scholarly journals Commentary: The Need for a Deeper Exploration and Conceptual Understanding: The Critical Role of Creativity and Collaboration in Real-World Learning

2011 ◽  
Vol 5 (1) ◽  
pp. 27-35 ◽  
Author(s):  
R. Keith Sawyer
Keyword(s):  
Conceptual Understanding ◽  
Cognitive Neuroscience ◽  
Real World ◽  
Critical Role ◽  
Rote Learning ◽  
Collaborative Creativity ◽  
Knowledge Based ◽  
Real World Learning

In this interview, author and professor R. Keith Sawyer describes the importance of and interconnections among creativity, collaboration, and the science of learning. He explains that the older paradigm of schooling from 50 years ago where rote learning was predominant is no longer relevant in a knowledge-based society. We now have to prepare students for jobs that require adaptability, flexibility, and creativity. He endorses an approach to education that fosters a deeper conceptual understanding, especially through collaborative creativity. He maintains that true innovation usually comes from a collaboration of individuals rather than a single, brilliant insight. Finally, he comments on recent findings in cognitive neuroscience.

scholarly journals Real World Learning: toward a differentiated framework for outdoor learning for sustainability

Envigogika ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Lewis Winks
Keyword(s):  
Real World ◽  
Outdoor Education ◽  
Theoretical Perspective ◽  
Approaches To Learning ◽  
Outdoor Learning ◽  
Knowledge Based ◽  
Education Experience ◽  
Hand Model ◽  
Exploratory Approach ◽  
Real World Learning

The Real World Learning network (RWLn) set out in 2011 to explore elements which contribute to a ‘deep and meaningful’ outdoor education experience. Following three years of work, the RWLn developed the ‘Hand Model’, a learning model designed to support educators in the development of Outdoor Learning for Sustainability (OLfS). Since its launch in early 2014, the model has been used for planning, delivering and reflecting upon OLfS experiences. Making use of the comments made in Činčera’s (2015) Real World Learning: a critical analysis which highlights inconsistencies existent within the model’s internal logic, this paper considers the perceived contradiction between emancipatory and instrumental approaches to learning. Beginning with a comprehensive introduction to the Hand model, this paper goes on to discuss the theoretical divide which the model spans between a goal-led, knowledge based approach promoted by the model’s focus upon understanding and values, and a pluralistic and exploratory approach typified by aspects of educational empowerment and experience. In response to this and augmented by examples, a differentiated conceptual framework is presented to facilitate a pragmatic application of the model from a practice perspective, making use of what has been termed a ‘blended approach’, whilst acknowledging degrees of inconsistency and dissonance from a theoretical perspective. Additionally, the model is viewed from a context perspective where questions are asked regarding the appropriateness of particular approaches depending upon the setting in which learning takes place. It is hoped that by moving beyond theoretically entrenched positions a mediated middle ground for the model’s application may be established.

scholarly journals ECONOMICS AND CULTURE

2019 ◽  
Vol 22 (1) ◽  
pp. 282-302 ◽  
Author(s):  
Iwan Jaya Aziz
Keyword(s):  
Social Learning ◽  
Transaction Costs ◽  
Human Behavior ◽  
Economic Performance ◽  
Real World ◽  
Critical Role ◽  
Economic Prosperity ◽  
Central Concept ◽  
Mainstream Economics

The notion that something that cannot be measured does not exist seems to apply to the absence of consideration of culture in economics, where the role of institutions is at the center of the link between the two. Yet, economic prosperity, crisis, and deprivation result from human behavior, reflecting the outcome of social learning—a central concept of culture. Institutions and culture interact and evolve in complementary ways. Each can affect the process of exchange and transaction costs, which in turn determine economic performance. Although more work has been done to better understand the interrelation between economics and culture, most falls on deaf ears among mainstream economists, despite the fact that real-world cases show the critical role of this interrelation. This paper demonstrates a deficiency of mainstream economics in its disregard of the role of culture and institutions.

scholarly journals Real World Learning: Simulation and Gaming

2020 ◽  
pp. 187-214
Author(s):  
Jonathan Lean ◽  
Jonathan Moizer ◽  
Cathrine Derham ◽  
Lesley Strachan ◽  
Zakirul Bhuiyan
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Real World ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Real World Learning ◽  
Subject Areas ◽  
Insight Into

Abstract Simulations and games are being used across a variety of subject areas as a means to provide insight into real world situations within a classroom setting; they offer many of the benefits of real world learning but without some of the associated risks and costs. Lean, Moizer, Derham, Strachan and Bhuiyan aim to evaluate the role of simulations and games in real world learning. The nature of simulations and games is discussed with reference to a variety of examples in Higher Education. Their role in real world learning is evaluated with reference to the benefits and challenges of their use for teaching and learning in Higher Education. Three case studies from diverse subject contexts are reported to illustrate the use of simulations and games and some of the associated issues.

