scispace - formally typeset
Search or ask a question

Showing papers on "Experiential learning published in 1998"


Book
02 Apr 1998
TL;DR: In this article, the role of memory and lexical learning in language learning is discussed, and a rationale for task-based instruction is presented, as well as a model of language learning.
Abstract: Acknowledgements Preface Introduction 1. Comprehension and production strategies in language learning 2. The role of memory and lexical learning 3. Psycholinguistic processes in language use and language learning 4. Models of language learning 5. A rationale for task-based instruction 6. Implementing task-based instruction 7. Processing perspectives on testing 8. Research into language aptitude 9. Issues in aptitude theory: exceptional learners and modularity 10. Learning style 11. Learners, learning, and pedagogy 12. Conclusions Bibliography Index

2,690 citations


Book
01 Jan 1998
TL;DR: For more than half a century, my students and I have sought to understand why some learners acquire a deep, meaningful understanding of materials studied, whereas others have only a superficial grasp of the information presented as mentioned in this paper.
Abstract: For more than half a century, my students and I have sought to understand why some learners acquire a deep, meaningful understanding of materials studied, whereas others have only a superficial grasp of the information presented. Often the latter kind of student had high school grades and high standardized test scores. What appeared to underlie the differences in these two groups of students was the differences in the way they approached learning of subject matter. Unfortunately, as a graduate student at the University of Minnesota in the 1950’s, the only learning psychology taught was behavioral psychology, and this largely sought to remove meaning from learning experiments, either by using animals, nonsense syllables, paired-word associations, or other material that would not “contaminate” experiments due to the almost idiosyncratic nature of leaner’s meanings of concepts or ideas. I thought then that behavioral psychology had essentially no relevance to human learning of the kind I was interested in. Fortunately for our research group, Ausubel’s assimilation theory of meaningful learning was published in 1963, and this provided a solid theoretical foundation for the work we were interested in doing.

1,505 citations


Journal ArticleDOI
TL;DR: An approach to designing, implementing, and evaluating problemand project-based curricula that has emerged from a long-term collaboration with teachers is shared and 4 design principles that appear to be especially important are identified.
Abstract: (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences: Vol. 7, No. 3-4, pp. 271-311.

1,193 citations



Journal ArticleDOI
TL;DR: Cooperative Learning Returns To College What Evidence Is There that It Works? Change: The Magazine of Higher Learning: Vol. 30, No. 4, pp. 26-35.
Abstract: (1998). Cooperative Learning Returns To College What Evidence Is There That It Works? Change: The Magazine of Higher Learning: Vol. 30, No. 4, pp. 26-35.

1,003 citations



Journal ArticleDOI
TL;DR: The authors argue that reflection needs to be flexibly deployed, that it is highly context-specific and that the social and cultural context in which reflection takes place has a powerful influence over what kinds of reflection it is possible to foster and the ways in which this might be used.
Abstract: Reflection and the promotion of reflective practice have become popular features of the design of educational programmes. This has often led to learning being more effectively facilitated. However, alongisde these positive initiatives have grown more disturbing developments under the general heading of reflection. They have involved both misconceptions of the nature of reflection which have led to instrumental or rule-following approaches to reflective activities, and the application of reflective strategies in ways which have sought inappropriate levels of disclosure from participants or involved otherwise unethical practices. The article examines the question: what constitutes the effective use of reflective activities? It argues that reflection needs to be flexibly deployed, that it is highly context-specific and that the social and cultural context in which reflection takes place has a powerful influence over what kinds of reflection it is possible to foster and the ways in which this might b...

