共查询到20条相似文献，搜索用时 31 毫秒
1.
Richard E. Snow 《教育心理学家》2013,48(3):151-158
‘'Learner control'’ refers to the proposal that learners will benefit if given more control over the pace or style of instruction they receive. It is often assumed that providing increased learner control will “accommodate”; individual differences. This article argues that such a view is naive. It is argued that research on learner control will benefit from (a) avoidance of reference to panacea, (b) basic work on a detailed taxonomy of the various forms learner control might take, and (c) a substantial review of related research which, while not labelled “learner control,”; has implications for the educational benefits that can be expected from giving learners control of certain aspects of instruction. Research examples are used to explicate these suggestions. It is concluded that no form of individualization of instruction, including learner control, has yet been shown to erase the relevance of prior individual differences to learning from instruction. 相似文献
2.
Charlotte N. Gunawardena Ludmila Ortegano‐Layne Kayleigh Carabajal Casey Frechette Ken Lindemann Barbara Jennings 《Distance Education》2006,27(2):217-232
We discuss the development of an instructional design model, WisCom (Wisdom Communities), based on socio‐constructivist and sociocultural learning philosophies and distance education principles for the development of online wisdom communities, and the application and evaluation of the model in an online graduate course in the USA. The WisCom model aims to facilitate transformational learning by fostering the development of a wisdom community, knowledge innovation, and mentoring and learner support in an online learning environment, based on a “Cycle of Inquiry” module design, and a “Spiral of Inquiry” program design. Extending beyond current instructional design practice, WisCom provides both a new model for teaching that builds upon the inherent capacity of networked communication to support the growth and intellectual development of communities of practice, and a new model of learning where learners engage in the process of scholarly inquiry that supports individual and collective learning. Evaluation and research data support the WisCom model's ability to design a learning community engaged in the collaborative construction of knowledge. 相似文献
3.
Sarah Tauber 《Journal of Jewish Education》2013,79(1):83-86
This articles explores how a group of women in the Former Soviet Union grapple with questions of Jewish identity and Jewish “authenticity” as they participate in adult Jewish learning program that employs methods of feminist pedagogy and transformative learning. The study reflects on areas of dissonance between the transformational learning process and the tenacity of the women's world assumptions that are shaped by background, history, and worldview. While the learning process seems to be prompting these women to seriously and critically reflect on and reframe their self-understanding as learners and as Jews, their limited content-knowledge combined with a tentative sense of personal authority about Jewish life seems to impede their ability to harmonize their learning with a clear sense of what constitutes authentic practice of Judaism. 相似文献
4.
《British Educational Research Journal》2003,29(4):489-503
One of the most significant features of the educational reforms introduced since 1989 has been the emphasis on raising achievement levels. One of the dangers of this emphasis is that teachers and learners become instrumental in their approach to teaching and learning. Research on the creative mediation of policy shows that primary teachers appropriate reforms and adapt them to ensure a high level of learner involvement in learning. This pilot study of three Year 5 and 6 classes focuses on the creative teaching strategies used to maintain learner involvement in the wake of all the reforms of the 1990s. In particular, the study uses learner perspectives as a major part of the data set. The tentative conclusions are that the clarification of learning objectives with the learners and the reconstruction of appropriate creative learning contexts has had an effect in countering learner instrumentalism. These approaches were effective in developing learners' awareness of the learning process and enabled them to articulate perspectives concerning those processes. However, the study did not find much evidence of teachers incorporating these learner perspectives into their curriculum and pedagogic programmes. 相似文献
5.
Julie Brown 《Journal of Further & Higher Education》2017,41(1):60-78
This article presents an overview of the findings of a recently completed study exploring the potentially transformative impact upon learners of recognition of prior informal learning (RPL). The specific transformative dimension being reported is learner identity. In addition to providing a starting point for an evidence base within Scotland, the research findings have the potential to enhance future development within the recognition of prior informal learning area, in particular in higher education institutions (HEIs) and across the sector. A qualitative case study using a constructionist approach is utilised to develop contextual understandings of the learner experience of RPL. The study identifies connections between the RPL process and the development of learner identity. Semi-structured interviews with RPL learners provided rich data. This study asserts that learner identity fluctuates throughout learners’ experiences and therefore the development of learner identity is not linear but nonetheless that identity changes as part of the RPL process. A number of issues ultimately impact upon learner identities, including the role of RPL advisors and RPL mechanisms and processes. This research concludes that RPL has the potential to be transformative for some learners and identifies some areas worthy of further exploration. 相似文献
6.
