The Proposal — Anticipation and Participation: A Conceptual Framework for Innovative Learning Processes

1979 ◽  
pp. 17-44
Author(s):  
JAMES W. BOTKIN ◽  
MAHDI ELMANDJRA ◽  
MIRCEA MALITZA
Keyword(s):  
Conceptual Framework ◽  
Learning Processes ◽  
Innovative Learning

THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL

2021 ◽  
Vol 10 (1) ◽  
pp. 56-67
Author(s):  
SANDA VEREŞ ◽  
ADRIAN-DANIEL MUNTEAN
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Learning Processes ◽  
High Time ◽  
Instructional Model ◽  
International Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Teaching Paradigm

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.

scholarly journals Learning Entrepreneurs: Learning and Innovation in Small Companies

2003 ◽  
Vol 2 (1) ◽  
pp. 90-106 ◽  
Author(s):  
Patricia M. Gielen ◽  
Aimée Hoeve ◽  
Loek F.M. Nieuwenhuis
Keyword(s):  
Informal Learning ◽  
Learning Processes ◽  
Small Companies ◽  
Research Projects ◽  
Learning Skills ◽  
The Core ◽  
Economic Survival ◽  
Innovative Learning ◽  
The Core Competence ◽  
Innovative Capacity

This article concerns agricultural entrepreneurs involved in organising their learning so as to develop innovative and learning enterprises. In hi-tech sectors, such as Dutch agriculture, this learning and innovative capacity is particularly essential for economic survival. Reviewing the literature, we conclude that innovation can be seen as informal learning processes, in which social networks play an important role. Workers learn by sharing knowledge in the working team and employers learn by creating networks of colleagues and advisers. The results of two research projects suggest that interactive learning and innovation should be analysed from a perspective of uncertainty. Learning skills for interactive innovation, as part of the entrepreneurial craft, should comprise the capability of selecting impulses and combining newly selected impulses with existing skills and routines. Paradoxically, they need new impulses from weak, unknown networks to be continuously innovative. Innovative learning involves balancing the chaos of uncertainty with the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship.

scholarly journals Developing the Transformative Capacity of Social Innovation through Learning: A Conceptual Framework and Research Agenda for the Roles of Network Leadership

2019 ◽  
Vol 11 (5) ◽  
pp. 1304 ◽  
Author(s):  
Tim Strasser ◽  
Joop de Kraker ◽  
René Kemp
Keyword(s):  
Conceptual Framework ◽  
Research Agenda ◽  
Social Innovation ◽  
Learning Processes ◽  
Three Dimensions ◽  
Practical Relevance ◽  
Transformative Change ◽  
Transformative Capacity ◽  
Research Gap ◽  
Definition Of

Learning processes play a crucial role in the development of the transformative capacity of social innovation actors. This article builds on the recently developed Transformative Social Innovation (TSI) theory to propose a conceptual framework and research agenda for understanding and investigating the roles and limits of network leadership in supporting learning processes that serve to develop the transformative capacity of social innovation. This focus on network leadership is underdeveloped so far in TSI theory. Addressing this research gap also serves to increase the practical relevance of TSI theory to practitioners engaged in network leadership. After presenting a synopsis of TSI theory, we present an overview of the elements of the conceptual framework, which are successively specified throughout the article. First, transformative change is conceptualized, involving three institutional dimensions: depth, width and length. Based on this, a definition of transformative capacity is proposed that addresses change across these three dimensions. We then describe how various types of learning processes can contribute to the development of transformative capacity. Next, we outline the roles of network leadership in supporting these learning processes across various network levels. We conclude with a research agenda for empirically investigating these roles of network leaders as agents for advancing transformative changes for sustainability.

scholarly journals PKM PENDAMPINGAN PENGEMBANGAN ALAT PERAGA MEKANIKA APLIKATIF BAGI GURU IPA