879 citations


Journal ArticleDOI
TL;DR: The idea of social learning is not new, having been an important part of early developments of psychology ("folkspsychology," as formulated, for example, by Munsterberg [1914, cited in Cole & Engestrom, 1993] as mentioned in this paper ).
Abstract: Social learning is in the air. Daily observations and experiences as well as recent scholarly traditions suggest that a certain amount of learning takes place beyond the confines of the individual mind. Learning appears to involve social aspects. Scenarios ranging from a group of children collaboratively trying to solve the question of how to construct a kite to a university professor writing a research paper with a colleague advance the case for a social side to learning. But impressions do not make social learning an obvious category. Are there any theoretical and empirical grounds to justify social learning as a distinctive phenomenon? Is there anything qualitatively different in this kind of learning to distinguish it from the familiar individual conception of learning? Can one make the case that social learning is more than an epiphenomenon or individual learning multiplied, that the social aspects of learning are anything more than the kind of secondary help a learner might get from audiovisual displays, bookmarks, and road signs? If we can raise the question of whether social learning is a valid and viable phenomenon, the opposite question might equally well be raised: Is it not possible that solo learning is simply a figment of the traditional laboratory-based psychology, on the one hand, and of a socially shared respect for the individual qua individual, on the other? The idea of social learning is not really new, having been an important part of early developments of the science of psychology ("folkspsychology," as formulated, for example, by Munsterberg [1914, cited in Cole & Engestrom, 1993]). This branch of psychology fell into neglect because of its Gestalt-like nature and thus its alleged lack of rigor, its central phenomena left to anthropology and sociology to handle. It was distinguished from the more rigorous laboratory-based, experimentally oriented, and far more prestigious psychology of Ebbinghouse. Social learning has thus continued to be largely ignored by psychologists over the years, relegated at best to the study of background context, not really on a par with the learning of the individual (Gardner, 1985). This relative neglect now appears to have been corrected. With the growing interest in Vygotsky's theory, retrospective examinations of the role of social inter-

855 citations



Book
01 Sep 1998
TL;DR: In this paper, a review of learning theories and requirements for reflection and reflective practice is presented.Acknowledgements to second edition Acknowledgements to first edition Part I Learning and reflection Our themes Learning philosophies and principles What is learning? - A review of Learning theories Requirements for reflection Reflection and reflective practices Part II Facilitating learning and reflective learning Academic practice and learning Methods of reflection for tutors Methods and assessment of reflective learning Becoming a facilitator: Enabling reflective learning Facilitation in practice: Basic skills Facilitation and further skills Part III Exemplars Action learning (learning sets
Abstract: Acknowledgements to second edition Acknowledgements to first edition Part I Learning and reflection Our themes Learning philosophies and principles What is learning? - A review of learning theories Requirements for reflection Reflection and reflective practice Part II Facilitating learning and reflective practice Academic practice and learning Methods of reflection for tutors Methods and assessment of reflective learning Becoming a facilitator: Enabling reflective learning Facilitation in practice: Basic skills Facilitation in practice: Further skills Part III Exemplars Action learning (learning sets) Academic supervision Mentoring Conclusion

814 citations


Journal Article
TL;DR: Architecture and nursing and midwifery students worked with employers from local trusts on a project exploring design issues for a new maternity unit, and the benefits for students and employers.
Abstract: Architecture and nursing and midwifery students worked with employers from local trusts on a project exploring design issues for a new maternity unit. Marlene Sinclair and George Brown report on how it was organised, and the benefits for students and employers.

Book
01 Jan 1998
TL;DR: The university of learning as mentioned in this paper is an organization dedicated to the pursuit of knowledge and the ethics of learning, and it is a kind of research-based learning environment, where quality and qualities are defined and defined.
Abstract: Contents include: The idea of the university The constitution of knowledge and the ethics of learning Quality and qualities Competence and capabilities Aims and demands Learning in teaching Research as learning The organization of learning The university of learning.

Journal ArticleDOI
Jan D. Vermunt1
TL;DR: In this paper, a diagnostic instrument was constructed that covered four leaming components: cognitive processing, metacognitive regulation, mental leaming modeis, and leaming orientations.
Abstract: Background. Classical instructional design theories and constructivist theoTies disagree on the issue of how high-quality learning can be realised. Research on student learning bas identified a large number of learning components, but the problems of overlap among conceptualisations and the direction of interrelations among constructs have received little attention. Aims. The main aims of this study were: increasing integration of existing models of student learning; gaining understanding of the regulation of constructive learning processes; and investigating the degree to which these phenomena generalise across contexts. Samples. A total of 717 students from an open university (OU) and 795 students froma regular university (RU), fiom various academic disciplines, participated in the studies. The mean age of the OU students was 36.2 years and of the RU students 22.5 years. Methods. Based on phenomenographic studies, a diagnostic instrument was constructed that covered four leaming components: cognitive processing, metacognitive regulation, mentalleaming modeis, and leaming orientations. It was administered to all students trom the samples. Factor analyses on the data were conducted to achieve a more integrated model of student leaming. Regression analyses were performed to study the directionality in the regulation of learning processes. Results. Eour leaming dimensions were consistently found: an undirected, reproduction-directed, meaning-directed and application-directed style. These styles consisted of typical combinations of leaming components. Moreover, students' use of constructive processing strategies was explained much better by self-regulation of leaming than by extemal regulation. These findings were almost identical at both educational institutions, indicating a high degree of generalisability. Conclusions. The integrated model of student leaming developed in this study caD reduce the overlap among leaming component conceptualisations considerably. The results stress the importance of process-oriented teaching models foT improving the quality of student leaming.

