Showing papers on "Experiential learning published in 2003"

Problem based learning

Abstract: Problem based learning is used in many medical schools in the United Kingdom and worldwide. This article describes this method of learning and teaching in small groups and explains why it has had an important impact on medical education. ![][1] The group learning process: acquiring desirable learning skills In problem based learning (PBL) students use “triggers” from the problem case or scenario to define their own learning objectives. Subsequently they do independent, self directed study before returning to the group to discuss and refine their acquired knowledge. Thus, PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. The process is clearly defined, and the several variations that exist all follow a similar series of steps. #### Generic skills and attitudes Group learning facilitates not only the acquisition of knowledge but also several other desirable attributes, such as communication skills, teamwork, problem solving, independent responsibility for learning, sharing information, and respect for others. PBL can therefore be thought of as a small group teaching method that combines the acquisition of knowledge with the development of generic skills and attitudes. Presentation of clinical material as the stimulus for learning enables students to understand the relevance of underlying scientific knowledge and principles in clinical practice. However, when PBL is introduced into a curriculum, several other issues for curriculum design and implementation need to be tackled. PBL is generally introduced in the context of a defined core curriculum and integration of basic and clinical sciences. It has implications for staffing and learning resources and demands a different approach to timetabling, workload, and assessment. PBL is often used to deliver core material in non-clinical parts of the … [1]: /embed/graphic-1.gif

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

Abstract: Note to Updated Edition vii Preface xi Acknowledgments xv The Author xvii 1 Creating Significant Learning Experiences: The Key to Quality in Educational Programs 1 2 A Taxonomy of Significant Learning 31 3 Designing Significant Learning Experiences I: Getting Started 67 4 Designing Significant Learning Experiences II: Shaping the Learning Experience 113 5 Changing the Way We Teach 173 6 Better Organizational Support for Faculty 221 7 The Human Significance of Good Teaching and Learning 273 Appendix A Planning Your Course: A Decision Guide 293 Appendix B Suggested Readings 303 References 309 Index 317

Teaching and Learning Vocabulary

Abstract: The study reported here examines the English language knowledge and performance of bilingual school children of Middle School age in Britain, in particular their acquisition and use of vocabulary. One of the chief premises of the research is that pupils from bilingual minority ethnic backgrounds suffer a major disadvantage while learning from the National Curriculum because they lack the necessary richness of word knowledge, accompanied by the conceptual frameworks expected in learning subjects such as science and geography. Furthermore, it is believed that by raising awareness among teachers and by the adoption of appropriate methods of vocabulary teaching founded on research, the vocabulary learning of bilingual pupils can be greatly increased. The aim of the study is to identify, describe and evaluate methods of vocabulary instruction currently used and to provide recommendations for suitable methods to be introduced. By means of an action research methodology implemented in a middle school, and with the joint participation of some members of staff and some pupils, classroom data was collected over a two and a half year period from teachers of science, geography and English and their pupils, supplemented with semi-structured interviews with teachers and support staff and conversations with children. These data provided material for a detailed analysis of exactly how individual words develop from first introduction into the pupils’ active vocabulary.

Learning by doing

Abstract: You have roughly 40 contact hours in a typical course. If all you do in them is lecture, you might as well just hand out your notes and let the students find something more productive to do with all that time. The only way a skill is developed—skiing, cooking, writing, critical thinking, or solving thermodynamics problems—is practice: trying something, seeing how well or poorly it works, reflecting on how to do it differently, then trying it again and seeing if it works better. Why not help students develop some skills during those contact hours by giving them some practice in the tasks they’ll later be asked to perform on assignments and tests?

Engineering Education, Is Problem-Based or Project-Based Learning the Answer

Abstract: Dr Nathan Scott Dept of Mechanical & Materials Engineering The University of Western Australia 35 Stirling Hwy, Crawley 6009 Western Australia nscott@mechuwaeduau Assoc Prof Roger Hadgraft Teaching & Learning Director School of Civil and Chemical Engineering RMIT University Melbourne, Australia rogerhadgraft@rmiteduau Dr Vojislav (Vic) Ilic College of Science, Technology & Environment Uni of Western Sydney, Kingswood Campus Locked Bag 1797, S Penrith DC NSW 1797 vilic@uwseduau

Business Relationship Learning and Commitment in the Internationalization Process

Abstract: This paper is based on a case study of an international venture and on the observations reported by a number of researchers that the received models of the internationalization process of the firm do not capture some important phenomena in the modern international business world. As several researchers argue that networks play an important role in the early internationalization the paper outlines a network model of the internationalization process of the firm. It combines the experiential learning–commitment interplay as the driving mechanism from the old internationalization process model with a similar experiential learning–commitment mechanism focusing on business network relationships. In the resulting model we can see firms learning in relationships, which enables them to enter new country markets in which they can develop new relationships which give them a platform for entering other country markets.