Entrepreneurial orientation and firm performance in a sanctioned economy – does the CEO play a role?

2020 ◽  
Vol 27 (6) ◽  
pp. 1005-1027 ◽  
Author(s):  
Chiara Cannavale ◽  
Iman Zohoorian Nadali ◽  
Anna Esempio
Keyword(s):  
Entrepreneurial Orientation ◽  
Quantitative Research ◽  
Critical Role ◽  
Hierarchical Regression ◽  
Entrepreneurial Firms ◽  
Economic Resilience ◽  
Content Type ◽  
Knowledge Based ◽  
Self Transcendence

PurposeEntrepreneurship, in many low-resilient economies, plays a critical role in overcoming external shocks. Thus, it is crucial in such situation that entrepreneurial firms can survive and even grow so that the whole economy can benefit from a higher level of resilience. The purpose of this study is to understand how entrepreneurial orientation (EO) brings about firms' performance through the moderating role of CEOs' self-transcendence values in the context of a low-resilient sanctioned economy.Design/methodology/approachThis is a quantitative research that employs hierarchical regression analysis of a sample of 114 Iranian entrepreneurial firms composed of 62 knowledge-based and 52 creative firms.FindingsThe analysis revealed that in the low-resilient sanctioned economy, Iran, EO-performance link is moderated by the level of CEOs' self-transcendence value, that is, higher level of CEO self-transcendence leads to stronger impact of EO on performance. This moderation is not different in creative sector vs. knowledge-based sector of the economy.Originality/valueThis paper addresses a major gap in the traditional EO-performance relationship which is related to the role of CEO values. Also, the context of Iran's low level of economic resilience adds more novelty to this study, emphasizing on the role of CEO personal values of self-transcendence in times of crisis. The results could also be generalized in many economies now facing the COVID-19 pandemic crisis during which CEOs' self-transcendence values are vitally important in overcoming the difficulties of doing business in such situation.

scholarly journals Instructor-learner neural synchronization during elaborated feedback predicts learning transfer

2021 ◽  
Author(s):  
Yi Zhu ◽  
Victoria Leong ◽  
Yafeng Pan ◽  
Yingying Hou ◽  
Dingning Zhang ◽  
...  
Keyword(s):  
Real World ◽  
Correct Answer ◽  
Learning Transfer ◽  
Critical Role ◽  
Transfer Of Knowledge ◽  
Neural Synchronization ◽  
Complex Information ◽  
Learner Interactions ◽  
Real World Learning ◽  
Simple Feedback

AbstractThe provision of feedback with complex information beyond the correct answer, i.e., elaborated feedback, can powerfully shape learning outcomes such as transfer. However, an understanding of neurocognitive mechanisms that support elaborated feedback during instructor-learner interactions remains elusive. Here, a two-person interactive design is used during simultaneous recording of functional near-infrared spectroscopy (fNIRS) signals from adult instructor-learner dyads. Instructors either provided elaborated feedback (i.e., correct answer and an example) or simple feedback (i.e., correct answer only) to learners during a concept learning task. Our results showed that elaborated feedback produced comparable levels of retention to simple feedback, however, transfer was significantly enhanced by elaboration. We also noted significant instructor-learner neural synchronization in frontoparietal regions during the provision of elaborated feedback, especially when examples were provided. Further, interpersonal neural synchronization in the parietal cortex successfully predicted the transfer of knowledge to novel contexts. This prediction was retained for both learner-delayed and learner-preceding neural synchronization, supporting the interpretation that deeper-level representations of knowledge, such as abstract structure and personal interpretation, may promote the transfer of learning. These findings point toward interpersonal neural synchronization as a key neurocognitive mechanism that supports learning transfer effects, and may have important implications for real-world learning and pedagogical efficacy.Educational Impact and Implications StatementFeedback provides the information regarding the gap between what is achieved and what is aimed to be achieved, and thus plays a critical role in any learning processes. In real-world settings, feedback is oftentimes provided and received during social interactions, and contains complex information beyond the correct answer, that is elaborated feedback. This study sought to investigate neurocognitive mechanisms that support elaborated feedback during instructor-learner interactions using fNIRS hyperscanning. It was revealed that providing learners with elaborated feedback enhanced the transfer of knowledge to novel contexts relative to simple feedback. Instructor-learner neural synchronization was detected in frontoparietal regions during the provision of elaborated feedback, especially for examples. Parietal instructor-learner neural synchronization predicted the transfer. This study provides a novel lens, i.e., interpersonal neural synchronization, for people to understand more about how elaborated feedback takes effects on learning transfer, and may have critical implications for real-world learning and pedagogical efficacy.

