Bringing the Generations Together: Support from Learning Theory

2005 ◽  
Vol 2 (2) ◽  
pp. 319-333 ◽  
Author(s):  
Holly Catterton Allen
Keyword(s):  
Learning Theory ◽  
Situated Learning ◽  
Spiritual Development ◽  
Empirical Support ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Situated Learning Theory ◽  
Christian Community ◽  
Learning Principles ◽  
Basic Learning

In addition to briefly examining biblical and empirical support for intentional intergenerationl ministry, Dr. Allen [the article?] primarily addresses the question: Why might intergenerational Christian experiences contribute significantly to faith and spiritual development? She integrates concepts from situated learning theory [e.g., fully participating with more experienced practitioners] with some of Vygotsaky's sociocultural ideas [e.g., learning in complex, authentic environments, zone of proximal development] to forge a learning macrotheory that explicates the basic learning principles at work in intergenerational Christian community. Dr. Allen also offers practical ideas for those who desire to cultivate a more intergenerational outlook as well as some specific ways to bring the generations together.

Instructional Design in Serious Game for Learning Based on Inquiry and Situated Learning Theory

2015 ◽  
Vol 21 (12) ◽  
pp. 3667-3671 ◽  
Author(s):  
Ririn Dwi Agustin ◽  
Ayu Purwarianti ◽  
Kridanto Surendro ◽  
Iping Supriana Suwardi
Keyword(s):  
Instructional Design ◽  
Learning Theory ◽  
Situated Learning ◽  
Serious Game ◽  
Situated Learning Theory

scholarly journals A Practice in a Research Methodology Class

2019 ◽  
Vol 15 (3) ◽  
pp. 45
Author(s):  
Sian Hoon Teoh ◽  
Parmjit Singh A/l Aperar Singh
Keyword(s):  
Action Research ◽  
Learning Theory ◽  
Learning Process ◽  
Research Methodology ◽  
Zone Of Proximal Development ◽  
Classroom Discussion ◽  
Proximal Development ◽  
Constructivist Learning Theory ◽  
Context Of Learning ◽  
Difficult Subject

There are challenges in teaching research methodology as highlighted by many researchers. Among the challenges are strategies for putting material in context. For achieving this purpose, students’ engagement in the learning process needs to be re-looked. This paper shares a practice in engaging students in a research methodology class. The practice aims to assist active learning among the students as informed by the constructivist learning theory. Specifically, a teaching philosophy focuses in applying The Zone of Proximal Development (ZPD) is highlighted. An action research was conducted to investigate how the students learn a topic of research methodology within the practice of ZPD. The action research aims to bridge the gap between research and the practice of putting material in the context of learning. The findings of this study showed that students found research methodology a difficult subject, but they experienced good discussion and engaged themselves in the classroom discussion. The discussion assists them in recalling and memorising as well as creating more examples for the context of learning. Nevertheless, they need more meaningful materials to support their learning.

How being female impacts learning and career growth in advertising creative departments

2015 ◽  
Vol 37 (1) ◽  
pp. 122-140 ◽  
Author(s):  
Kasey Windels ◽  
Karen L. Mallia
Keyword(s):  
Community Of Practice ◽  
Learning Theory ◽  
Situated Learning ◽  
Creative Industries ◽  
Situated Learning Theory ◽  
Work Identity ◽  
Content Type ◽  
Career Trajectories ◽  
Positive Identity ◽  
And Gender

Purpose – In the male-dominant creative industries, do men and women have access to the same resources for career learning and development? The purpose of this paper is to examine women’s perspectives of their career trajectories in advertising creative departments. Design/methodology/approach – Situated learning theory views learning as produced through interaction with and increasing participation in a community of practice. Interviews were conducted with 19 female creatives to examine two research questions: first, how do women develop identities as creative practitioners within the male dominated advertising creative department? and second, how are women’s learning trajectories influenced by their gender? Findings – Gendered expectations affected the type of work women were supposed to produce, their ability to sell work, and the types of assignments they received. Women lacked legitimacy and experienced difficulties developing an identity as a master practitioner. They instead emphasized parts of their identity unrelated to the profession. Research limitations/implications – Women were unable to develop identities as full members of the community of practice. The identity formed in conjunction with work was that of a person with lesser talents, fewer opportunities, and less valued contributions, causing them to exit the field or seek positive identity from places other than work. Originality/value – This study was the first study that the authors are aware of to examine empirically the relationship between situated learning theory and gender. It provided evidence from women’s perspectives that gender restricted access to material for forming a positive work-identity, which impeded learning as women realized and accepted they were on a different trajectory than similarly-situated males.

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