Showing papers on "Experiential learning published in 1995"

Problem Based Learning: An instructional model and its constructivist framework

Abstract: It is said that there’s nothing so practical as good theory. It may also be said that there’s nothing so theoretically interesting as good practice 1 . This is particularly true of efforts to relate constructivism as a theory of learning to the practice of instruction. Our goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will examine what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992).

Collaborative Learning Enhances Critical Thinking

Abstract: The concept of collaborative learning, the grouping and pairing of students for the purpose of achieving an academic goal, has been widely researched and advocated throughout the professional literature. The term “collaborative learning” refers to an instruction method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another’s learning as well as their own. Thus, the success of one student helps other students to be successful.

Learning Networks: A Field Guide to Teaching and Learning Online

Abstract: Computer-Mediated Communication (CMC) technologies such as electronic mail, bulletin board services, computer conferencing systems, and the World Wide Web are having a profound effect on education Learning Networks is a complete guide to the use of these new technologies at the primary, secondary, university, and adult education levels Drawing on the authors' own considerable experience of teaching and learning online, it describes the learning networks that are available as well as new examples of learning networks that can be created Part I provides a selective survey of the field: what are learning networks and who is using them, what kind of courses can be taught online, what approaches to teaching and learning are most successful online, what curriculum can best be supported by networking, and what kinds of teachers and learners benefit from this medium Part II deals exhaustively with the design and implementation of learning networks as well as the roles of teachers and learners and gives a realistic assessment of potential pitfalls In Part III the authors discuss CMC technologies as a paradigm for education in the next century (http://booksgooglefr/books?id=NFkaDHideBcC&printsec=frontcover&hl=fr#v=onepage&q&f=false)

Enhancing learning through self assessment

Abstract: Self-assessment is increasingly used in higher education as a strategy for both student learning and assessment. This book examines the full range of concerns about self-assessment, placing it in the wider context of innovative teaching and learning practices.

Facilitating Emotional Change: The Moment-by-Moment Process

Abstract: I. Introduction 1. Introduction to the Approach 2. A Process Facilitative Approach to Therapy II. Theory: Emotion and Cognition in Change 3. Perspectives on Human Functioning 4. Towards an Experiential Theory of Functioning 5. Dysfunction III. The Manual: Basic Principles and Task-Guided Interventions 1. Treatment Manual: The General Approach 6. Treatment Principles for a Process Experiential Approach 7. What the Therapist Does: Experiential Response Intentions and Modes 2. The Treatment Tasks 8. Systematic Evocative Unfolding at a Marker of a Problematic Reaction Point 9. Experiential Focusing for an Unclear Felt Sense 10. Two Chair Dialogue at a Self-Evaluative Split 11. Two Chair Enactment for Self-Interruption Split 12. Empty-Chair Work and Unfinished Business 13. Empathic Affirmation at a Marker of Intense Vulnerability IV. Conclusion 14. Applying the Process Experiential Approach 15. The Process Experiential Approach: An Overview, Research, Theory, and the Future

Issues in Distance Learning

Abstract: This review of literature and research into the effectiveness of distance education systems deals with a number of factors which affect their success or failure. These include the influence of distance learning theory upon instructional design and delivery, redefining the roles of partners in distance education teams, media selection, technology adoption, change implementation, methods and strategies to increase interactivity, inquiry, and active learning, learner characteristics and modes of learning, teacher mediation and learner support, operational issues, policy and management issues, and cost/ benefit tradeoffs. It is intended as a companion piece to Sherry and Morse’s (1994) training needs assessment.

Understanding self‐regulated learning

Abstract: Self-regulated learning is an important component of learning for college students. Students can learn how to become self-regulated learners, and faculty can foster self-regulated learning in their classrooms.

Learning and Teaching Styles In Foreign and Second Language Education

Abstract: The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual's learning style. Mismatches often occur be- tween the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students' learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes. Students learn in many ways—by seeing and hearing; reflecting and acting; reasoning logi- cally and intuitively; memorizing and visualiz- ing. Teaching methods also vary. Some instructors lecture, others demonstrate or dis- cuss; some focus on rules and others on ex- amples; some emphasize memory and others understanding. How much a given student learns in a class is governed in part by that stu- dent's native ability and prior preparation but also by the compatibility of his or her charac- teristic approach to learning and the instructor's characteristic approach to teaching. The ways in which an individual character- istically acquires, retains, and retrieves infor- mation are collectively termed the individual's learning style. Learning styles have been extensively discussed in the educational psychology literature (Claxton & Murrell 1987; Schmeck 1988) and specifically in the context

