Showing papers on "Experiential learning published in 1999"

How people learn: Brain, mind, experience, and school.

Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

Teaching for Quality Learning at University: What the Student Does

Abstract: The changing scene in university teaching Teaching according to how students learn Setting the stage for effective teaching Using constructive alignment in outcomes-based teaching and learning Designing intended learning outcomes Contexts for effective teaching and learning Teaching/learning activities for declarative knowledge Teaching/learning activities for functioning knowledge Aligning Assessment with Intended Learning Outcomes: Principles Assessment and grading for declarative knowledge Assessment and grading for functioning knowledge Implementing constructive alignment Constructive alignment as implemented: Some examples Index

Understanding Learning and Teaching: the experience in higher education

Abstract: Teaching and learning in higher education a model for understanding teaching and learning in higher education students' prior experience of learning students' perceptions of the learning situation students' approaches to learning students' learning outcomes experiences of teaching in higher education understanding learning and teaching appendix - approaches to teaching inventory.

Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom

Abstract: THE LEARNING COMMUNITY IN CYBERSPACE When Teaching and Learning Leave the Classroom Defining and Redefining Community What We Know About Electronic Learning Time and Group Size Managing the Technology BUILDING AN ELECTRONIC LEARNING COMMUNITY Making the Conversion from the Classroom to Cyberspace Building Foundations Promoting Collaborative Learning Transformative Learning Evaluation Lessons Learned and a Look Ahead Resource A: Examples of Course Syllabi Resource B: Glossary of Terms Used in Computer-Mediated stance Education Resource C: Internet Resources for Distance Education.

Collaborative learning : cognitive and computational approaches

Abstract: Acknowledgement. Contributors. Introduction: what do you mean by 'collaborative learning'? (P. Dillenbourg). Learning together: understanding the processes of computer-based collaborative learning (K. Littleton, P. Hakkinen). The role of grounding in collaborative learning tasks (M. Baker et al.). What is "multi" in multi-agent learning? (G. Weiss, P. Dillenbourg). Comparing human-human and robot-robot interactions (R. Joiner et al.). Learning by explaining to oneself and to others (R. Ploetzner et al.). Knowledge transformations in agents and interactions: a comparison of machine learning and dialogue operators (E. Mephu Nguifo et al.). Can analytic models support learning in groups? (H.U. Hoppe, R. Ploetzner). Using telematics for collaborative knowledge construction (T. Hansen et al.). The productive agency that drives collaborative learning (D. Schwatrtz). References. Index.

Relations between teachers' approaches to teaching and students' approaches to learning

Abstract: This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject Con- versely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities The results complete a chain of relations from teacher thinking to the outcomes of student learning Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching Numerous studies have shown corre- lations between students' deeper approaches to learning and higher quality learning outcomes The results reported here link these two sets of studies They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmis- sion teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching

Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development

Abstract: In the past 10 years, the calls for a commitment to teacher learning have increased exponentially, most likely from a confluence of forces. The standards movement is one such force. Calls for higher standards for teachers inevitably erupted alongside calls for higher standards for students. If students needed their education served up differently in order to meet new assessments and standards, it followed that teachers would need something new as well (e.g., Cohen & Ball, 1990). Reformers began to note that changed curriculum and testing would not directly lead to changed teaching practices. New measures of student performance would entail new ways of teaching. Professional development was touted as the ticket to reform. Mounting efforts to increase the professionalization of teaching constitutes yet another force. Groups such as the National Council of Teachers of Mathematics (1989, 1991), the National Council of Teachers of English (1996), the National Board for Professional Teaching Standards (1989), and the Interstate Consortium of Chief State School Officers (Council of Chief State School Officers, n.d.-a, n.d.b) have authored mission statements and subsequent standards for professional teachers and teaching. Professional teachers require professional development. Concurrent with this call for more professional development has been a call for more research on teacher learning. Yet, what the field ' 'knows'' about teacher learning is rather puzzling. In part, this is due to the scattered and serendipitous nature of teachers' learning. Beginning teachers take methods and foundations courses in education departments and subject matter courses in discipline departments. Sometimes they work in the field, sometimes in the university. And every school experience, whether it be in elementary or middle or high school, in a college or university, has the potential for teaching them lessons about what school is, what teachers do, and how people learn. Lortie's [1975] characterization of this curriculum as the \"apprenticeship of observation\" has been a major

Experiential marketing : how to get customers to sense, feel, think, act, and relate to your company and brands