2020 ◽  
Vol 4 (1) ◽  
pp. 570
Author(s):  
Islahudin Islahudin ◽  
Saiful Prayogi ◽  
Haifaturrahmah Haifaturrahmah
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Science Teachers ◽  
Science Learning ◽  
Learning Processes ◽  
Process Skills ◽  
Optimal Learning ◽  
Science Process Skills ◽  
Innovative Learning

ABSTRAKKegiatan pengabdian kepada masyarakat (PKM) ini bertujuan melaksanakan pendampingan pengembangan alat peraga mekanik aplikatif bagi guru IPA. Sebagai pendukung alat peraga yang dikembangkan, dalam kegiatan PKM ini juga dilakukan pendampingan pengembangan lembar kerja peserta didik (LKPD) berbasis keterampilan proses sains. Mitra kegiatan PKM, yaitu Madrasah Aliyah NW Sepit, Kecamatan Keruak, Kabupaten Lombok Timur, dan anggota kelompok guru mitra yang terlibat sebanyak 12 guru IPA pada rumpun mata pelajaran fisika, biologi, dan kimia. Metode pelaksanaan PKM melalui kegiatan pelatihan dan pendampingan yang dirinci menjadi empat tahap, mulai dari persiapan, pelatihan dan pendampingan, konsultasi dan presentasi produk hasil pendampingan, sampai dengan implementasi produk hasil pendampingan ke peserta didik pada pembelajaran IPA. Hasil kegiatan PKM secara umum, yaitu guru IPA sebagai kelompok mitra telah memiliki kompetensi dalam mengembangkan alat peraga mekanik aplikatif dan LKPD berbasis keterampilan proses sains sebagai pendukung implementasi alat peraga ke peserta didik. Produk alat peraga aplikatif yang dikembangkan guru menjadi fondasi pembelajaran inovatif guru IPA dalam menciptakan proses pembelajaran yang atraktif dan menarik untuk mencapai hasil belajar yang lebih optimal. Hasil kegiatan PKM ini dapat menjadi referensi pelaksanaan kegiatan PKM serupa untuk dapat dilaksanakan pada kelompok guru IPA di kabupaten lain sebagai kegiatan suplemen bagi guru dalam meningkatkan kualitas proses pembelajaran IPA di kelas. Kata kunci: Alat peraga; kelompok guru IPA; lembar kerja peserta didik; mekanika aplikatif. ABSTRACTThis community service (PKM) activity aims to assist in the development of applicative mechanical props for science teachers. As a support for the props that were developed, in this activity there was also assistance in the development of student worksheets (LKPD) based on science process skills. PKM activity partners, namely Madrasah Aliyah NW Sepit, kecamatan Keruak, kabupaten Lombok Timur, and members of the group of partner teachers involved were 12 science teachers in a group of physics, biology, and chemistry subjects. The methods of implementing PKM through training and mentoring activities are carried out in four stages, starting from preparation, training and assistance, consultation and presentation of mentored products, to implementation of mentoring products to students in science learning. The result of PKM activities is that science teachers as a partner group have been competent in developing applicative mechanical props and LKPD based on science process skills as a support for the implementation of props to the students. The applicative props product developed by the teacher becomes the foundation of innovative learning of science teachers in creating attractive learning processes to achieve optimal learning outcomes. The results of these PKM activities can be a reference for the implementation of similar PKM activities to be carried out in groups of science teachers in other districts as a supplementary activity for teachers in improving the quality of the science learning process in the classroom. Keywords: Applicative mechanical props; student worksheets; science teachers group

scholarly journals Theoretical and methodological design of a Didactic Model to enhance the teaching and learning processes of Mathematics at Instituto Tecnológico Superior de Poza Rica

2019 ◽  
pp. 1-7
Author(s):  
Israel Crecencio Mazarío-Triana ◽  
Demian Reyes-Andrade ◽  
María Teresa Loya-Escalante ◽  
Maritza Hernández-Hernández
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
21St Century ◽  
Differential Calculus ◽  
Teaching And Learning ◽  
Training And Development ◽  
Learning Processes ◽  
Research Projects ◽  
Educational Model ◽  
Integral Calculus