Believing Is Seeing: Joint Ventures and Organization Learning*

Abstract: This paper develops a conceptual framework for the study of organization learning and applies it to learning in joint ventures (JVs). the framework presents a multilevel view of the phenomenon, suggesting that learning in organizations occurs at the individual, group and organization levels. the framework integrates behavioural and cognitive perspectives of organization learning and delineates both learning processes and outcomes. Four key elements of organization learning are addressed: the nature of managerial learning experiences, the sharing and integration of managerial learning within an organization, the insti-tutionalization of learning, and the relationship between organization learning and performance. In applying the framework to a study of learning and JVs, we observed firms with explicit learning objectives unable to put into place the appropriate mechanisms and systems to transfer knowledge from the JV to the parent. While individual managers in the JVs were often enthusiastic and positive about their learning experiences, integration of the learning experience at the parent firm level was problematic, limiting the institutionalized learning. the fundamental position in this paper is that a rigid set of managerial beliefs associated with an unwillingness to cast off or unlearn past practices can severely limit the effectiveness of organization learning.

Is Learning The n-th Thing Any Easier Than Learning The First?

Abstract: This paper investigates learning in a lifelong context. Lifelong learning addresses situations in which a learner faces a whole stream of learning tasks. Such scenarios provide the opportunity to transfer knowledge across multiple learning tasks, in order to generalize more accurately from less training data. In this paper, several different approaches to lifelong learning are described, and applied in an object recognition domain. It is shown that across the board, lifelong learning approaches generalize consistently more accurately from less training data, by their ability to transfer knowledge across learning tasks.

Engines for Education

Abstract: Contents: Preface. Time for a Change. What Makes People Smart. Cultural Unliteracy. Natural Learning. Learning by Doing. Incidental Learning. Learning by Reflection. Case-Based Teaching. Learning by Exploring. Goal-Directed Learning and Creating the Software We Need. Goal-Based Scenarios and the Open Curriculum. A Look to the Future.

Funds of Knowledge for Teaching in Latino Households.

Abstract: Conceptualizing the households of working-class Latino students as being rich in funds of knowledge has had transformative consequences for teachers, parents, students, and researchers. Teachers' q...

Computer supported collaborative learning

Abstract: 1 Peer Learning with Computers.- Collaborative problem solving with HyperCard: The influence of peer interaction on planning and information handling strategies.- Small group collaborative discovery learning from hypertext.- Peer interaction and writing: The process of revision.- Computer support for the collaborative learning of physics concepts.- The construction of shared knowledge in collaborative problem solving.- 2 Computer Support for Distance Learning.- Learning network design: Coordinating group interactions in formal learning environments over time and distance.- Computer-supported collaborative learning in a multi-media distance education environment.- Distance learning and computer-mediated communication: Interactive, quasiinteractive or monologue?.- 3 The Social and Organisational Context.- Educational practice within two local computer networks.- Technology's role in restructuring for collaborative learning.- 4 Models of Collaboration.- The negotiation of dialogue focus: An investigation of dialogue processes in joint planning in a computer based task.- Computational modelling of constructive interaction: Relaxing the mutuality hypothesis.- Designing human-computer collaborative learning.- 5 Design Issues.- Issues in computer supported collaborative learning.- Designing computer support for collaborative learning.

Learning in Humans and Machines : Towards an Interdisciplinary Learning Science

Abstract: Chapter headings: Towards an Interdisciplinary Learning Science (P. Reimann, H. Spada). A Cognitive Psychological Approach to Learning (S. Vosniadou). Learning to Do and Learning to Understand: A Lesson and a Challenge for Cognitive Modeling (S. Ohlsson). Machine Learning: Case Studies of an Interdisciplinary Approach (W. Emde). Mental and Physical Artifacts in Cognitive Practices (R. Saljo). Learning Theory and Instructional Science (E. De Corte). Knowledge Representation Changes in Humans and Machines (L. Saitta and Task Force 1). Multi-Objective Learning with Multiple Representations (M. Van Someren, P. Reimann). Order Effects in Incremental Learning (P. Langley). Situated Learning and Transfer (H. Gruber et al.). The Evolution of Research on Collaborative Learning (P. Dillenbourg et al.). A Developmental Case Study on Sequential Learning: The Day-Night Cycle (K. Morik, S. Vosniadou). Subject index. Author index.

Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning

Abstract: (1995). Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education: Vol. 25, No. 1, pp. 69-96.

