Showing papers on "Experiential learning published in 2000"

Multimedia Learning

Abstract: For hundreds of years verbal messages such as lectures and printed lessons have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool, this book explores ways of going beyond the purely verbal. Recent advances in graphics technology and information technology have prompted new efforts to understand the potential of multimedia learning as a means of promoting human understanding. In Multimedia Learning, Second Edition, Richard E. Mayer examines whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone. He reviews 12 principles of instructional design that are based on experimental research studies and grounded in a theory of how people learn from words and pictures. The result is what Mayer calls the cognitive theory of multimedia learning, a theory first developed in the first edition of Multimedia Learning and further developed in The Cambridge Handbook of Multimedia Learning.

Communities of Practice and Social Learning Systems

Abstract: This essay argues that the success of organizations depends on their ability to design themselves as social learning systems and also to participate in broader learning systems such as an industry, a region, or a consortium. It explores the structure of these social learning systems. It proposes a social definition of learning and distinguishes between three `modes of belonging' by which we participate in social learning systems. Then it uses this framework to look at three constitutive elements of these systems: communities of practice, boundary processes among these communities, and identities as shaped by our participation in these systems.

The role of goal orientation in self-regulated learning.

Abstract: Publisher Summary Current research on goal orientation and self-regulated learning suggests a general framework for examining learning and motivation in academic contexts. Moreover, there are some important generalizations that are emerging from this research. It seems clear that an approach-mastery goal orientation is generally adaptive for cognition, motivation, learning, and performance. The roles of the other goal orientations need to be explored more carefully in empirical research, but the general framework of mastery and performance goals seems to provide a useful way to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning. There is much theoretical and empirical work to be done, but the current models and frameworks are productive and should lead to research on classroom learning that is both theoretically grounded and pedagogically useful.

What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning

Abstract: The education and research communities are abuzz with new (or at least re-discovered) ideas about the nature of cognition and learning. Terms like \"situated cognition,\" \"distributed cognition,\" and \"communities of practice\" fill the air. Recent dialogue in Educational Researcher (Anderson, Reder, & Simon, 1996,1997; Greeno, 1997) typifies this discussion. Some have argued that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986). These new ideas about the nature of knowledge, thinking, and learning—which are becoming known as the \"situative perspective\" (Greeno, 1997; Greeno, Collins, & Resnick, 1996)—are interacting with, and sometimes fueling, current reform movements in education. Most discussions of these ideas and their implications for educational practice have been cast primarily in terms of students. Scholars and policymakers have considered, for example, how to help students develop deep understandings of subject matter, situate students' learning in meaningful contexts, and create learning communities in which teachers and students engage in rich discourse about important ideas (e.g., National Council of Teachers of Mathematics, 1989; National Education Goals Panel, 1991; National Research Council, 1993).

Learning from Museums: Visitor Experiences and the Making of Meaning

Abstract: Chapter 1 Foreword Chapter 2 Preface Chapter 3 Learning from Museums: An Introduction Chapter 4 The Personal Context Chapter 5 The Sociocultural Context Chapter 6 The Physical Context Chapter 7 Museums and the Individual Chapter 8 Communities of Learners Chapter 9 A Place for Learning Chapter 10 The Contextual Model of Learning Chapter 11 Documenting Learning from Museums Chapter 12 Making Museums Better Learning Experiences Chapter 13 Museums in the Larger Society Chapter 14 The Future of Museums Chapter 15 Refrences

Teaching and Learning in the Language Classroom

Abstract: PART ONE: A FRAMEWORK FOR TEACHING AND LEARNING PART TWO: TEACHING THE LANGUAGE SYSTEM PART THREE: DEVELOPING THE LANGUAGE SKILLS PART FOUR: PLANNING AND ASSESSING LEARNING

An instructional design framework for authentic learning environments

Abstract: The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning.

Learning by doing – An exploration of experience, critical incidents and reflection in entrepreneurial learning

Abstract: This research explores the learning process of entrepreneurs in relation to the parallel processes of personal and business development. Building on theories of individual learning and of the business life‐cycle, this paper discusses the impact of critical incidents from an individual perspective and, in particular, their role within entrepreneurial learning. A phenomenological case study approach was employed, with the sample consisting of six small business owners. The interviews concentrated on the developmental history of the business, focusing on critical incidents as they arose in the general conversation. The findings emphasise the complexity of the concept of “critical incident” and demonstrate that entrepreneurs often face prolonged and traumatic critical periodsor episodes, illustrating the emotionally‐laden nature of these events. Furthermore, the critical incidents described here resulted in fundamental, higher‐level learning, and highlight the need for mentoring support programmes designed to help entrepreneurs to interpret critical incidents as learning experiences, in order to increase the power of the learning outcomes. The authors conclude by stressing the need for further theory development that conceptualises the complex and dynamic interactivity between the individual and the business.

Making the Next Move: How Experiential and Vicarious Learning Shape the Locations of Chains' Acquisitions:

Abstract: Permission obtained via SHERPA/RoMEO. Letter from publisher grants permission to retain article in OPUS.

