Showing papers on "Experiential learning published in 1996"

Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice.

Abstract: This experiment examined the effects on the learning process of 3 complementary strategies—contextualization, personalization, and provision of choices—for enhancing students' intrinsic motivation. Elementary school children in 1 control and 4 experimental conditions worked with educational computer activities designed to teach arithmetical order-ofoperations rules. In the control condition, this material was presented abstractly. In the experimental conditions, identical material was presented in meaningful and appealing learning contexts, in either generic or individually personalized form. Half of the students in each group were also offered choices concerning instructionally incidental aspects of the learning contexts; the remainder were not. Contextualization, personalization, and choice all produced dramatic increases, not only in students' motivation but also in their depth of engagement in learning, the amount they learned in a fixed time period, and their perceived competence and levels of aspiration. Learning, every parent knows, can be fun. From the dogged dedication of the infant learning to walk and the voraciousness of the toddler first learning the names of objects to the insatiable curiosity of the preschooler wanting to know the "why" behind everything, astute observers from Plato to Piaget have remarked upon young children's intrinsic love for learning. There are, it appears, no preschool children with "motivational deficits." Yet only a few years later, after these same children have entered school, their motivation to learn has somehow become decidedly more problematic. Many of them seem to find the instructional activities in schools to be dull and

Problem‐based learning in medicine and beyond: A brief overview

Abstract: This chapter reviews the motivation for the change to problem-based learning, its definition, and the educational objectives it can serve. It discusses changing an established curriculum to problem-based learning and asks whether problem-based learning is worth the trouble.

Situated Learning and Education

Abstract: This paper provides a review of the claims of situated learning that are having an increasing influence on education generally and mathematics education particularly. We review the four central claims of situated learning with respect to education: (1) action is grounded in the concrete situation in which it occurs; (2) knowledge does not transfer between tasks; (3) training by abstraction is of little use; and (4) instruction must be done in complex, social environments. In each case, we cite empirical literature to show that the claims are overstated and that some of the educational implications that have been taken from these claims are misguided.

The Chinese Learner: Cultural, Psychological, and Contextual Influences.

Abstract: Paints a clear, research-based picture of how Chinese students and their teachers see the context of their learning both in Hong Kong and abroad. The focus of much of this research is the question, "How can Chinese learners be so successful academically?".

Constructionism in Practice: Designing, Thinking, and Learning in A Digital World

Abstract: Contents: Y.B. Kafai, M. Resnick, Introduction. Part I:Perspectives in Constructionism. S. Papert, A Word for Learning. E. Ackermann, Perspective-Taking and Object Construction: Two Keys to Learning. A.A. Brandes, Elementary School Children's Images of Science. Part II:Learning Through Design. Y.B. Kafai, Learning Design by Making Games: Children's Development of Design Strategies in the Creation of a Complex Computational Artifact. Y.B. Kafai, Electronic Play Worlds: Gender Differences in Children's Constructions of Video Games. G. Gargarian, The Art of Design. R. Sargent, M. Resnick, F. Martin, B. Silverman, Building and Learning with Programmable Bricks. Part III:Learning in Communities. A. Shaw, Social Constructionism and the Inner City: Designing Environments for Social Development and Urban Renewal. A. Bruckman, M. Resnick, The MediaMOO Project: Constructionism and Professional Community. M. Evard, A Community of Designers: Learning Through Exchanging Questions and Answers. P.K. Hooper, "They Have Their Own Thoughts": A Story of Constructionist Learning in an Alternative African-Centered Community School. Part IV:Learning About Systems. M. Resnick, New Paradigms for Computing, New Paradigms for Thinking. U. Wilensky, Making Sense of Probability Through Paradox and Programming: A Case Study in a Connected Mathematics Framework. F.G. Martin, Ideal and Real Systems: A Study of Notions of Control in Undergraduates Who Design Robots.

Contemporary Paradigms of Learning

Abstract: The Western rational tradition, a set of assumptions upon which our major concepts of reality, learning, and education is based, constitutes an objectivist paradigm of learning. These assumptions a...