E-Moderating: The Key to Teaching and Learning Online

Abstract: E-Moderators are \"the new generation of teachers and trainers who work with learners online\" (p. viii) using Computer-Mediated Conferencing (CMC) as a learning tool, regardless of the subject they are teaching. They are the focus of E-Moderating, a recent book which provides both a theoretical framework for developing online learning using CMC (part one), and a wealth of practical advice (part two). The book is supported by a Web site. The author, Gilly Salmon, a distance education specialist with the Open University Business School in the UK, provides a five-step model of effective online education, along with copious examples of how the model relates to real-life online learning contexts. Salmon proposes that, by basing learning on a constructivist model, it is e-moderators that can make the difference in online education as they convene, direct, summarize, and archive synchronous and asynchronous discussions.

Demonstrating the Value of an Organization's Learning Culture: The Dimensions of the Learning Organization Questionnaire

Abstract: The problem and the solution. Some organizations seek to become learning organizations. Yet, implementation is elusive and is not often based on research about what constitutes a learning culture. Over the past 16 years, a model of a learning organization was developed that draws on both the literature and organizational case studies. However, organizations wanted a way to diagnose their current status and guide change, and scholars wanted better measures of learning to compare organizations and to explore links between organizational learning and the performance of the firm. The solution was to develop and validate an instrument that addresses these needs.

Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications

Abstract: * Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications: Zoltan Dornyei. * Why Are You Learning a Second Language? Motivational Orientations and Self--Determination Theory (Language Learning, 2000, 50/1, 57--85): Kimberly A. Noels, Luc G. Pelletier, Richard Clement and Robert J. Vallerand. * The Role of Gender and Immersion in Communication and Second Language Orientations (Language Learning, 2000, 50/2, 311--341): Susan C. Baker and Peter D. MacIntyre. * Learning Spanish as a Second Language: Learners' Orientations and Perceptions of Their Teachers' Communication Style (Language Learning, 2001, 51/1, 107--144): Kimberly A. Noels. * Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students (Language Learning, 2002, 52/3, 537--564): Peter D. MacIntyre, Susan C. Baker, Richard Clement and Leslie A. Donovan. * Attitudes, Motivation, and Second Language Learning: A Meta--Analysis of Studies Conducted by Gardner and Associates (Language Learning, 2003, 53/1): Anne--Marie Masgoret and Robert C. Gardner.

Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice

Abstract: This article tells the story of the design of Learning by Design(tm) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, pointing out the theoretical contributions of both, classroom issues that arose upon piloting a first attempt, ways we addressed those challenges, lessons learned about promoting learning taking a project-based inquiry approach, and lessons learned about taking a theory-based approach to designing learning environments. LBD uses what we know about cognition to fashion a learning environment appropriate to deeply learning science concepts and skills and their applicability, in parallel with learning cognitive, social, learning, and communication skills. Our goal, in designing LBD, was to lay the foundation in middle school for students to be successful thinkers, learners, and decisionmakers throughout their lives and especially to help them begin to learn the science they need to know to thrive in the modern world. LB...

Re-Embedding Situatedness: The Importance of Power Relations in Learning Theory

Abstract: This paper critically addresses the coherence, reception, and dissemination of "situated learning theory" (Lave and Wenger 1991). Situated learning theory commends a conceptualization of the process of learning that, in offering an alternative to cognitive theories, departs radically from the received body of knowledge on learning in organizations. The paper shows how elements of situated learning theory have been selectively adopted to fertilize or extend the established terrain of organizational learning. In this process, we argue, Lave and Wenger's embryonic appreciation of power relations as media of learning is displaced by a managerial preoccupation with harnessing (reified) "communities of practice" to the fulfillment of (reified) corporate objectives. We illustrate our argument by reference to Orr's (1990, 1996) study of photocopier technicians, which is very widely cited as an example of the "new," situated conceptualization of learning in communities of practice. We commend a revitalization of situated learning theory in which learning practices are understood to be enabled and constrained by their embeddedness in relations of power; and, more specifically, by the unstable institutionalization of power relations within capitalist work organizations.

Taking the load off a learner's mind: Instructional design for complex learning.