Conceptualizing reflection in teacher development

Abstract: Reflective teacher education programs - an analysis of cases, L. Valli a conceptual framework for reflection in preservice teacher education, V.K. LaBoskey theory, theorising and reflection in initial teacher education, D. McIntyre eliciting student teachers' personal theories, S. Tann life history accounts as mirrors - a practical avenue for the conceptualization of reflection in teacher education, J. Gary Knowles tutors' professional knowledge of supervision and the implications for supervision practice, K.A. Practor changes in beliefs about learners among participants in 11 teacher education programs, G.W. McDiarmid critical attributes of a reflective teacher - is agreement possible?, T. Russell supporting reflection in teachers' learning, A. Edward and D. Brunton.

The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds.

Abstract: where he has a joint appointment in the Schools of Information Technology & Engineering and of Education. He is Director of Federal Relations and Strategic Alliances for the university and is on the core advisory faculty of GMU's Institute for Public Policy. His professional service centers on organizational redesign for increased effectiveness based on sophisticated technologies. His research interests span technology forecasting and assessment, artificial intelligence, virtual reality, and strategic planning.

Sharing Our Toys: Cooperative Learning Versus Collaborative Learning

Abstract: (1995) Sharing Our Toys: Cooperative Learning Versus Collaborative Learning Change: The Magazine of Higher Learning: Vol 27, No 1, pp 12-18

Action science and organizational learning

Abstract: Describes how individuals hold theories which govern their actions and how these theories unintentionally create organizational defensive routines and inhibit learning. Presents an action science approach whereby consultant researchers can help individuals see their taken‐for‐granted theories, test them and then redesign their action in the light of their learning.

Smart Moves: Why Learning Is Not All in Your Head

Abstract: The body's role in thinking and learning is presented for the first time in a popular readable format, thoroughly supported by scientific research. Neurophysiologist and educator Carla Hannaford tells us "why" we must move--and shows us "how" to move to fully activate our learning potential. Her remarkable insights will be of great and immediate value to learners of all ages, from the gifted to the so-called learning-disabled.

Transforming work: collaboration, learning, and design

Abstract: world economy have led companies to restructure themselves in order to compete globally. Debates in the academic community about the changing demand for workplace skills with the globalization of the economy are paralleled in the business literature about what it takes to create a productive business (e.g., [8, 22, 24]). Business goals for such improvements as computer systems, work systems, or learning organizations are heavily influenced by underlying assumptions about how people work and how organizations function. In this article I examine these underlying assumptions and outline their implications for design. I suggest that underlying assumptions rooted in different conceptions of work coexist within an organization and represent different lenses through which people in the organization peer. One such lens, or conception of work, I call an “organizational, explicit” view, the other an “activity-oriented, tacit” view (see Table 1). Each of these perspectives carries different implications for the design of work and technologies. 1 An organizational perspective on work is an explicit view and is represented, for example, by sets of defined tasks and operations such as those described in methods and procedures, which fulfill a set of business functions (the work-flow approach reflects this; see [16].) This view of work differs from an activity-oriented approach, which suggests that the range of activities, communication practices, relationships, and coordination it takes to accomplish business functions is complex and continually mediated by

Action learning : a guide for professional, management, and educational development

Abstract: Part 1 Doing action learning: what is action learning and how does it work? types of action learning sets how a set works being a set member being a facilitator. Part 2 Developing action learning skills: a workshop for introducing action learning skills development - the basic skills additional skills. Part 3 The uses of action learning: learning and development using action learning for management development action learning for continuing professional development action learning in higher education action learning - a contribution to individual, organizational and social change.

Closing the Gap Between Learning and Instruction

Abstract: In this paper, I explore the mismatch between the pedagogical intentions and plans of the educational institution, curriculum, teacher, and textbook, and the outcomes as realized through the skills and knowledge that learners take away from instructional encounters. Although there will never be a one-to-one relationship between teaching and learning, there are ways in which teachers and learners and teaching and learning can be brought closer together. In this article, I look at ways of closing the gap in relation to experiential content, learning process, and language content. The theme holding these three disparate domains together is that of learner centredness, and it is this concept which I take as my point of departure.

Implementing Problem‐Based Learning in Science Classrooms

Abstract: Many new curricular and instructional models must be developed or adapted as the nation moves towards educational reform in science classrooms. This article describes how problem-based learning, an innovative curricular and instructional model developed in medical graduate school programs, has been adapted for use in elementary and high school settings. Included in the integration of problem-based learning and science are components of all problem-based episodes including initiating learning with an ill-structured problem, using the problem to structure the learning agenda, and teacher as metacognitive coach, with important goals of a reformed science curriculum such as learning based on concepts of significance, student-designed experiments, and development of scientific reasoning skills.