Flexible pedagogies [Ryan and Tilbury 2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] place learner empowerment at the centre of curriculum development. Learner empowerment requires students to feel that they belong and are active in the learning process. This paper illuminates how, through the adoption of flexible pedagogies, belonging and trust were created in a cohort of 52 international postgraduate students, and the impact that this had on student learning. A qualitative interpretative approach captures students’ perceptions of aspects of curriculum design and delivery that aided their transition, promoted belonging, and empowered them as learners, leading to transformational change. This paper uses Ryan and Tilbury’s Flexible Pedagogies Framework [2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] to exemplify practice and discuss principles for curriculum design. Themes include; learner empowerment, future-facing education, decolonising education, crossing boundaries, transformational capabilities, and social learning. Recommendations highlight the need to challenge institutional constraints, employ creative teaching practices, embed assessment that promotes reflective practice, and create belonging through social learning. 相似文献
7.
Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research. 相似文献
8.
E-learning allows learners individually to learn “anywhere, anytime” and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to increase the results of the learning process. In addition, providing the same learning content to all the learners may lead to a reduction in the learner's performance. Hence, there is a need to classify the learners based on their performance and knowledge level. Learner profiles play an important role in making the e-learning environment adaptive. Providing an adaptive learning environment, catering to the changing needs and behavior of the learner can be achieved by evolving dynamic learner profiles. Navigation logs can be used to analyze learners’ behavior over a period of time. In this work, we propose dynamic learner profiling to cater to changing learner behaviors, styles, goals, preferences, performances, knowledge level, learner's state, content difficulty, and feedbacks. Based on the continuous observation of learner preferences and requirements, the learner profile is dynamically updated. Furthermore, we propose an automatic learner classification to construct the learner profile and identify the complexity level of learning content, using the Bayesian belief network and decision tree techniques. We evaluated our system with two traditional adaptive e-learning systems, using static profiles and behavioral aspects, through our performance evaluation method of different learner types. In addition, we compared the actual learners’ data with the system generated results for various types of learners, and showed the increased interest in their learning outcomes. 相似文献
9.
Kendra R. Brewster 《Equity & Excellence in Education》2013,46(3-4):347-361
Critical service learning requires that students grapple with power even as they negotiate with discourses that frame service as transformative for others, without the reciprocal effect of service learners being transformed. To highlight microprocesses in power, this article uses figured worlds to explore the positional identities of service learners based on how participants viewed their experience, perceived the service site, and understood others’ structural and biographical contexts. Three positional identities emerged from this inquiry: (1) service learner as role model, (2) service learner as future professional, and (3) service learner as beneficiary. Each successive positional identity demonstrated more critical and relational content. Positional identities that emphasized the service learner as a transformative agent featured more acriticality and less relationality than those that positioned the service learner as having been transformed. However, neither position explicitly addressed race, class, or other dimensions used to distribute power. This article illustrates the value that examining small moments of positioning might offer service learners and instructors as a reference point for their own criticality. 相似文献
10.
新时代,社会对人才的关注点逐渐转向获取终身技能、培养有效学习者。英国开放大学系列《创新教学报告》着重对有效学习者关键技能培养做出说明。运用分析法,从主体、社交、技术、问题、学习/创新等方面对有效学习者培养进行梳理解读,分析创新教学法对有效学习者关键技能培养途径在于:课程设置、学习方式、管理机制、教学评价四个方面,并分析《创新教学报告》对我国未来教育变革的启示,以期推动我国教育教学,促进有效学习者培养,提升关键技能。 相似文献
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12.
This article provides a case study of the development of the Open Learning Systems Education Trust's “English in Action” programme in South Africa from 1993 to the end of 2004. It describes the programme's development from a model focused on enhancing learner involvement and learner gains to a model of distance education and open learning focused on promoting teacher and learner gains through school, classroom, and teacher support, and through in‐service teacher training. It documents the expansion of schools, teachers, and learners involved in the programme over a 12‐year period. It also points out the implications and limitations of the use of radio to enhance teacher and learner involvement in open learning, in terms of the renewed interest in radio learning which has taken place over recent years in developing countries, as well as more broadly internationally. 相似文献
13.