Book
01 Jan 1998
TL;DR: The emergence of lifelong learning behaviourist approaches cognitive approaches social learning theory experiential learning types of learning problem-based and work-based learning self-directed learning contract learning open and distance learning assessing learning the learning organization.
Abstract: The emergence of lifelong learning behaviourist approaches cognitive approaches social learning theory experiential learning types of learning problem-based and work-based learning self-directed learning contract learning open and distance learning assessing learning the learning organization.

Posted Content
Philip Cooke1
TL;DR: In this article, a typology of regional innovation systems is formulated, drawing on regional science and innovation studies, and rejecting the neoclassical explanation in favor of an evolutionary theory of economics.
Abstract: Reviews the theoretical and empirical study of the regional innovation system (RIS), serving as an introduction to a collection of essays on the notion. Though there has been an upsurge surrounding the study of national systems of innovation since the 1980s, it was not until 1992 that the term 'regional innovation system' came into use. The RIS is characterized by economic coordination emphasizing the importance of cultural factors, including trust, cooperation, and social network relationships. A typology of regional innovation systems is formulated, drawing on regional science and innovation studies, and rejecting the neoclassical explanation in favor of an evolutionary theory of economics. This formulation includes analysis of grassworks, network, dirigiste, localist, interactive, and globalized RIS, as well as the key roles of governance and business innovation. In contrast to neoclassical theory, which posits the firm as a homogenous, atomistic unit of rational utility maximization, in evolutionary economics the firm is differentiated, making use of heterogeneous inputs, and learns through the double feedback loop of assessing its own experience and the experience of peers. The process of innovation becomes systematic as it develops within clusters of inter-firm relationships. 'Learning by doing,' 'learning by using' and 'learning by interaction' are three complementary approaches to instilling a learning culture in industry -- that is, a culture characterized by institutional, cooperative learning that leads to innovative progress. Policy should serve as the infrastructure reinforcing this learning economy by supporting linkages between society and economy. Finally, to set up the question of the region's importance to economics in the age of globalization that will be explored in later essays in this book, the region is defined as a system of collective order maintained through trust and reliability, rather than, at it has traditionally been defined, an area characterized by economic specificity, administrative homogeneity, and shared culture. The other essays in this book are organized intto three categories: market-driven and informal coordination, network governance, and the impact of public policies. (CJC)

Book ChapterDOI
01 May 1998
TL;DR: Generic techniques such as decision trees and artificial neural networks, for example, are now being used in various commercial and industrial applications.
Abstract: Over the past three decades or so, research on machine learning and data mining has led to a wide variety of algorithms that learn general functions from experience. As machine learning is maturing, it has begun to make the successful transition from academic research to various practical applications. Generic techniques such as decision trees and artificial neural networks, for example, are now being used in various commercial and industrial applications (see e.g., [Langley, 1992; Widrow et al., 1994]).

Book
01 Jan 1998
TL;DR: In this paper, the authors provide a complete reference on implicit learning by those who have been instrumental in shaping the field and explore controversies in the field, and examine: functional characteristics, brain mechanisms and neurological foundations of implicit learning; connectionist models; and applications of implicit Learning to acquiring new mental skills.
Abstract: Research on implicit learning - a cognitive phenomenon in which people acquire knowledge without conscious intent or awareness - has been growing exponentially. This volume draws together this research, offering the first complete reference on implicit learning by those who have been instrumental in shaping the field. The contributors explore controversies in the field, and examine: functional characteristics, brain mechanisms and neurological foundations of implicit learning; connectionist models; and applications of implicit learning to acquiring new mental skills.