Abstract: Traditional approaches to marketing are out of touch with today's fast-paced multimedia environment. No longer is it enough to pitch the features and benefits of a product. Consumers now take functional quality and a positive brand image as a given, says Bernd Schmitt. What they want are products, communications, and marketing campaigns that arouse the senses, touch their hearts, and stimulate their minds. Responding to the public's desires, experiential marketers do not sell mere products. Instead, they seek, through packaging and advertising, to create a holistic experience to which customers can relate. In this way, Schmitt explains, marketers can transform a product or service from a one-time purchase to a daily part of the consumer's life. Incorporating the latest findings from psychology, cognitive science, sociology, and evolutionary biology, EXPERIENTIAL MARKETING is essential reading for managers at every level who want to create, build or revitalise a brand or company.

Making cooperative learning work

Abstract: (1999). Making cooperative learning work. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 67-73.

Chapter 8: Relationships of Knowledge and Practice: Teacher Learning in Communities:

Abstract: Over the last 20 years, teacher learning has become one of the most important concerns of the educational establishment. It has been more or less assumed that teachers who know more teach better. This \"simple\" idea has governed multiple efforts to improve education in the arenas of policy, research, and practice by focusing on what teachers know or need to know. In this chapter, we do not question this basic idea. Rather, we point out that within various change efforts, there are radically different views of what \"knowing more\" and \"teaching better'' mean. In other words, there are radically different conceptions of teacher learning, including varying images of knowledge; of professional practice; of the necessary and/or potential relationships that exist between the two; of the intellectual, social, and organizational contexts that support teacher learning; and of the ways teacher learning is linked to educational change and the purposes of schooling. Different conceptions of teacher learning—although not always made explicit—lead to very different ideas about how to improve teacher educa­ tion and professional development, how to bring about school and curricular change, and how to assess and license teachers over the course of the professional life span.

Peer Learning and Assessment

Abstract: Various forms of peer, collaborative or cooperative learning, particularly small group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. These include working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. The potential benefits of peer learning have long been recognised and are especially relevant today. However, many existing assessment practices act to undermine the goals of peer learning and lead students to reject learning cooperatively. If assessment gives students the message that only individual achievement is valued, and that collaborative effort is akin to cheating, then the potential of peer learning will not be realised. Inappropriate assessment practices may also lead to unhelpful forms of competition within and between groups that prevent groups functioning effectively. This paper examines some of the main assessment issues in con...

What the Student Does: teaching for enhanced learning

Abstract: Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which “academic” students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio.

Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. Jossey-Bass Higher and Adult Education Series.

Abstract: THE LEARNING COMMUNITY IN CYBERSPACE When Teaching and Learning Leave the Classroom Defining and Redefining Community What We Know About Electronic Learning Time and Group Size Managing the Technology BUILDING AN ELECTRONIC LEARNING COMMUNITY Making the Conversion from the Classroom to Cyberspace Building Foundations Promoting Collaborative Learning Transformative Learning Evaluation Lessons Learned and a Look Ahead Resource A: Examples of Course Syllabi Resource B: Glossary of Terms Used in Computer-Mediated stance Education Resource C: Internet Resources for Distance Education.

Mentor: Guiding the Journey of Adult Learners

Abstract: ADULT LEARNING AS DEVELOPMENT. First Shards: The Search for Meaning as a Motive for Learning. Mentors, Myths, and Metamorphosis: Education as a Transformational Journey. Maps of Transformation: How Adults Change and Develop. LEARNING AS A TRANSFORMATIVE JOURNEY. The Deep and Savage Way: The Unsettling First Steps of an Educational Journey. The Dynamic of Transformation: How Learning Changes the Learner. Returning Home: Helping Adults Integrate New Insights. FOSTERING ADULT LEARNING. The Ecology of Adult Learning: Barriers and Incentives to Learning and Growth. The Yoda Factor: Guiding Adults Through Difficult Transitions. The Art of the Mentor: Limits and Possibilities.

Students' Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus

Abstract: (1999). Students' Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus. College Teaching: Vol. 47, No. 4, pp. 130-135.