Service-Learning: A Balanced Approach to Experiential Education

Abstract: THE SERVICE-LEARNING STRUGGLE FOR OVER A QUARTER OF A CENTURY, education researchers and practitioners have struggled to determine how to best characterize service-learning. In 1979, Robert Sigmon defined service-learning as an experiential education approach that is premised on "reciproca1learning" (Sigmon, 1979). He suggested that because learning flows from service activities, both those who provide service and those who receive it "learn" from the experience. In Sigmon's view, service-learning occurs only when both the providers and recipients of service benefit from the activities. Today, however, the term "service-learning" has been used to characterize a wide array of experiential education endeavors, from volunteer and community service projects to field The Corporation for National Service provides a narrower definition that sees service-learning as a "method under which students learn and develop through active participation in ... thoughtfully organized service experiences that meet actual community needs, that [are] integrated into the students' academic curriculum or provide structured time for [reflection, and] that enhance what is taught in school by extending student learning beyond the classroom and into the community ... " (Corporation for National and Community Service, 1990). The confounding use of the service-learning term may be one reason why research on the impacts of service-learning has been difficult to conduct. In 1989, Honnet and Poulsen developed the Wingspread Principles of Good Practice for Combining Service and Learning (Honnet & Poulsen, 1989, TODAY, HOWEVER, THE TERM "SERVICE-LEARNING" HAS BEEN USED TO CHARACTERIZE Appendix B). While these guidelines offer a useful set of best practices for service oriented educational programs, they are not solely germane to service-learning and could easA WIDE ARRAY OF EXPERIENTIAL EDUCATION ENDEAVORS, FROM VOLUNTEER AND

Educational Psychology: Windows on Classrooms

Abstract: 1. Educational Psychology: Developing a Professional Knowledge Base PART I. The Learner 2. The Development of Cognition and Language 3. Personal, Social, and Emotional Development 4. Group and Individual Differences 5. Learners with Exceptionalities PART II. Learning 6. Behaviorism and Social Cognitive Theory 7. Cognitive Views of Learning 8. Constructing Knowledge 9. Complex Cognitive Processes Part III. Classroom Processes 10. Theories of Motivation 11. Motivation in the Classroom 12. Creating Productive Learning Environments: Classroom Management 13. Creating Productive Learning Environments: Principles and Models of Instruction 14. Learning and Instruction and Technology 15. Assessing Classroom Learning 16. Assessment Through Standardized Testing Appendix A. Using This Test to Practice for the PRAXIS Principles of Learning and Teaching Exam Appendix B. Feedback for Checking Your Understanding

The expert learner: Strategic, self-regulated, and reflective

Abstract: Reflection on the process of learning is believed to be an essential ingredient in the development of expert learners. By employing reflective thinking skills to evaluate the results of one's own learning efforts, awareness of effective learning strategies can be increased and ways to use these strategies in other learning situations can be understood. This article describes how expert learners use the knowledge they have gained of themselves as learners, of task requirements, and of specific strategy use to deliberately select, control, and monitor strategies needed to achieve desired learning goals. We present a model of expert learning which illustrates how learners' metacognitive knowledge of cognitive, motivational, and environmental strategies is translated into regulatory control of the learning process through ongoing reflective thinking. Finally, we discuss the implications that the concept of expert learning has for instructional practices.

Metacognitive, cognitive and affective aspects of learning styles and strategies: a phenomenographic analysis

Abstract: This paper addresses the following questions: how do students perform metacognitive, cognitive and affective learning functions; how is the execution of learning functions regulated by internal and external sources; what learning styles can be discerned from the viewpoint of learning functions and regulation? Subjects were students from an open distance university and a regular university. They were interviewed extensively about their learning strategies, mental models of learning, learning orientations and interpretations and appraisals of instructional measures. The interviews were analyzed in a phenomenographic way. The results indicate that there are large differences among students in the manner in which they carry out learning functions, that these differences are associated with internal and external sources, and that four qualitatively different learning styles can be discerned: an undirected, a reproduction directed, a meaning directed and an application directed learning style. Mental models of learning and learning orientations turn out to be related to the way in which students interpret, appraise and use instructional measures to regulate their learning activities. It is concluded that in many instances instructional measures do not have the intended effects. Suggestions are given regarding the implications of these results for the improvement of teaching practices in higher education.

Transforming Higher Education

Abstract: Quality and learning students and staff employers policy and accountability external quality monitoring quality as transformation a view of learning assessment for learning teaching professional development for transformative learning.

The power of problem‐based learning in teaching introductory science courses

Abstract: In its use of complex, real-world problems to introduce concepts and motivate learning in an active and cooperative learning environment, problem-based learning provides a powerful alternative to the passive lecture tradition in introductory science courses in biology, physics, and chemistry.

Authentic Pedagogy and Student Performance.

Abstract: Reform efforts may increase active learning without enhancing the intellectual quality of students' work We present a vision of authentic academic achievement and specific standards for pedagogy and student performance that are consistent with active learning, or constructivist, perspectives but that establish standards of intellectual quality rather than teaching techniques or processes as the central target of instruction We show that in restructured elementary, middle, and high schools, authentic pedagogy is strongly associated with authentic academic performance, that authentic pedagogy can be equitably distributed among students of diverse social backgrounds, and that its achievement effects are reasonably equitable for students of different social backgrounds

Active Learning: 101 Strategies To Teach Any Subject.

