Designing a powerful learning environment to promote durable conceptual change

2013 ◽  
Vol 68 ◽  
pp. 482-494 ◽  
Author(s):  
Hüseyin Küçüközer
Keyword(s):  
Learning Environment ◽  
Conceptual Change ◽  
Powerful Learning

Nurturing gerontology students’ intrinsic motivation to cocreate: The design of a powerful learning environment

2017 ◽  
Vol 40 (4) ◽  
pp. 432-441
Author(s):  
Jan S Jukema ◽  
Mieke Veerman ◽  
Jacqueline Van Alphen ◽  
Geraldine Visser ◽  
Carolien Smits ◽  
...  
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Powerful Learning

scholarly journals FIFTH GRADE STUDENTS ENGAGED IN A COOPERATIVE LEARNING ENVIRONMENT: EVALUATING THEIR ABILITY TO DETERMINE THE STATUS OF THEIR OWN CONCEPTIONS ABOUT MATTER

COSMOS ◽  
2013 ◽  
Vol 08 (02) ◽  
pp. 167-185 ◽  
Author(s):  
DONNA M. LEWIS ◽  
DAVID F. TREAGUST ◽  
A. L. CHANDRASEGARAN
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Conceptual Change ◽  
Diagnostic Test ◽  
Fifth Grade ◽  
Change Model ◽  
Fifth Grade Students ◽  
The Status ◽  
Post Test ◽  
Conceptual Change Model

This study integrated cooperative learning methods in classroom instruction to investigate the effects on achievement and conceptual change in matter concepts involving 70 fifth grade students after 10 weeks of instruction. Data obtained from the administration of two achievement tests indicated that there were significant differences between the pre-test and post-test mean scores on the Matter Unit Test as well as on the Matter Diagnostic Test. Since the notion of status is fundamental to the Conceptual Change Model (Posner, Hewson, Strike & Gertzog, 1982) this study also investigated the students' ability to determine the status of their own conceptions. Analysis of the students' use of written descriptors provided varied evidence of their ability to use technical language (intelligible, plausible, or fruitful) and effectively determine the status of their own conceptions.

Pros and Cons of Digital Textbooks Technology

2015 ◽  
pp. 227-247
Keyword(s):  
Learning Environment ◽  
Group Development ◽  
Learning Tool ◽  
Multimodal Texts ◽  
Digital Textbook ◽  
Digital Textbooks ◽  
Powerful Learning ◽  
Pros And Cons ◽  
Better Than

Students do not necessarily enjoy using textbooks. One of the main reasons is that multimodal texts are harder to process by brain patterns. Digital textbooks technology aims to reduce this pitfall, offering multimedia feedback and interactivity as the main features of the powerful learning environment. There are two ways: a) using and developing the digital textbook as a pedagogical resource and b) using and developing digital textbook as a learning tool. The first way offers speed of finding, purchasing, downloading, as well as digital reading. The second way adds the power of assembling digital content through representation in a person's own manner as well as group development of content. Educational outcomes in a digital textbook learning environment are better than in scholastic models. This chapter presents pros and cons of the digital textbook technology in concept of postmodernism philosophy. The role of the digital textbook technology for learning is proved.

Digital Textbook in Personal Learning Portfolios

2014 ◽  
pp. 685-699 ◽  
Author(s):  
Elena Railean
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Cognitive Activity ◽  
Design Approach ◽  
Learning Design ◽  
Pedagogical Innovation ◽  
Personal Learning ◽  
Powerful Learning ◽  
Core Concepts ◽  
Learning Portfolios

This chapter investigates a case of interdisciplinary pedagogical innovation for sustainability: digital textbooks in personal learning portfolios. In particular, its aim to provide a mean by which the metasystems learning design approach can be applied in sustainable development of user engaged in a powerful learning environment. Indeed, it is suggested that learning is a complex process within the learning environment and is composed of information/communication, cognitive activity and environmental assessment. The analysis of learning requires a complex investigation of the educational system based on understanding the inputs, outputs and process charactersitics and theirs trends. These can be done on the basis of interdisciplinary pedagogical innovation for sustainability. Such innovation could be achieved if learning outcomes will be designed according to core crossprinciples and their norms of application. The chapter is motivated by the fact that Google Drive provides a useful service for the metasystems learning design approach, allowing to store, personalise, peer review and access files anywhere. These results highlight how both core concepts and metasystems learning design principles need to be considered in tandem in order to create a powerful learning environment that will guarantee the learning outcomes.

Transfer as the Productive Use of Acquired Knowledge, Skills, and Motivations

2003 ◽  
Vol 12 (4) ◽  
pp. 142-146 ◽  
Author(s):  
Erik De Corte
Keyword(s):  
Learning Environment ◽  
Intervention Study ◽  
Recent Literature ◽  
Transfer Effects ◽  
Learning Tasks ◽  
Powerful Learning

Historically, the notion of transfer has been very controversial, conceptually as well as empirically. Therefore, there is an obvious need for further inquiry aimed at a better understanding of the processes underlying transfer. Taking into account the recent literature, this article defines transfer as the broad, productive, and supported use of acquired knowledge, skills, and motivations in new contexts and learning tasks. As an illustration, an intervention study is briefly discussed. This study shows the possibility of designing a powerful learning environment that yields transfer effects in accordance with this reconceptualized perspective on transfer.

scholarly journals Powerful Learning Environments: A Guide to Designing Innovation Labs

2018 ◽  
Vol 2 (1) ◽  
pp. 1-19
Author(s):  
Ineke Miltenburg ◽  
Ron Weerheijm
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Authentic Learning ◽  
Community Of Learners ◽  
Honors Program ◽  
Qualified Teachers ◽  
Powerful Learning ◽  
Competence Profile ◽  
High Standards ◽  
Do So

The RUAS Honors Program aims to encourage students to develop into excellent professionals. To do so, RUAS has developed a competence profile entitled Learning to Innovate. This profile serves as a guide for designing a teaching approach which enables students to actively develop into such professionals. There are five crucial characteristics for designing learning environments which challenge students to master the said competence profile: a multidisciplinary issue drawn from actual practice; an authentic learning environment; professional excellence as both the aim and basis for assessment; qualified teachers setting high standards for their students; and working and learning in a Community of Learners made up of all those involved. In this paper, we first explain the essence of an Innovation Lab or I-lab. We then present some additional considerations and various different approaches to designing a powerful learning environment like the I-Lab.

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