scholarly journals Hva kan praksisnær undervisning være?

2020 ◽  
pp. 33-52
Author(s):  
Grethe Salicath Halvorsen
Keyword(s):  
Learning Process ◽  
Explicit Knowledge ◽  
Contemporary Literature ◽  
Theory And Practice ◽  
Comprehensive Understanding ◽  
Implicit And Explicit

The concept of practice-oriented learning is not used very consistently in contemporary literature. There are numerous and non-uniform descriptions of what it is. This contribution revolves around what it can be. The literature describes this mainly as an attempt to marry theory and practice and create a more comprehensive understanding. Integration is a frequently used word and often it is the vocational practice that is meant by practice. Nor does Norwegian parliamentary report no. 16 from 2016/17 give anything but a relatively superficial glance of the fact that active students learn the most and best when they experience proximity to people’s reality and when its scenarios are naturally integrated into the teaching. I suggest that we question our applied concepts and grasp the experience, and see it in the light of implicit and explicit knowledge, tacit or articulated knowledge, internalism and externalism, and participant and spectator – well-known concepts in epistemology. I look at what the student «does and undergoes» in her/his learning process as a tool for realizing the knowledge on the inside and searching outside it with the goal of placing it within the whole. The exchange between inside and outside is important for understanding the practice as a phenomenon – from thinking about it, to thinking and acting with it.

scholarly journals When Should Learning Agents Switch to Explicit Knowledge?

10.29007/2bgs ◽  
2018 ◽  
Author(s):  
Daan Apeldoorn ◽  
Gabriele Kern-Isberner
Keyword(s):  
Explicit Form ◽  
Learning Process ◽  
Explicit Knowledge ◽  
Implicit Representation ◽  
Rule Based ◽  
Learning Agents ◽  
Implicit Form ◽  
Psychological Models ◽  
Implicit And Explicit ◽  
Early Phases

According to psychological models, learned knowledge can be distinguished into implicit and explicit knowledge. The former can be exploited, but cannot be verbalized easily (e.\,g., to explain it to another person). The latter is available in an explicit form, it often comprises generalized, rule-based knowledge which can be verbalized and explained to others. During a learning process, the learned knowledge starts in an implicit form and gets explicit as the learning process progresses, and humans benefit from exploiting such generalized, rule-based knowledge when learning. This paper investigates how learning agents can benefit from explicit knowledge which is extracted during a learning process from a learned implicit representation. It is clearly shown that an agent can already benefit from explicit knowledge in early phases of a learning process.

Back to the future: The return of cognitive functionalism

2017 ◽  
Vol 40 ◽  
Author(s):  
Leyla Roskan Çağlar ◽  
Stephen José Hanson
Keyword(s):  
Artificial Intelligence ◽  
Neural Networks ◽  
Knowledge Representation ◽  
Learning Process ◽  
Explicit Knowledge ◽  
Model Building ◽  
Causal Models ◽  
Learning Systems ◽  
The Future ◽  
Implicit And Explicit

AbstractThe claims that learning systems must build causal models and provide explanations of their inferences are not new, and advocate a cognitive functionalism for artificial intelligence. This view conflates the relationships between implicit and explicit knowledge representation. We present recent evidence that neural networks do engage in model building, which is implicit, and cannot be dissociated from the learning process.

Pengembangan Media Pembelajaran Berbasis Ispring Suite 8 Pada Materi Perwasitan Matakuliah Teori dan Praktek Bola Voli 1 Tahun Akademik 2018/2019

2019 ◽  
Vol 25 (2) ◽  
pp. 18-26
Author(s):  
Antonius Prasetyo Hadi
Keyword(s):  
Learning Process ◽  
Success Factors ◽  
Field Trials ◽  
Theory And Practice ◽  
Research Subjects ◽  
Study Program ◽  
Expert Review ◽  
Critical Success ◽  
Media Learning ◽  
Academic Year

: The use of learning media is one of the critical success factors in higher education, therefore an educator must have innovation to use of learning media. The purpose of this research is to develop learning media based on the Inspiring Suit 8 on arbitration material courses of theoretical and practice for Volleyball 1 academic year 2018/2019 at IKIP Budi Utomo Malang. The existence of media will be a big successful support in learning process, so that students do not feel boredom because of the weaknesses of the lecturers, in which they are unable to provided good learning variation or even have difficulty in conveying or transferring knowledge. The research was descriptive qualitative design. The research subjects were students of Physical Education, Health, and Recreation Study Program who took volleyball theory and practice courses in the even semester academic year 2018/2019. The instruments used were the media expert review questionnaire, the learning expert questionnaire, and the trial analysis questionnaire. The questionnaire will be analyzed to see the feasibility of the developed media. Based on the data results review by media expert volleyball, media learning expert and field trials, it can be concluded that media developed is useful in learning process. In addition, it is used to provide independent motivation, which can be used in lesson for students.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