01 Jan 1998
TL;DR: Dirkx as discussed by the authors summarized the major theoretical perspectives or strands of Transformative Learning evident in the field and identified what, as a whole, this literature suggests about adult learning as transformational; and explored implications for our role as educators in this process.
Abstract: Transformative learning has emerged within the field of adult education as a powerful image for understanding how adults learn. It has attracted researchers and practitioners from a wide variety of theoretical persuasions and practice settings, yet it is a complicated idea that offers considerable theoretical, practical, and ethical challenges. What transformative learning means and how it is best fostered within formal learning settings varies considerably, depending on one’s theoretical perspective. My purposes here are to provide a better understanding of this complexity by summarizing what I consider to be the major theoretical perspectives or strands of transformative learning evident in the field; to identify what, as a whole, this literature suggests about adult learning as transformational; and to explore implications for our role as educators in this process. The Idea of Transformative Learning Transformative learning reflects a particular vision for adult education and a conceptual framework for understanding how adults learn. Both the vision—the overall aims and values which guide our practices— and the conceptual framework represent sharp departures from what many practitioners have traditionally held to be the aims and processes of adult learning. The great majority of practice within North American adult education is guided by an instrumental view of the learning process, one that is designed to foster change as a form of adaptation. Within this view adult learning is understood largely as a means of adapting to the John M. Dirkx is Associate Professor of Higher, Adult, and Lifelong Education and Co-Director, Michigan Center for Career and Technical Education, Michigan State

Journal ArticleDOI
TL;DR: This paper found that mastery orientation and time on task were the strongest predictors of performance on knowledge learning outcome, while perceived mental workload and the use of an example during learning predicted performance on the application learning outcome.
Abstract: Ti-aining research is beginning to examine the trainee as an active participant in the learning process. One component of this process involves the choices learners make about the effort they will apply to the learning task. Learner effort was examined in two ways: amount of effort and type of effort. Both amount and type of effort were measured in multiple ways. The results indicated that mastery orientation and time on task were the strongest predictors of performance on the knowledge learning outcome, while perceived mental workload and the use of an example during learning predicted performance on the application learning outcome. Implications for training practice and research are discussed. Given the substantial investment in time and resources devoted to training and education every year, psychologists in many disciplines have investigated influences on individual learning. Learning is typically defined as "a relatively permanent change in knowledge or skill produced by experience" (Weiss, 1990, p. 172). In organizationa l settings, we are often interested in knowledge and skill acquisition and retention as a function of some training experience (Baldwin & Ford, 1988; Goldstein, 1993). Much of training research has focused on the learner as a passive recipient rather than an active participant to various interventions or designs (Ford & Kraiger, 1995). The training literature has begun to examine the impact of increasing the level of participation of trainees in their own training. Most of this research has examined pretraining activities such as increasing trainee participation in the identification of training needs, the determination of the training content, the design of This article is based on the first author's master's thesis, conducted under the supervision of Kevin Ford at Michigan State University. An earlier version of this article was presented at the 11th Annual Conference of the Society for Industrial and Organizational Psychology, San Diego, CA.

Journal ArticleDOI
TL;DR: In this article, a two-by-two matrix contains four categories of organizational learning research: (1) residues (organizations as residues of past learning); (2) communities (organisations as collections of individuals who can learn and develop); (3) participation (organizational improvement gained through intelligent activity of individual members); and (4) accountability (organization improvement gained by developing individuals' mental models).
Abstract: This article reviews theories of organizational learning and presents a framework with which to organize the literature. We argue that unit of analysis provides one critical distinction in the organizational learning literature and research objective provides another. The resulting two-by-two matrix contains four categories of research, which we have called: (1) residues (organizations as residues of past learning); (2) communities (organizations as collections of individuals who can learn and develop); (3) participation (organizational improvement gained through intelligent activity of individual members), and (4) accountability (organizational improvement gained through developing individuals' mental models). We also propose a distinction between the terms organizational learning and the learning organization. Our subsequent analysis identifies relationships between disparate parts of the literature and shows that these relationships point to individual mental models as a critical source of leverage for...

Book
01 Jan 1998
TL;DR: In this paper, the importance of prior knowledge in science education and learning constructivist approaches to teaching and learning science is discussed, and the paradox of constructivism prioritizing the affective exploring some social dimensions of learning science education as enculturation problems of assimilation and exclusion authenticity in science and learning is explored.
Abstract: In pursuit of scientific literacy towards a personalized science the significance of prior knowledge in science and learning constructivist approaches to teaching and learning science the paradox of constructivism prioritizing the affective exploring some social dimensions of learning science education as enculturation problems of assimilation and exclusion authenticity in science and learning walking the line - enculturation without assimilation exploring and developing personal understanding through practical work exploring and developing personal understanding through language making it work - the role of the teacher.