Rebecca Dahm 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):521-543
One way to foster active social inclusion is to enable students to develop a positive attitude to “foreignness”. Creating a situation where mainstream students are less wary of foreign languages and cultures, and where newcomers feel their linguistic background is being valued, provides favourable conditions for the inclusion of these newcomers in the classroom and in society. However, language classrooms in French schools rarely take any previously acquired linguistic knowledge into account, thus unconsciously contributing to the rift between multilingual learners (e.g. 1st- and 2nd-generation immigrant children, refugees, children of parents with different mother tongues) and French learners. Native French learners’ first experience of learning another language is usually when English is added as a subject to their curriculum in primary school. In some schools in France, English lessons now include the simulation of multilingual situations, designed in particular for the French “quasi-monolingual” students to lose their fear of unknown languages and “foreignness” in general. But the overall aim is to help both groups of learners become aware of the positive impact of multilingualism on cognitive abilities. However, to achieve long-term effects, this awareness-raising needs to be accompanied by maximum engagement on the part of the students. This article explores an instructional strategy termed Pluralistic Approaches based upon Unknown Languages (PAUL), which was designed to develop learning strategies of quasi-monolingual students in particular and to increase learner engagement more generally. The results of a small-scale PAUL study discussed by the author seem to confirm an increase in learner engagement leading to an enhancement of learning outcomes. Moreover, PAUL seems indeed suitable for helping to prepare the ground for social inclusion. 相似文献
14.
Matthias Barth Daniel J. Lang Philip Luthardt Ulli Vilsmaier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(6):811-828
In 2015, the German Federal Ministry of Education and Research (BMBF) announced that the Science Year 2015 would focus on the “City of the Future”. It called for innovative projects from cities and communities in Germany dedicated to exploring future options and scenarios for sustainable development. Among the successful respondents was the city of Lüneburg, located in the north of Germany, which was awarded funding to establish a community learning project to envision a sustainable future (“City of the Future Lüneburg 2030+”). What made Lüneburg’s approach unique was that the city itself initiated the project and invited a broad range of stakeholders to participate in a community learning process for sustainable development. The authors of this article use the project as a blueprint for sustainable city development. Presenting a reflexive case study, they report on the process and outcomes of the project and investigate community learning processes amongst different stakeholders as an opportunity for transformative social learning. They discuss outputs and outcomes (intended as well as unintended) in relation to the specific starting points of the project to provide a context-sensitive yet rich narrative of the case and to overcome typical criticisms of case studies in the field. 相似文献
15.
《Journal of Further & Higher Education》2012,36(10):1391-1403
ABSTRACTThe article demonstrates a successful approach to providing Youth and Community Work students in higher education (HE) with a learning experience that embraces the transformative agenda of their chosen profession. It adds to our understanding of the opportunities and limitations in crafting a learning environment and embedding a discursive pedagogy that draws on the creativity of both the lecturer and students. Exploring different iterations of reflective sessions, it highlights how creative approaches can help students overcome barriers to their engagement with a particularly complex concept, namely, the transformational capacity of ‘professional love’ within Youth and Community Work practice. The evaluation of these sessions generates broadly positive results, suggesting that creative methods are appropriate for addressing complex issues in the HE classroom. However, it also details how this approach proved profoundly upsetting for some participants, suggesting it should not be seen as a one-size-fits-all solution to overcoming barriers in teaching and learning. 相似文献
16.
Shengli Dong Linda Miles Neil Abell Jadelyn Martinez 《International journal for the advancement of counseling》2018,40(4):469-480
Professional identity development (PID), which involves transformational learning, is crucial for counselors and trainees. However most current training approaches focus more on specific tasks related to PID without focusing on the transformational learning aspect. Mindfulness is an important component for transformational learning; however, limited effort has been focused on its likely impact on PID. This conceptual article describes the need for integrating mindfulness into PID, and explains applications of mindfulness practices in assisting counselors to enhance development of a professional identity in the course of completing transformational tasks through a transformative learning process. Recommendations for future practice and research are included. 相似文献
17.