2009 ◽  
Author(s):  
Hayo Reinders ◽  
Rosemary Erlam ◽  
JeneferVE Philp ◽  
Shawn Loewen ◽  
Catherine Elder
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Explicit Knowledge ◽  
Implicit And Explicit

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Medical ethics and the learner-centred approach: Developing materials on organ transplant and euthanasia in an English as a foreign language classroom in higher education

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Valéria Jamrichová ◽  
Katarína Zamborová
Keyword(s):  
Foreign Language ◽  
Medical Ethics ◽  
Learning Process ◽  
Organ Transplant ◽  
Theory And Practice ◽  
The Internet ◽  
Materials Development ◽  
Teachers And Students ◽  
Health Studies ◽  
Sensitive Issues

AbstractA learner-centred approach puts students amidst the learning process and helps them become involved in that process. It provides an opportunity for students to choose and direct the course of the lesson. This approach is especially appropriate when dealing with ethical concerns that might be sensitive issues. When it comes to the sources for the development of teaching materials, the Internet provides numerous possibilities. Not only does it enable students to choose from a wide variety of topics but it also offers, for both teachers and students, a chance to develop their own up-to-date materials through which students improve their language skills. Nonetheless, teachers can help their students to become more autonomous and develop strategies for lifelong learning. The aim of this article is to provide ideas on materials development for teaching English as a foreign language to students of medicine and health studies and to link theory and practice in the Slovak context. Specifically, it focuses on how topics in medical ethics, such as organ transplant and euthanasia, could be taught by emphasizing the learner-centred approach. Involving the student in the learning process and using the Internet as an easily accessible source enables students to develop their skills and strategies, which will help them become more autonomous, and thus develop their confidence in dealing with authentic English outside the classroom.

Some suggested additions to the semantic cognition model

2008 ◽  
Vol 31 (6) ◽  
pp. 721-722
Author(s):  
Jean M. Mandler
Keyword(s):  
Concept Formation ◽  
Explicit Knowledge ◽  
Conceptual Learning ◽  
Attentional Biases ◽  
Semantic Cognition ◽  
Other Information ◽  
Direct Input ◽  
Cognition Model ◽  
Implicit And Explicit ◽  
Slow Learning

AbstractRogers & McClelland (R&M) present a powerful account of semantic (conceptual) learning. Their model admirably handles many characteristics of early concept formation, but it also needs to address attentional biases, and distinguish direct input from error-driven learning, and fast versus slow learning. Not distinguishing implicit and explicit knowledge means that the authors also cannot explain why some coherently varying information becomes accessible and other information does not.

scholarly journals Improving academic performance: Strengthening the relation between theory and practice through prompted reflection

2021 ◽  
pp. 146978742110144
Author(s):  
Slaviša Radović ◽  
Olga Firssova ◽  
Hans GK Hummel ◽  
Marjan Vermeulen
Keyword(s):  
Academic Performance ◽  
Experiential Learning ◽  
Learning Process ◽  
Theory And Practice ◽  
Positive Relationships ◽  
Collaborative Reflection ◽  
Different Levels

The importance of reflection during learning process is widely recognized. Drawing on the literature, this article presents a study where students were stimulated to reflect during experiential learning, in order to both re- and de- contextualize their knowledge. We describe how different levels of prompted reflection can be related to academic performance and perceptions of the learning process. We found positive relationships between prompting reflection and the academic performance. It is therefore argued that prompting reflection leads to higher levels of reflection and better performance in writing. The results also show that higher levels of reflection do not have to diminish students’ motivation, perception of usefulness, interest and enjoyment during learning. Finally, the results reveal needs for encouraging more collaborative reflection during learning.

scholarly journals Beyond paradigm: The ‘what’ and the ‘how’ of classroom research

2014 ◽  
Vol 30 (4) ◽  
pp. 551-568 ◽  
Author(s):  
Melinda Whong ◽  
Kook-Hee Gil ◽  
Heather Marsden
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Development ◽  
Explicit Knowledge ◽  
Teaching Practice ◽  
Implicit Knowledge ◽  
Developmental Differences ◽  
Classroom Research ◽  
Language Classroom ◽  
Implicit And Explicit

This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit knowledge, and that holds a bias towards implicit knowledge. Arguing that it is implicit knowledge that should be the object of research, it proposes that classroom research would benefit from incorporating insights from a generative understanding of language. Specifically, there is a need for a more nuanced view of the complexity of language in terms of linguistic domain, and the interaction between those domains. Generative second language acquisition research that shows developmental differences in terms of both linguistic domain and interface is reviewed. The core argument is a call for more attention to the ‘what’ of language development in classroom research and, by implication, teaching practice. As such, the language classroom is seen to offer potential for research that goes beyond paradigm to address both the ‘what’ and the ‘how’ of language development.

Sign in / Sign up

Export Citation Format

Share Document