Journal ArticleDOI
TL;DR: Action learning: its origins and nature, Reg Revans The enterprise as a learning system, Bob Garratt Minding our Ps and Qs, John Morris Continuity in action learning, Jean Lawrence David Casey on the role of the set adviser, David Casey Digging deeper: foundations of Revans' gold standard of action learning as mentioned in this paper.
Abstract: Contents: Introduction The state of the art, Mike Pedler Part 1 Origins: Introduction to part 1 Action learning: its origins and nature, Reg Revans The enterprise as a learning system, Reg Revans The power of action learning, Bob Garratt Minding our Ps and Qs, John Morris Continuity in action learning, Jean Lawrence David Casey on the role of the set adviser, David Casey Digging deeper: foundations of Revans' gold standard of action learning, Verna J. Willis Ad fontes a " Reg Revans: some early sources of his personal growth and values, Yury Boshyk Getting started: an action manual, David Pearce. Part 2 Varieties: Introduction to part 2 Self-managed action learning, Tom Bourner Action reflection learning, Lennart Rohlin Business-driven action learning today, Yury Boshyk Virtual action learning, Mollie Goodman and Jean-Anne Stewart Critical action learning, Kiran Trehan The practice and politics of living enquiry, Judi Marshall The varieties of action learning in practice: a rose by any other name, Judy O'Neil and Victoria J. Marsick. Part 3 Applications: Introduction to part 3 Leadership, Richard Thorpe Developing facilitative leaders: action learning facilitator training as leadership development, Katie Venner Action learning in SME development, Lisa Anderson, Jeff Gold and Allan Gibb Addressing systemic issues in public services, Clare Rigg Action learning for organization development in South Korea, Yonjoo Cho and Hyeon-Cheol Bong Facilitation and the affective domain, Ian McGill and Anne Brockbank Learning to be an action learning facilitator: three approaches, Christine Abbott and Tom Boydell Action learning and organization development, John Edmonstone Network learning in an Austrian hospital a " revisited, Otmar Donnenberg Action learning and social capital, Mike Pedler and Margaret Attwood Action learning round the world, Michael J. Marquardt. Part 4 Questions: Introduction to part 4 Action learning: a pragmatic and moral philosophy, John Burgoyne Practical knowing: the philosophy and methodology of action learning research, David Coghlan The action modalities: action learning's good company, Joe Raelin Action in action learning, Roland Yeo and Jeff Gold Learning in action or learning inaction? Emotion and politics in action learning, Russ Vince Reflective practice: origins and interpretations, Michael Reynolds Adult learning theories and the practice of action learning, Deborah Waddill and Michael Marquardt Evaluating action learning: a perspective informed by critical realism, network and complex adaptive systems theory, John Burgoyne Index.

Journal ArticleDOI
TL;DR: Learning communities as mentioned in this paper are groups of people engaged in intellectual interaction for the purpose of learning, which can range from loosely structured programs that offer students the opportunity to take a set of courses in common, to heavily structured programs of integrated courses that are team taught by faculty from different disciplines.
Abstract: Are learning communities just another fad or an idea whose time has truly come? The author considers what's going on in higher education research and practice—and in the philosophy informing our thinking—that makes the idea of learning communities resonate so strongly among its advocates. T HE STIMULUS for today's high interest in learning communities is coming from many sources, which often have differing motivations that nevertheless complement and reinforce one another. Most people are interested in learning communities because they offer hope of making college a more holistic, integrated learning experience for students. But learning communities can range all the way from loosely structured programs that offer students the opportunity to take a set of courses in common, to heavily structured programs of integrated courses that are team taught by faculty from different disciplines , to a cohort of students who may even live together in residence halls. Understandably there is thus considerable debate over the definition of learning communities. For the purposes of this article I shall simply define them as groups of people engaged in intellectual interaction for the purpose of learning. Why is there so much interest in learning communities? I think the reasons can be divided into three broad categories: philosophical (because learning communities fit into a changing philosophy of knowledge), research based (because learning communities fit with what research tells us about learning), and pragmatic (because learning communities work).