Problem-based Learning In Higher Education: Untold Stories

Abstract: Part 1 A web of belief? problem-based learning underestimated missing elements. Part 2 Problem-based learning -0 an articulated subtext? games of chess? from rocks, pawns and bishops images and experiences of problem-based learning. Part 3 Learning at the borders: recognizing disjunction managing transition as good as it gets? Part 4 Problem-based learning reconsidered: critical perspectives on problem-based learning problem-based learning and organizational cultures.

Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology

Abstract: There is something of a controversy taking place over how best to theorize human learning. This article joins the debate over the relation between sociocultural and constructivist perspectives on learning. These 2 perspectives differ not just in their conceptions of knowledge (epistemological assumptions) but also in their assumptions about the known world and the knowing human (ontological assumptions). Articulated in this article are 6 themes of a nondualist ontology seen at work in the sociocultural perspective, and suggested is a reconciliation of the 2. This article proposes that learning involves becoming a member of a community, constructing knowledge at various levels of expertise as a participant, but also taking a stand on the culture of one's community in an effort to take up and overcome the estrangement and division that are consequences of participation. Learning entails transformation both of the person and of the social world. This article explores the implications of this view of learning...

Self-regulation and academic learning: Self-efficacy enhancing interventions.

Abstract: Publisher Summary This chapter argues that students' self-regulatory competence can be enhanced through systematic interventions that are designed to teach skills and raise students' self-efficacy for learning. Self-regulation (or self-regulated learning) refers to self-generated thoughts, feelings, and actions that are planned and systematically adapted as needed to affect one's learning and motivation. Self-regulation comprises such processes as setting goals for learning, attending to and concentrating on instruction, using effective strategies to organize, code, and rehearse information to be remembered, establishing a productive work environment, using resources effectively, monitoring performance, managing time effectively, seeking assistance when needed, holding positive beliefs about one's capabilities, the value of learning, the factors influencing learning and the anticipated outcomes of actions, and experiencing pride and satisfaction with one's efforts. Self-regulation is not an all-or-none phenomenon; rather, it refers to the degree that students are metacognitively, motivationally, and behaviorally active in their learning. Students may self-regulate different dimensions of learning, including their motives for learning, the methods they employ, the performance outcomes they strive for, and the social and environmental resources they use. Thus, self-regulation has both qualitative and quantitative aspects because it involves which processes students use, how frequently they use them, and how well they employ them. The hallmarks of self-regulation are choice and control: Students cannot self-regulate unless they have options available for learning and can control essential dimensions of learning. Students have little opportunity for self-regulation when teachers dictate what students do, when and where they do it, and how they accomplish it.

Learning in Action: A Guide to Putting the Learning Organization to Work

Abstract: Preface Acknowledgments Part I Foundations 1 From Individual to Organizational Learning 2 The Learning Process Part II Types of Learning 3 Intelligence 4 Experience 5 Experimentation Part III The Leadership Challenge 6 Leading Learning Notes Index About the Author

The concept of experiential learning and John Dewey's theory of reflective thought and action

Abstract: The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolb’ s four-stage model of experiential learning is a fundamental presentationof theapproach.Inhiswork ExperientialLearning,Kolb statesthatJohnDewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolb’ s eclectic method of constructing his model of experiential learning. It studies how Kolb introduces and uses the Lewinian tradition of action research and the work of John Dewey to substantiate his model. It is concluded that Kolb generalizes a historically very speci® c and unilateral mode of experience ± feedback session in T-group training ± into a general model of learning. Kolb’ s

Self-Regulation Interventions with a Focus on Learning Strategies

Abstract: Publisher Summary This chapter addresses self-regulation in relation to the acquisition, use, and control of students' learning strategies. Learning strategies include any thoughts, behaviors, beliefs, or emotions that facilitate the acquisition, understanding, or later transfer of new knowledge and skills. A model is described as strategic learning that demonstrates the relationships among students' learning strategy knowledge, learning strategy skills, and self-regulation, as well as other variables that significantly impact learning and achievement. The chapter leads to an evolving focus on information processing research and models that emphasize that cognition is something that could be controlled through cognitive and metacognitive processes. One of the practical applications of these new information processing theories is in the area of memory strategies that could be used in educational settings. Research on mnemonics and advances in the understanding of associative networks pave the way for researchers to investigate different types of training that could be used to improve students' paired-associate learning. The model of what it means to be a learner is shifting from viewing the learner as a passive receptacle for knowledge to the leaner as an active, self-determined individual who processes information in complex ways.

