effective learning may be promoted. This paper reviews these areas of research.

What's Missing in Statistical Education?

Abstract: There is a growing feeling in the statistical community that significant changes must be made in statistical education. Statistical education has traditionally focused on developing knowledge and skills and assumed that students would create value for the subject in the process. This approach hasn't worked. It is argued that we can help students better learn statistical thinking and methods and create value for its use by focusing both the content and delivery of statistical education on how people use statistical thinking and methods to learn, solve problems, and improve processes. Learning from your experiences, by using statistical thinking in real-life situations, is an effective way to create value for a subject and build knowledge and skills at both the graduate and undergraduate levels. The learnings from psychology and behavioral science are also shown to be helpful in improving the delivery of statistical education.

Use of the Kolb Learning Cycle and the 4MAT System in Engineering Education

Abstract: The purpose of this paper is to examine a method for the application of learning style theory to engineering education. Research has shown that students learn in a variety of different ways, and that each student has a preferred style of learning. Teaching effectiveness may be enhanced by teaching to each of the preferred styles at least a portion of the time. The application of learning style theory in this paper is based on the work of Kolb who identified four principal learning styles or types. The process of teaching to each of the four learning styles is referred to as “teaching through the cycle.” The learning cycle consists of four quadrants, each of which is associated with a particular learning style or preference. This paper defines specific objectives for each of the four learning quadrants. In addition, activities which can be used to accomplish these objectives are presented and discussed. Sample lesson plans have also been included in order to illustrate application of the learning cycle to the teaching of specific engineering topics.

The Promise of Writing to Learn

Abstract: This essay situates the phenomenon of writing and learning in historical, pedagogical, and theoretical frameworks to isolate write-to-learn methods derived from the “British model” of language and learning. Writing as a mode of learning has maintained its status partly because of the rise of rhetoric and composition as a specialized field and because cross-curricular writing instruction has been offered as one answer to alleged “crises” of literate standards and competence in public and higher education. Generally, the author claims that typical accounts of writing as a unique tool for promoting learning ignore the complexities of cultures, classrooms, assignments, and other media that might equally facilitate learning. The author's reading of 35 studies of writing and learning is that they do not provide the long-sought empirical validation of writing as a mode of learning. He argues that this research is grounded in the same assumptions about language and learning as are common in the lore and practice ...

Improving Learning and Teaching Through Action Learning and Action Research

Abstract: The purpose of this paper is to present a theoretical framework for action learning and action research for better understanding and improving university learning and teaching. Action research is conceived as a philosophy, a theory of learning, a methodology and a technique. The philosophy includes theories of action, critical theory and personal construct theory. The learning theory encompasses adult learning, experiential learning and double‐loop learning. The methodology is based in the dialectical epistemology and the non‐positivist paradigm. Examples of action research as a technique are the nominal group technique, the repertory grid technique and other tools aiding reflection and group discussion. It is concluded that action research not only advances knowledge, but also improves practice in higher education by. developing people as professionals and “personal scientists”, and organisations as “learning organisations”.