Abstract: Preface About the Author Acknowledgments 1 Introducing Active Learning How the Brain Works Learning Styles The Social Side of Learning Concerns about Active Learning The Nuts and Bolts of Active Learning 2 How to Get Students Active from the Start Team-Building Strategies On-the-Spot Assessment Strategies Immediate Learning Involvement Strategies 3 How to Help Students Acquire Knowledge, Skills, and Attitudes Actively Full-Class Learning Stimulating Class Discussion Prompting Questions Collaborative Learning Peer Teaching Independent Learning Affective Learning Skill Development 4 How to Make Learning Unforgettable Reviewing Strategies Self-Assessment Future Planning Final Sentiments

Understanding Organizational Learning Capability

Abstract: This paper presents data on how learning takes place in four organizations, what gets learned, and the factors and processes that facilitate or impede learning. Seven orientations for describing organizational learning capability and understanding learning styles are identified. Each of these orientations is conceived as a bi-polar continuum that reflect learning processes. Knowledge source is defined as the extent to which an organization prefers to develop new knowledge internally versus the extent to which it is more likely to seek inspiration in ideas developed externally. Product-process focus refers to a preference for the accumulation of knowledge related to product and service outcomes versus a preference to invest in knowledge about basic processes that support products. Documentation mode refers to attitudes as to what constitutes knowledge and to the repositories of knowledge that are supported. Dissemination mode pertains to the difference between establishing an atmosphere in which learning evolves and one in which a more structured, controlled approach is taken to induce learning. Learning focus has to do with whether learning is concentrated on methods and tools to improve what is already being done versus testing the assumptions underlying what is being done. Value-chain focus indicates which functional, core competencies are valued and supported. Skill development focus involves the orientation toward individual versus collective learning. Organizational learning may be increased by building on existing capabilities or developing new ones. the latter involves a change in culture, the former involves improving current capabilities. Organizations can enhance their learning capability through either approach.

Ugly Duckling No More: Pasts and Futures of Organizational Learning Research

Abstract: This article addresses theoretical and research frontiers for learning research, a second theme of Professor Argyris essay---the lead article in the “Crossroads” section. We outline three key theoretical questions for further work. We call for more systematic empirical learning research, suggesting that the paucity of such research may have resulted less from defensiveness than from the demanding requirements of doing crisp, systematic learning research. The need for scholarly empirical work is enhanced, we believe, by the growing popularity of organizational learning models among practitioners. Concurring with Professor Argyris' broad concern with enhancing research fruitfulness, we suggest ways to supplement traditional organizational research methods. In particular, we argue that it makes sense to cast wider nets for models of learning and adaptation, to sustain qualitative investigation, to use simulation techniques, and to maintain stronger---and perhaps even experimental---linkages between applied and theoretical research.

Focusing-Oriented Psychotherapy: A Manual of the Experiential Method

Abstract: Introduction Focusing and Listening Dead Ends Eight Characteristics of and Experiential Process Step What the Individual Does to Enable an Experiential Step to Come What a Therapist Can Do to Engender an Experiential Step The Crucial Bodily Attention Focusing Excerpts from Teaching Focusing Problems of Teaching Focusing During Therapy Excerpts from One Client's Psychotherapy Integrating Other Therapeutic Methods A Unified View of the Field Through Focusing and the Experiential Method Working with the Body: A New and Freeing Energy Role Play Experiential Dream Interpretation Imagery Emotional Catharsis, Reliving Action Steps Cognitive Therapy A Process of the Superego The Life-Forward Direction Values 22 It Fills Itself In The Client-Therapist Relationship

Self-regulated Learning at the Junction of Cognition and Motivation

Abstract: Self-regulated learning has emerged as a powerful new learning theory that is able to promote the transfer of knowledge and skills to real-life situations and make students more independent of their teachers in extending and updating their knowledge base. In recent years, many researchers have shown an interest in developing a theory of self-regulated learning. Considerable research has been generated, but the concept is still too broadly defined and its basic foundations remain poorly understood. The purpose of this paper is to examine the theoretical underpinnings of two strongly related aspects of self-regulated learning that have, until recently, been studied in a relatively isolated fashion. The conceptual framework that is presented in this paper highlights the parallel and reciprocal relationships between components of the cognitive and motivational repertoire and centers on three levels of these repertoires: domain-specific knowledge, strategy use, and goals.