Problem-based Learning: A Research Perspective on Learning Interactions

Abstract: Contents: H Barrows, Foreword Preface CE Hmelo, DH Evensen, Introduction Part I:The Group Meeting HG Schmidt, JHC Moust, Factors Affecting Small-Group Tutorial Learning: A Review of Research T Koschmann, P Glenn, M Conlee, When Is a Problem-Based Tutorial Not a Tutorial? Analyzing the Tutor's Role in the Emergence of a Learning Issue JE Duek, Whose Group Is It, Anyway? Equity of Student Discourse in Problem-Based Learning (PBL) J Faidley, DH Evensen, J Salisbury-Glennon, J Glenn, CE Hmelo, How Are We Doing? Methods of Assessing Group Processing in a Problem-Based Learning Context T Koschmann, DH Evensen, Five Readings of a Single Text: Transcript of a Videoanalysis Session AC Meyers Kelson, LH Distlehorst, Groups in Problem-Based Learning (PBL): Essential Elements in Theory and Practice C Bereiter, M Scardamalia, Commentary on Part I: Process and Product in Problem-Based Learning (PBL) Research Part II:Self-Directed Learning P Blumberg, Evaluating the Evidence That Problem-Based Learners Are Self-Directed Learners: A Review of the Literature CE Hmelo, X Lin, Becoming Self-Directed Learners: Strategy Development in Problem-Based Learning DHJM Dolmans, HG Schmidt, What Directs Sef-Directed Learning in a Problem-Based Curriculum? DH Evensen, Observing Self-Directed Leraners in a Problem-Based Learning Context: Two Case Studies B Zimmerman, RB Lebeau, A Commentary on Self-Directed Learning AC Myers Kelson, Epilogue: Assessment of Students for Proactive Life-Long Learning

Learning To Read and Learning To Spell: Two Sides of a Coin.

Abstract: Learning to read words and learning to spell words are closely related. Both follow a similar course of acquisition. Both rely on the same knowledge sources—knowledge about the alphabetic system, and memory for the spellings of specific words—that develop together and are reciprocally related. Corre

Assessment in Early Childhood Settings: Learning Stories

Abstract: A Folk Model of Assessment - and an Alternative Learning Dispositions Interest and Involvement Persisting with Difficulty and Uncertainty Communicating with Others and Taking Responsibility Learning Stories Describing Discussing Documenting Deciding The Learning Story

Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education

Abstract: Kolb's experiential learning theory is one of the best known educational theories in higher education. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing this is the first stage in raising students' awareness of the alternative approaches possible. This article presents some case studies of ways in which the theory can be applied in university geography.

Profound Improvement: Building Capacity for a Learning Community

Abstract: This text positions the learning community as a vehicle for professional learning and school development. The learning community develops in response to building capacity in three domains: personal, interpersonal and organizational. In the personal domain, educators deconstruct and reconstruct their professional narratives to enhance student learning and professional practice.In the interpersonal domain, educators generate norms and values that foster experimentation and critical analysis of educational practice and that promote collective and individual learning. In the organizational domain, visible and invisible structures are constructed that enable community members to enact educational practices in support of profound improvement in teaching and learning. The book focuses on the life of educators as it relates to professional learning and growth. It is concerned with human growth and development, human cognition and affect and human interactions and actions in the context of a school community. It places at the centre of the discourse some of the less controlable aspects of professional development - the undercurrents of professional presuppositions and beliefs as well as the surface waves of professional knowledge and learning. From this perspective, building a learning community is a dynamic process that engages the individual, the group and the organization in embedded interdependencies and mutual influences.

Second language learning as a mediated process

Abstract: This article reviews the research carried out over approximately the past five years on second language learning as a mediated process. Lantolf and Pavlenko (1995) surveyed twenty-five studies carried out from the early 1980s to the mid 1990s on mediated second language (L2) learning. Since the publication of their article only five years ago, more than forty new studies have appeared on mediated learning. As this research has become more robust, it has explored some of the original topics in greater depth and importantly, it has moved into new areas not previously studied. For example, current work continues to seek to better understand how L2 learning is mediated in the Zone of Proximal Development, a topic of earlier work, but it is now looking more closely at peer rather than expert-novice scaffolding in the ZPD. Research is also studying how experts scaffold novices in concrete classroom situations where concern is not with the ZPD itself, as was the case with the original work, but with how individuals, unaware of such a construct, go about providing and appropriating help in order to learn.While some of the earlier research focused on the role of private speech in carrying out tasks in a second language, more recent research is concerned with the role of private speech in appropriating a second language. A new area of interest that has opened up within the past two or three years deals with the processes through which language mediates the formation of new identities among L2 learners.

Organizational Learning: Mechanisms, Culture, and Feasibility

Abstract: The burgeoning literature on organizational learning attests to the considerable interest engendered by `organizational learning' and `learning organizations'. At the same time it indicates considerable confusion surrounding these subjects. We discuss four controversial issues regarding organizational learning: (1) What are the similarities and differences between individual and organizational learning? (2) What are the conditions that promote productive organizational learning? (3) When is organizational learning feasible? (4) How is organizational learning related to learning organizations? We suggest that (1) although individual and organizational learning involve information processing, they require different mechanisms to convert information to actionable knowledge at different (individual vs organizational) systemic levels; (2) productive organizational learning requires a learning culture that consists of commitment to learning, valid knowledge, transparency, issue orientation and accountability; (...

Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on Cognition:

Abstract: This article offers a comparison of five distinct currents of thought apparent in recent scholarly writing addressing experiential learning, defined here as a process of human cognition. These five...

Learning and Teaching about Values: A review of recent research

Abstract: (2000). Learning and Teaching about Values: A review of recent research. Cambridge Journal of Education: Vol. 30, No. 2, pp. 169-202.