Neurobiology of Navigation and Learning: Fourth Dimension Cartography

2018 ◽  
Vol 7 (3.19) ◽  
pp. 63
Author(s):  
Agustín Sepúlveda-Sariego ◽  
Sandra Meza-Fernández
Keyword(s):  
Social Learning ◽  
Present Article ◽  
Physical Space ◽  
Learning Theories ◽  
Fourth Dimension ◽  
Self Directed Learning ◽  
Four Dimensions ◽  
The World ◽  
Directed Learning ◽  
New Perspective

The present article sheds light on new representations of learning. The proposition deals with a representation of learning in four dimensions, in which the highlight is on the navigation across space as a new perspective on the phenomenon of learning. This perspective allows for some aspects of the phenomenon and attempts to show experimental proposals on the matter. Three of the dimensions are based on learning theories: Vigotsky’s Meaningful learning; Piaget’s self-directed learning through discovery; and Vigotsky’s Social Learning. A fourth dimension would be the physical space itself. Animals navigate in different ways through the world. Navigation: the process of being in this world is the basis of learning.  

A New Perspective on Competencies for Self-Directed Learning

2002 ◽  
Vol 41 (1) ◽  
pp. 25-31
Author(s):  
Chris Patterson ◽  
Dauna Crooks ◽  
Ola Lunyk-Child
Keyword(s):  
Self Directed Learning ◽  
Directed Learning ◽  
New Perspective

A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

2022 ◽  
pp. 163-172
Author(s):  
Maria Paradiso-Testa
Keyword(s):  
Seventh Century ◽  
Learning Theories ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Art And Science ◽  
Factors Affecting ◽  
Directed Learning ◽  
The Many ◽  
Emergent Theory ◽  
Reflective Essay

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.

Knowledge in the Shrinking Commons

2016 ◽  
pp. 358-379
Author(s):  
Luke Bassuener
Keyword(s):  
Open Access ◽  
Physical Space ◽  
Economic Environment ◽  
Market Forces ◽  
Self Directed Learning ◽  
The Public ◽  
The Face ◽  
Directed Learning ◽  
Market Driven

Libraries and Open Access function in a variety of ways to make information freely available to the public, but the current era of market-driven globalization has reshaped the economic environment, and threatens to undermine their principle mission. The defining characteristic of this threat is the treatment of knowledge as a commodity. The idea of open access and the institution of the library exist as sources of self-directed learning and as representatives of the shrinking commons in the face of encroaching market forces. Libraries face challenges of relevance in regard to technology, budgets, privatization, and physical space. Open Access must find ways to define itself coherently—as publishers, researchers, libraries and businesses all try to manipulate the concept to fit their needs. This chapter looks at the shared obstacles and objectives of libraries and the open access movement, and analyzes some of the efforts being made to address current challenges and work toward a future of collaboration and continued relevance.

Insuring Self-Direction and Flexibility in Distance Learning for Adults

2011 ◽  
pp. 322-336
Author(s):  
Mary C. Ware
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Adult Learning Theories ◽  
Directed Learning ◽  
Learning Flexibility ◽  
On Line ◽  
Contract Learning ◽  
On Line Learning

Distance learning via the internet has become the key to reaching adult learners globally. Adult learners have been shown to benefit from such qualities as: provisions for self-directed learning, flexibility, and frequent communication with the instructor in order to achieve success. Contract learning and contract grading are two innovations popularized during the “individualized instruction” movement of the 1970s which are being used to assist instructors of twenty-first century on-line learning courses in providing for self-direction, flexibility and frequent communication. The chapter which follows will provide an overview of contract learning and contract grading as it can be used with adult learners in distance learning courses (e.g., courses supported by WebCT, Blackboard). The chapter will examine adult learning theories which support contract learning/grading as well as provide information on designing learning contracts and grading contracts which are appropriate for adult learners.

scholarly journals Learning by Creating: Making Games in a Political Science Course

2020 ◽  
pp. 1-5
Author(s):  
Sangbum Shin
Keyword(s):  
International Relations ◽  
Political Science ◽  
Personal Interview ◽  
Self Directed Learning ◽  
Student Surveys ◽  
The World ◽  
Directed Learning ◽  
Games And Simulations ◽  
As If

ABSTRACT This article describes a project-based course titled “International Relations and Games” in which students were required to create game rules and scenarios using IR concepts, theories, approaches, and topics. Although students learned through participation in games and simulations in previous classes, they acquired further knowledge by developing their own games—a case of “learning by creating.” The course was designed with expectations that (1) game-creation activities would facilitate peer-based and self-directed learning; (2) it would help improve students’ creativity; and (3) it would enable students to understand the importance and utility of discipline in the world beyond their classroom. Students conducted three game-creation projects in the semester. Based on the instructor’s observations, student surveys, and personal-interview results, it is concluded that all three expectations were met—especially that students felt as if they were leading the class.

scholarly journals The Characteristic Features of the Academic Fiction Genre

2012 ◽  
Vol 8 (1-2 (10)) ◽  
pp. 138-145
Author(s):  
Syuzanna Poghosyan
Keyword(s):  
Present Article ◽  
Family Relationships ◽  
Modern Literature ◽  
The Novel ◽  
Academic Setting ◽  
The World ◽  
Characteristic Features ◽  
New Perspective ◽  
Academic Fiction ◽  
American Academic

The introduction of the English-American Academic Fiction Genre in the 20th and 21st centuries was a striking event in the world of literature. The genre was born in 1952 by two pieces of work published simultaneously – “The Groves of Academe” by Mary McCartney and “Lucky Jim” by K. Amis. Numerous talented authors followed the two ones, among them Malcolm Bradbury (1932-2000), Phillip Rote (1933), Alison Laurie (1926), John Maxwell Coetzee (1940) and Francine Prose (1947). The novels of this genre depict a whole chain of events where student-lecturer-family relationships are reflected. Academic Fiction Genre already has established and unique features. Each novel provides a detailed description of the academic setting where the main events unfold. Initially, light mockery was typical of this genre which, along with the gradual disappointment of the authors, developed into bitter and deep irony and later into tragedy. The climax of the novel is either a ball or an evening party where the main problems of the novel are highlighted and where the possible solutions to these problems are delicately mentioned. The present article discusses the introduction of the Academic Fiction Genre which has become one of the meaningful events in modern literature since it provides an opportunity to look at the inter-relations between an individual and the society and evaluate the genre peculiarities from a new perspective.

scholarly journals Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

2020 ◽  
Vol 27 (7) ◽  
pp. 1085-1105
Author(s):  
Sarah Preedy ◽  
Paul Jones ◽  
Gideon Maas ◽  
Hilary Duckett
Keyword(s):  
Extracurricular Activities ◽  
Perceived Value ◽  
Learning Opportunities ◽  
Learning Processes ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Learning Capabilities ◽  
Directed Learning

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

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