Journal ArticleDOI
TL;DR: In this article, the authors consider the importance of the learning cycle within mainstream management education and development and then take a more critical view, looking both behind and beyond the Learning Cycle at issues that can be developed out of its current conceptualization.
Abstract: The author discusses Kolb's learning cycle and the propositions that give rise to it. The author considers the importance of the cycle within mainstream management education and development and then takes a more critical view, looking both behind and beyond the learning cycle at issues that can be developed out of its current conceptualization. The author argues that a more comprehensive picture of experiential learning in management education might be based on developments around emotional and political aspects of Kolb's model. These developments are intended to acknowledge additional, often omitted, aspects of learning from experience within management education and development. The author offers three particular areas for the development of skill and knowledge in the practice of management education.

Book
17 Sep 1998
TL;DR: Informal learning has become an extremely important issue as post-industrial workplaces seek to harness its productive potential as mentioned in this paper, however, most discussions of the subject have tended to be uncritical expositions which do not challenge the underlying economic, philosophical and organisational rationale.
Abstract: Informal learning has become an extremely important issue as post-industrial workplaces seek to harness its productive potential. Managers and HRD practitioners have attempted to deploy informal learning in the design of corporate cultures, however, most discussions of the subject have tended to be uncritical expositions which do not challenge the underlying economic, philosophical and organisational rationale. Uniquely, this book goes against this tendency. It critically examines definitions of informal learning, and focuses on its application in a variety of workplace contexts. It features: * theories of informal learning * the unmasking of contemporary corporate rhetoric * the implications for accounts of workplace learning of poststructuralist and post-modern perspectives. Incorporating case studies based on interviews with practising managers and HRM practitioners, and a detailed glossary of key concepts and issues, this book will be a valuable reference for students of workplace learning. (http://books.google.fr/books?id=sjEzx4vw8voC&printsec=frontcover&hl=fr#v=onepage&q&f=false)

01 Nov 1998
TL;DR: Evidence is presented that collaborative learning strategies are necessary in order for World Wide Web-based courses to be as effective as traditional classroom courses and the question of how to build and sustain online learning communities is a prime area for researchers on ALNs to be focusing their efforts.
Abstract: One of the potential negative effects of online courses is a loss of social relationships and a loss of the sense of community that is usually present on a traditional campus. This paper presents evidence that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in order for World Wide Web-based courses to be as effective as traditional classroom courses. The nature of collaborative learning versus other models, as well as some of the issues raised by Web-mediated education are reviewed. Results of recent studies at the New Jersey Institute of Technology and Penn State, indicating that collaborative learning is important to the success of asynchronous learning networks (ALNs) in creating positive outcomes for students, are summarized. The paper concludes that the question of how to build and sustain online learning communities is a prime area where researchers on ALNs ought to be focusing their efforts. (Contains 13 references.) (Author/AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** COLLABORATWE LEARNING IN ASYNCHRONOUS LEARNING NETWORKS: BUILDING LEARNING COMMUNITIES "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Book
24 Nov 1998
TL;DR: In this paper, the authors present a new landscape of learning based on the concept of active learning in practice and a set of seeds of solutions: theories, theories, and solutions.
Abstract: 1. Introduction 2. The problem 3. Seeds of solutions: theories 4. Active learning in practice 5. What matters most 6. Morality and citizenship 7. Tackling underachievement 8. The challenge of employability 9. Personal capacities 10. Systems of assessment 11. Nurturing learning relationships 12. Thriving on complexity 13. The New landscape of learning

Journal ArticleDOI
01 Jan 1998
TL;DR: It is argued that community support for learning is an essential element in collaborative work and learning on the Internet.
Abstract: MOOSE Crossing is a text-based virtual reality environment (or “MUD”) designed to be a constructionist learning environment for children ages eight to thirteen. The constructionist philosophy of education argues that learning through designing and constructing personally meaningful projects is better than learning by being told. Children on MOOSE Crossing learn computer programming and improve their reading and writing by working on self-selected projects in a self-motivated, peer-supported fashion. In experience with over 180 children and 90 adults using the system since October 1995, we have found that the community provides essential support for the children‘s learning experiences. The community provides role models; situated, ubiquitous project models; emotional support to overcome technophobia; technical support; and an appreciative audience for completed work. This paper examines the nature of that support in detail, and argues that community support for learning is an essential element in collaborative work and learning on the Internet.


Journal ArticleDOI
TL;DR: In this paper, service learning is explored as an innovative pedagogical model capable of transforming traditional teaching and learning practices, and service learning can be viewed as an alternative to traditional methods.
Abstract: The author explores service learning as an innovative pedagogical model capable of transforming traditional teaching and learning practices.