The Calgary-Cambridge Referenced Observation Guides: an aid to defining the curriculum and organizing the teaching in communication training programmes

Abstract: Effective communication between doctor and patient is a core clinical skill. It is increasingly recognized that it should and can be taught with the same rigour as other basic medical sciences. To validate this teaching, it is important to define the content of communication training programmes by stating clearly what is to be learnt. We therefore describe a practical teaching tool, the Calgary-Cambridge Referenced Observation Guides, that delineates and structures the skills which aid doctor-patient communication. We provide detailed references to substantiate the research and theoretical basis of these individual skills. The guides form the foundation of a sound communication curriculum and are offered as a starting point for programme directors, facilitators and learners at all levels. We describe how these guides can also be used on an everyday basis to help facilitators teach and students learn within the experiential methodology that has been shown to be central to communication training. The learner-centred and opportunistic approach used in communication teaching makes it difficult for learners to piece together their evolving understanding of communication. The guides give practical help in countering this problem by providing: an easily accessible aide-memoire; a recording instrument that makes feedback more systematic; and an overall conceptual framework within which to organize the numerous skills that are discovered one by one as the communication curriculum unfolds.

Classroom Research: Implementing the Scholarship of Teaching

Abstract: Introduction to Classroom Research. ?The Leslies? Learning Issues: Prerequisite Knowledge Metacognition and Learning Strategies Self--Confidence and Motivation. ?The Captive Audience? Learning Issues: Learning Goals Deep and Surface Learning, Student Ratings of Instruction. ?But Is It Working?? Learning Issues: Peer Learning and Intellectual Development, Critical Thinking. ?The Challenge? Designing Your Own Classroom Research.

Culture in School Learning: Revealing the Deep Meaning

Abstract: Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers examining culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures employed in this process are presented: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Pedagogical features in each chapter include Focus Questions; Chapter Summaries; Suggested Learning Experiences, Critical Reading lists. A Companion Website, new for the Third Edition (www.routledge.com/cw/Hollins), provides additional student resources.

Student conceptions of learning and their use of self-regulated learning strategies : a cross-cultural comparison.

Abstract: This study examines differences between Australian and Japanese secondary school students' conceptions of learning and their use of self-regulated learning strategies. Australian students have a narrow, school-based view of learning. The Japanese students view learning from a much broader perspective. For them, learning is not only related to what happens at school, it is also seen as a lifelong, experiential process leading to personal fulfillment. However, in spite of these differences in learning conceptualizations, the strategies used by students in a Western learning context are similar to those used by Japanese students. A conception of learning as understanding is associated with a greater total use of strategies for both Australian and Japanese students.

Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction

Abstract: This article examines learning strategies that promote meaningful learning from expository text as evidenced by problem-solving transfer. The teaching of learning strategies involves decisions concerning what to teach, how to teach, where to teach, and when to teach. The teaching of learning strategies also depends on the teacher's conception of learners as response strengtheners, information processors, or sense makers. Three cognitive processes involved in meaningful learning are selecting relevant information from what is presented, organizing selected information into a coherent representation, and integrating presented information with existing knowledge. Finally, exemplary programs for teaching of learning strategies are presented. The most effective method for teaching students how to make sense out of expository text is for students to participate in selecting, organizing, and integrating information within the context of authentic academic tasks.

Learning outcomes in higher education

Abstract: The design of learning experiences in higher education is becoming increasingly outcome-led, but there is confusion regarding what constitutes these outcomes, disquiet concerning their ostensible association with behaviourism, and apprehension concerning their implementation. This article traces the evolution of learning outcomes through rational curriculum planning to the development of expressive outcomes, and suggests a definition of learning outcomes which includes subject-based, personal transferable and generic academic outcomes. The three principal criteria of behavioural objectives are analysed in relation to learning outcomes. Outcomes may subsume learning objectives, but the two are not synonymous and learning outcomes are not fettered by the constraints of behaviourism. Learning outcomes represent what is formally assessed and accredited to the student and they offer a starting point for a viable model for the design of curricula in higher education which shifts the emphasis from input...

Second Language Vocabulary Learning: The Role of Context versus Translations as a Function of Proficiency

Abstract: A widespread view of vocabulary learning is that it is advisable to make the shift away from learning words with their translations and to rely on second language (L2) context as soon as possible. Such faith in context learning has not always received experimental support, however, nor is it commonly shared by L2 learners. An experiment in which subjects were tested on their recall of newly learned words was conducted to determine the relative advantages and disadvantages of both context learning and translation learning as a function of learner proficiency. Results reveal a superiority of translation learning in terms of quantity, but an inability on the part of weaker learners to transfer their knowledge into L2 contexts. The possible reasons for this are discussed, and it is suggested that alternative learning strategies that combine the advantages of the two techniques should be explored.