Abstract: Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills; and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning may be hampered by the limited processing capacity of the human mind. In this article we present a framework for scaffolding practice and just-in-time information presentation, aiming to control cognitive load effectively. We briefly describe a design model for complex learning consistent with cognitive load theory. Theoretical and practical implications of the presented framework are discussed.

Cognitive-Experiential Self-Theory of Personality

Abstract: Cognitive-experiential self-theory (CEST) is a psychodynamic theory of personality that achieves a high degree of integration through a synthesis of the psychodynamic, emotional unconscious of psychoanalysis, the affect-free unconscious of cognitive science, and principles of learning theory. According to CEST, people operate by two information-processing systems, a predominantly conscious, verbal, rational system and a predominantly preconscious, automatic, experiential, learning system. The two systems operate in parallel by different rules and are interactive. The influence of the experiential system on the rational system can account for everything that the psychoanalytic unconscious can and, unlike the latter, to do so in a manner consistent with evolutionary principles and cognitive science. An extensive research program is described that provides support for many of the assumptions in CEST, including the operating principles of the experiential system and the interaction of the two systems. The implications of the theory are discussed for psychotherapy and psychological research. According to CEST, there are three basic ways in which psychotherapeutic change can occur: by using the rational system to correct the experiential system, by learning directly from emotionally significant experience, and by communicating with the experiential system in its own medium (e.g., fantasy, imagery, metaphor). It is important in research to take into account the two processing systems and their influence on each other, rather than following the more customary procedure of assuming there is a single, unified system. Keywords: basic beliefs; basic needs; cognitive-experiential self-theory; experiential system; intuitive thinking; preconscious; psychotherapy; rational system; unconscious

Entrepreneurial Learning and Critical Reflection Discontinuous Events as Triggers for ‘Higher-level’ Learning

Abstract: The importance of ‘learning events’ has become an emergent theme within theorizing on how entrepreneurs learn. This article builds a deeper understanding of the learning outcomes triggered by signi...

Language learning styles and strategies: an overview

Abstract: In "Language Learning Styles and Strategies," the author synthesizes research from various parts of the world on two key variables affecting language learning: styles, i.e., the general approaches to learning a language; and strategies, the specific behaviors or thoughts learners use to enhance their language learning. These factors influence the student's ability to learn in a particular instructional framework.

Political hazards, experience, and sequential entry strategies: The international expansion of Japanese firms, 1980-1998

Abstract: We find support for the role of experiential learning in the international expansion process by extending the stages model of internationalization to incorporate a sophisticated consideration of temporal and cross-national variation in the credibility of the policy environment. Using a sample of 3857 international expansions of 665 Japanese manufacturing firms, we build on the concepts of uncertainty and experiential learning, to show that firms that had gathered relevant types of international experience were less sensitive to the deterring effect of uncertain policy environments on investment. One implication of our results is that research on international strategy should emphasize understanding the political institutions that constrain or enable political actors, just as entry mode research has done. A second implication is that research in the stages model of internationalization should give the same weight to the policy environment as a source of uncertainty to a firm, as it has given to cultural, social and market institutions. Copyright © 2003 John Wiley & Sons, Ltd.

Learning from others at work: communities of practice and informal learning

Abstract: This paper addresses the question of who is involved in learning in workplaces and the ways in which members of workgroups learn as part of their normal work. It draws on qualitative data from a study of multiple worksites with differentiated work within a large organisation. It examines the value of the notion of communities of practice in conceptualising such workplace learning and suggests that other forms of conceptualisation are also needed.

Blended Learning: How to Integrate Online and Traditional Learning

Abstract: From the Publisher: The buzz phrase of the moment in the world of training is is "blended learning" but... * What exactly is it? * How can it help? * How does it relate to e-learning? * Is it right for your organization? * How can you implement it? These questions and more are answered in this up-to-the-minute guide to the latest trend in training. Essentially, blended learning is a workable solution that allows trainers and staff developers to integrate online learning with a broad range of more traditional learning techniques. Demonstrating how old and new methods of improving staff performance and learning can work seamlessly together to give better results, this book is the ideal guide to creating a new way of training. In her usual practical style Kaye Thorne shows how the concept of blended learning can be applied most effectively to help you take the first steps towards developing a blended training program. Case studies from a wide variety of organizations (from Rolls Royce to small businesses) illustrate what is emerging as the new (post-digital revolution) training of the future.