Enhancing student learning through hypermedia courseware and incorporation of student learning styles

Abstract: This paper outlines attempts to enhance student learning by addressing different learning styles through course hypermedia. Students learn by a variety of different learning styles. Previously, instructors were unable to effectively address these different learning styles outside the classroom. Two approaches were developed to address this problem. The first approach was the development of hypermedia courseware. This provided a wide variety of tools which students could use to prepare for lessons. In this way students retained complete control over how they prepared for a lesson and could choose those hypermedia tools that were most conducive to their learning. An assessment of the multimedia and hypertext documents in the course revealed that the value of a particular multimedia tool to a student varied widely. Each student was traversing the course material according to his/her unique learning style. Unfortunately, the plethora of tools confused some students because they were uncomfortable making active choices of what course material would be most conducive to their learning. As a result, a second approach was adopted. An adaptive hypermedia interface was developed that provided dynamic tailoring of the presentation of course material based on the individual student's learning style. By tailoring the presentation of material to the student's learning style, the authors believe students learned more efficiently and more effectively.

Interest and Learning From Text

Abstract: This article deals with the relation between interest and learning from text. In the first section, the concepts of personal and situational interest and their relation to motivation are clarified. Based on my own studies and findings from other studies, the next sections present evidence for substantial relations between interest and text learning. These relations appear to be stronger for deep-level learning than surface-level learning and seem to be largely independent of prior knowledge and cognitive ability. Finally, it is argued that past research has failed to examine the underlying mechanisms of motivation-learning relations. Suggestions and guidelines for future research are given.

The learning strategies Handbook

Abstract: Part One: Helping Students Learn 1 Introduction National Curriculum Standards Content-Based Language Instruction Portfolio Assessment The Cognitive Academic Language Learning Approach (CALLA) How to Use This Book 2 Metacognitive Model of Strategic Learning The Metacognitive Model Individual Strategies in the Metacognitive Model of Strategic Learning 3 Instructional Framework Factors Facilitating Effective Strategies Instruction An Instructional Framework Part Two: CALLA Strategies Step by Step 4 Phase 1: Preparation Creating the Learner-Centered Classroom Self-Efficacy for Language Learning and Strategies Identifying Students' Existing Learning Strategies 5 Phase 2: Presentation General Guidelines for Presenting Learning Strategies Suggested Activities for Presenting Learning Strategies 6 Phase 3: Practice General Guidelines for Practicing Learning Strategies Suggested Activities for Practicing Learning Strategies 7 Phase 4: Evaluation General Guidelines for Evaluating Learning Strategies Suggested Activities for Evaluating Learning Strategies 8 Phase 5: Expansion General Guidelines for Expanding the Use of Learning Strategies Suggested Activities for Expanding the Application of Learning Strategies Part Three: From Theory through Practice 9 Theoretical Background and research on Learning Strategies Learning Theories Supporting the Use and Development of Learning Strategies Insights from Learning Strategies Research 10 Language Learning Strategies Lessons Organization of the Lessons How to Use the Lessons Using Background Knowledge Writing about Family Setting Goals Setting Language Learning Goals Worksheet: Set Goals Checking Goals Evaluating Progress toward Goals Worksheet: Check Goals Selective Attention CircleStep Using Background Knowledge/Ask If It Makes Sense Answering Comprehension Questions Worksheet: Guidelines for Answering Comprehension Questions Cooperation Preparing to Read Worksheet: Group Report Deduction Applying Rules When Reading Groupin Learning Vocabulary Worksheet: English Vocabulary for Technology Evaluating Strategies Identifying and Evaluating Strategies to Unlock the Meaning of New Words Worksheet: What Strategies Are You Using to Figure Out the Meanings of New Words? Prediction / Verification through Summarizing Reading a Russian Fairy Tale Worksheet: Prediction and Verification through Summarizing Imagery Using Storytelling to Teach Imagery Inferencing/Using Resources Finding the Meaning from the Text Organizational Planning/Self-Management Writing Folk Tales Worksheet: Are You Your Own Boss? Personalization/Note-Taking A Person You'll Never forget Worksheet: The Person I Will Never Forget Prediction Predicting with Storytelling Worksheet: The Tailor Evaluate Yourself/Take Notes/Selective Attention/Talk Yourself Through It Presenting Oral Reports on Science Projects Self-Talk Applying Positive Self-Talk to Speaking Tasks Worksheet: Using Self-Talk Substitution Substituting for Unknown Descriptive Words Summarize Summarizing a Story References Index

Reflection in Service Learning: Making Meaning or Experience

Abstract: Traditional methods of instruction based on lec­ tures and textbook readings can be effective in some instances and for some types of! earning, yet many edu­ cators seek methods to enhance traditional student learning and to expand educational objectives beyond knowledge acquisition. Two related issues illustrate the limitations of traditional methods. The first is context­ specific learning. Students are taught a particular mod­ ule of content, they are provided examples of how to

Collaborative versus Cooperative Learning: A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning.