Higher Education Technological Centers through their Educational Model for the 21st century: Training and development of professional skills promote teachers to develop research projects in a way that allows them to improve the teaching process and thus contribute to the integral training of future professionals with knowledge, skills, abilities, attitudes and values that allow him to continue learning throughout his life. To achieve such purposes, a group of professors elaborated a research project in the area of Mathematics, assuming essentially the conceptual framework provided by Vygotsky's Cultural Historical Approach and the work of other authors with similar reference. The objective of this paper is to develop the conceptual and methodological bases of a Didactic Model that allows to direct in a scientific way the teaching and learning processes of Mathematics, according to the conditions of subjects such as Differential Calculus and Integral Calculus, as well as the environment which is presented in the institutions of the National Technological System, specifically in the Instituto Tecnológico Superior de Poza Rica, Veracruz state, Mexico.

scholarly journals HOW IS LANGUAGE LEARNING AND APPRECIATION OF INDONESIAN LITERATURE USING CREATIVE AND INNOVATIVE MODELS?

2019 ◽  
Author(s):  
Nia Oktaviani
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Learning Models ◽  
The World ◽  
High Knowledge ◽  
Innovative Learning

In the world of education teachers must create creative and innovative learning models,so that students are enthusiastic in the learning process. Creative and innovative learning willproduce a generation that is intelligent, insightful and has high knowledge. At this time a varietyof models and innovations are used by teachers in learning Indonesian. In learning Indonesian asa teacher facing problems and learning processes, especially in the cognitive aspects, namely thelack of understanding of teachers in teaching (Sukma, 2019). One of the subjects that is currentlyreceiving much attention is Indonesian. Indonesian subjects who are serious about succeeding inbecoming the national exam so that schools give more priority to Indonesian subjects. For thisreason, teachers must use attractive learning models in learning Indonesian. In addition, the useof various learning models can increase students' understanding in learning, (Sukma, 2018).

scholarly journals Towards a revised theory of collective learning processes: Argumentation, narrative and the making of the social bond

2018 ◽  
Vol 23 (2) ◽  
pp. 200-218 ◽  
Author(s):  
Bernhard Forchtner ◽  
Marcos Engelken Jorge ◽  
Klaus Eder
Keyword(s):  
Conceptual Framework ◽  
Collective Learning ◽  
Learning Processes ◽  
Social Bond ◽  
The Social

Societies change; and sociology has, since its inception, described and evaluated these changes. This article proposes a revised theory of collective learning processes, a conceptual framework which addresses ways in which people make sense of and cope with change. Drawing on Habermas’ classic proposal, but shifting the focus from argumentation towards storytelling, it explains how certain articulations allow for collective learning processes (imagining more inclusive orders), while others block learning processes (imagining more exclusive orders). More specifically, the article points to narrative genres (romance, tragedy, comedy and irony) which organize feelings and shape the social bond, proposing that ironic and tragic stories have the potential to trigger collective learning processes, while romantic and comic stories tend to block them.

Interorganizational learning systems

1999 ◽  
Vol 18 (1) ◽  
pp. 23-33
Author(s):  
Anne-Mette Hjalager
Keyword(s):  
Social Networks ◽  
Conceptual Framework ◽  
Learning Processes ◽  
Service Industries ◽  
Learning Systems ◽  
Learning Technology ◽  
Interorganizational Learning ◽  
Organizational Environments ◽  
Systems Learning ◽  
Industry Structures

The occurrence of organizational and interorganizational learning processes is not only the result of management endeavors. Industry structures and market related issues have substantial spill-over effects. The article reviews literature, and it establishes a learning model in which elements from organizational environments are included into a systematic conceptual framework. The model allows four types of learning to be identified: P-learning (professional/craft systems learning), T-learning (technology embedded learning), D-learning (dualistic learning systems, where part of the labor force is exclude from learning), and S-learning (learning in social networks or clans). The situation related to service industries illustrates the typology.

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