Fatima Ezzahraa Louhab Ayoub Bahnasse Mohamed Talea 《Education and Information Technologies》2018,23(6):2607-2632
Today, the mobile technologies and Information and Communication Technology development opened the door on new methods and pedagogies of learning. We are talking here about the mobile learning and the flipped classroom approaches. The flipped classroom means that the activities that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. The mobile learning and as its name suggests is done in a mobile and changeable environment by mobile learners. Therefore, the context notion plays a significant role in this type of learning. Hence, the usefulness of the context-aware mobile learning systems. These systems take into account the different context dimensions to offer to the learners an adapted learning according to their situations. The approach proposed in this paper called Smart Enhanced Context-Aware for Flipped Mobile Learning “SECA-FML” aims to provide learners with an adapted course content format based on their context by taking into account the different context dimensions and especially the mobile device context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. To validate our contribution, we have developed an Android mobile application. This application has been made available to learners to try and exploit it. At the end of the experimentation phase, the learner is asked to complete a questionnaire. Based on this questionnaire, we measured the reliability and effectiveness of our contribution, as well as the satisfaction of the learners towards the latter. The evaluation results showed that the use of the context dimensions and specifically the device context in adaptive mobile learning is more beneficial for learners especially in the flipped classroom. 相似文献
18.
Koen Veermans Ton de Jong Wouter R. van Joolingen 《Interactive Learning Environments》2013,21(3):229-255
Providing learners with computer-generated feedback on their learning process in simulation-based discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for discovery learning based on an “opportunistic” learning model that takes the current hypothesis of the learner and the experiments performed to test this hypothesis as input. The method was applied in a simulation–based learning environment in the physics domain of collisions. Additionally, the method was compared to an environment in which subjects received predefined feedback on their hypotheses, not taking the experimentation behavior into account. Results showed that overall both groups did not differ on knowledge acquired. A further analysis indicated that, in their learning processes, the learners in the experimental condition built upon their intuitive knowledge base, whereas the learners in the control condition built upon their conceptual knowledge base. In addition, measures of the learning process showed that the subjects in the experimental condition adopted a more inquiry-based learning strategy compared to the subjects in the control condition. We concluded, therefore, that providing learners with adaptive feedback had a different and beneficial effect on the learning process compared to more traditional predefined feedback. 相似文献
19.
In recent years information technology has been integrated into education to produce a series of trends, beginning with “electronic learning” (e-learning), through “mobile learning” (m-learning) and finally to “ubiquitous learning” (u-learning), which aims to improve learner motivation through overcoming the conventional limitations of time and location. U-learning practices are still being developed, and learners frequently experience difficulty focusing on learning objectives, and effective learning strategy tools are still lacking. This study reports the design of a context-aware astronomy learning system. The system integrates several technologies, including radio frequency identification, wireless communication networks, handheld mobile devices, and databases to help students learn astronomical concepts. Two content modules were developed in the context of natural science education for fifth-grade elementary school students in Taiwan. Indicators of user experience with the system were collected for further phenomenographic analysis, based on four perspectives of the Unified Theory of Acceptance and Use of Technology model to assess learner willingness to use this novel u-learning approach. Results show that ease-of-use and the availability of immediate operational or technical support are key factors in increasing learning motivation and performance. 相似文献
20.
The Whole–Part–Whole (WPW) Learning Model goes beyond the present holistic, behavioristic, wholepart, and part–whole learning models. The WPW Learning Model purports that there is a natural whole–part–whole rhythm to learning. Through the “first Whole,” the Model introduces new content to learners by forming in their minds the organizational framework required to effectively and efficiently absorb the forthcoming concepts into their repertoire of expertise. The supporting expertise and component behaviors are then developed in the classical behavioristic style of instruction found in the “Parts” aspect of the WPW Learning Model. After learners have successfully achieved the performance criteria for the individual “Parts,” or components within the whole, the instructor links these parts together, thus forming the “second Whole.” The whole–part–whole learning experience provides the learner with the complete understanding of the content at various levels of performance and allows for higher order development. The WPW Learning Model can be considered systematic on several counts. One is that the model can be utilized from initial program design to real–time (just in time) instructional adjustments during a live presentation. 相似文献