Abstract: This paper clarifies the differences between collaborative and cooperative learning by presenting the author's definitions of the two terms, reviewing those of other authors who have helped clarify his thinking, and presenting and analyzing the educational benefits of collaborative/cooperative learning techniques. It states that collaborative learning (CL) is a personal philosophy, not just a classroom technique. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product that is usually content specific. It is more directive than a collaborative system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection, the fundamental approach is teacher centered, whereas collaborative learning is more student centered. The paper presents questions teachers ask from cooperative and collaborative learning perspectives. It then discusses options in cooperative learning by presenting a table that displays a number of issues in education: student-centered/teacher-centered; intrinsic/extrinsic motivation; knowledge construction/knowledge transmission; and loose, "trusting-students-to-do"/"structure-it-right: social engineering." The paper concludes with a discussion of the implications of these issues. Contains 12 references. (RS) Reproductions supplied by EDRS are the best that can be made from the original document. 2 BEST COPY AVAILABLE 1 COLLABORATIVE VERSUS COOPERATIVE LEARNING -A COMPARISON OF THE TWO CONCEPTS PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. COLLABORATIVE VERSUS COOPERATIVE LEARNINGA COMPARISON OF THE TWO CONCEPTS WHICH WILL HELP US UNDERSTAND THE UNDERLYING NATURE OF INTERACTIVE LEARNING

Learning Journals: A Handbook for Reflective Practice and Professional Development

Abstract: Fully updated with important new theory and practical material, this second edition of Learning Journals offers guidance on keeping and using journals and gives step-by-step advice on integrating journal writing on taught courses, in training and professional development and in supporting personal development planning (PDP) activities. Key topics covered include: the nature of learning journals and how we learn from them the broad range of uses of learning journals, including portfolios and personal and professional development the depth and quality of reflection in learning journals the assessment of learning journals and reflective writing the use of narrative and story-telling techniques in journals. With useful exercises and activities that enhance learning journal work in a structured manner, Learning Journals is invaluable reading for teachers and students in higher education, for all professionals, particularly those working in the health services and business and training and for all those who want to learn more about keeping a fulfilling personal journal.

The nature and need for informal learning

Abstract: The Problem and the Solution. When organizations change, employees are challenged to learn continuously through both formal and informal means. Human resources developers need to know more about ho...

Teaching professionalism in undergraduate medical education.

Abstract: ContextThere is a growing consensus among medical educators that to promote the professional development of medical students, schools of medicine should provide explicit learning experiences in professionalism.ObjectiveTo determine whether and how schools of medicine were teaching professionalism in the 1998-1999 academic year.Design, Setting, and ParticipantsA 2-stage survey was sent to 125 US medical schools in the fall of 1998. A total of 116 (92.3%) responded to the first stage of the survey. The second survey led to a qualitative analysis of curriculum materials submitted by 41 schools.Main Outcome MeasuresPresence or absence of learning experiences (didactic or experiential) in undergraduate medical curriculum explicitly intended to promote professionalism in medical students, with curriculum evaluation based on 4 attributes commonly recognized as essential to professionalism: subordination of one's self-interests, adherence to high ethical and moral standards, response to societal needs, and demonstration of evincible core humanistic values.ResultsOf the 116 responding medical schools, 104 (89.7%) reported that they offer some formal instruction related to professionalism. Fewer schools have explicit methods for assessing professional behaviors (n=64 [55.2%]) or conduct targeted faculty development programs (n=39 [33.6%]). Schools use diverse strategies to promote professionalism, ranging from an isolated white-coat ceremony or other orientation experience (n=71 [78.9%]) to an integrated sequence of courses over multiple years of the curriculum (n=25 [27.8%]). Of the 41 schools that provided curriculum materials, 27 (65.9%) addressed subordinating self-interests; 31 (75.6%), adhering to high ethical and moral standards; 17 (41.5%), responding to societal needs; and 22 (53.7%), evincing core humanistic values.ConclusionsOur results suggest that the teaching of professionalism in undergraduate medical education varies widely. Although most medical schools in the United States now address this important topic in some manner, the strategies used to teach professionalism may not always be adequate.