Learning as Apprentices in the Contemporary UK Workplace: creating and managing expansive and restrictive participation

Abstract: Situated learning theory provides a rich conceptual framework for analysing the processes by which apprentices become (full) participants in a community of practice. This article uses case study evidence from the UK?s Modern Apprenticeship programme to show how this framework can be developed by identifying features of expansive and restrictive participationwhich help distinguish between different approaches to apprenticeship. We suggest that three inter-related themes (participation, personal development and institutional arrangements) underpin an expansive/restrictive continuum. The analysis is used to categorise company approaches to apprenticeship according to their expansive and restrictive characteristics, and to illustrate the variable learning opportunities that are being created for apprentices under the Modern Apprenticeship.

Deep learning and education for sustainability

Abstract: Deep learning is a key strategy by which students extract meaning and understanding from course materials and experiences. Because of the range and interconnectedness of environmental, social and economic issues, and the importance of interdisciplinary thinking and holistic insight, deep learning is particularly relevant in the context of education for sustainability. However, deep learning can be inhibited if the existing interests or backgrounds of students have a strong disciplinary focus. This paper reviews factors that influence deep learning and discusses some ways in which environmental educators can encourage students to use deep learning strategies. Such strategies are seen to be necessary to maximise the benefits from environmental courses and are likely to foster creative interdisciplinary approaches to sustainability beyond the institution.

Organisational Learning: A Critical Review.

Abstract: This paper reviews the conceptual framework of organisational learning, and identifies five focuses of the concept and practices within the existing literature, namely, focus on collectivity of individual learning; process or system; culture or metaphor; knowledge management; and continuous improvement. In line with current industrial contexts, this paper tentatively redefines the concept of organisational learning, incorporating the aspect of radical innovation and creativity. The aim of this paper is to provide a clarified and updated understanding of organisational learning.

The learning paradigm college

Abstract: Dedication. About the Author. Foreword. Preface. Acknowledgments. Part I. A New Paradigm? 1. The Challenge. 2. The Problem of Scale: Why Innovations Don't Transform Colleges. 3. The Instruction Paradigm: Process Before Purpose. 4. The Route to Transformation: The Learning Paradigm, Old and New. Part II. The Foundation: The Learners and the Learning. 5. The Learners. 6. Self-Theories and Academic Motivation. 7. Approaches to Learning. Part III. The Learning Environment of the College. 8. The Whole That Determines the Parts. 9. The Cognitive Economy of the Instruction Paradigm College. Part IV. A Design for Learning. 10. The Cognitive Economy of the Learning Paradigm College. 11. A Learning Paradigm College Promotes Intrinsically Rewarding Goals. 12. A Learning Paradigm College Requires Frequent, Continual, Connected, and Authentic Student Performances. 13. A Learning Paradigm College Provides Consistent, Continual, Interactive Feedback to Students. 14. A Learning Paradigm College Provides a Long Time Horizon for Learning. 15. A Learning Paradigm College Creates Purposeful Communities of Practice. 16. A Learning Paradigm College Aligns All of Its Activities Around the Mission of Producing Student Learning. Part V. Transforming the College. 17. Barriers to Transformation. 18. Scaffolding for Change. 19. The Golden Rule. References. Index.

The interrelationships between informal and formal learning

Abstract: This paper summarises some of the analysis and findings of a project commissioned to investigate the meanings and uses of the terms formal, informal and non-formal learning. Many texts use these terms without any clear definition, or employ conflicting definitions and boundaries. The paper therefore proposes an alternative way of analysing learning situations in terms of attributes of formality and informality. Applying this analysis to a range of learning contexts, one of which is described, suggests that there are significant elements of formal learning in informal situations, and elements of informality in formal situations; the two are inextricably inter-related. The nature of this inter-relationship, the ways it is written about and its impact on learners and others, are closely related to the organisational, social, cultural, economic, historical and political contexts in which the learning takes place. The paper briefly indicates some of the implications of our analysis for theorising learning, and for policy and practice.

Constructing Images of Ourselves? A Critical Investigation into 'Approaches to Learning' Research in Higher Education

Abstract: This article focuses on the surprising lack of critique in the pedagogical literatures of higher education in relation to the use of ideas surrounding deep and surface approaches to learning. The article explores problems with the assumed relationships between 'conceptions of learning', 'perceptions of the learning environment', 'approaches to learning' and 'learning outcomes', and suggests that whilst the model may be successful in creating a generalised description of the 'elite' goals and values of academic culture, it says surprisingly little about the majority of students in a mass system. After exploring research in the area of academic literacies as an alternative approach to understanding student learning, it is suggested that higher education is going to have to find new ways of conceptualising its core values and activities if it is to become truly accessible to the widest possible range of 'lifelong learners'.