scholarly journals User perspectives on critical factors for collaborative playlists

PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0260750
Author(s):  
So Yeon Park ◽  
Blair Kaneshiro
Keyword(s):  
Thematic Analysis ◽  
Real World ◽  
Critical Role ◽  
Social Practices ◽  
Critical Factors ◽  
Music Consumption ◽  
Potential Benefits ◽  
User Perspectives

Today, collaborative playlists (CPs) translate long-standing social practices around music consumption to enable people to curate and listen to music together over streaming platforms. Yet despite the critical role of CPs in digitally connecting people through music, we still understand very little about the needs and desires of real-world users, and how CPs might be designed to best serve them. To bridge this gap in knowledge, we conducted a survey with CP users, collecting open-ended text responses on what aspects of CPs they consider most important and useful, and what they viewed as missing or desired. Using thematic analysis, we derived from these responses the Codebook of Critical CP Factors, which comprises eight categories. We gained insights into which aspects of CPs are particularly useful—for instance, the ability for multiple collaborators to edit a single playlist—and which are absent and desired—such as the ability for collaborators to communicate about a CP or the music contained therein. From these findings we propose design implications to inform further design of CP functionalities and platforms, and highlight potential benefits and challenges related to their adoption in current music services.

scholarly journals Knowledge-based innovation and the city: The case of Belgrade

Spatium ◽  
2015 ◽  
pp. 35-45 ◽  
Author(s):  
Jelena Ivanovic-Vojvodic ◽  
Aleksandra Stupar
Keyword(s):  
Urban Space ◽  
Critical Role ◽  
Global Network ◽  
University Campus ◽  
Political Processes ◽  
Knowledge Based ◽  
Diffusion Of Knowledge ◽  
New Type ◽  
Spatial Formations

The critical role of research in overall progress generates a pressing need to study the relationship between a city and knowledge-based innovation. A number of socio-economic and political processes influence the development of contemporary cities by defining the beneficial balance between financial ambitions, environmental awareness and sustainability. Consequently, the role of innovation and knowledge has been emphasized as one of the crucial generators of urban success. The most recent initiatives originating from universities and research establishments stimulate the emergence of new spatial formations and digital upgrading, thus setting up a fertile environment for intellectual exchange and the production and diffusion of knowledge and innovations. This article questions the historical, social and technological implications of research on urban space. The focus is set on the case of Belgrade and the newly proposed project of a university campus with its evaluation based on the latest concepts related to the economy of knowledge. This new type of knowledge-based innovation node is intended to serve as a driver of Belgrade?s inclusion into the global network of innovative cities. However, this initiative is still in the domain of paper-architecture due to financial limitations and a change in development priorities by the new government.

Perceiving Events in Simulated Environments: The Role of Expectation Driven Processes

2010 ◽  
Author(s):  
Devin Pierce ◽  
Shulan Lu ◽  
Derek Harter
Keyword(s):  
Eye Tracking ◽  
Conceptual Understanding ◽  
Cognitive Processes ◽  
Real World ◽  
Grounded Cognition ◽  
Current Work ◽  
Perceptual Features ◽  
Simulated Environments ◽  
Event Representations

Recent evidence suggests that when observing real-world events involving humans, people constantly monitor perceptual features that guide conceptual understanding of ongoing events. The current work asks if people monitor and interpret perceptual features (risks) differently when viewing events involving virtual characters in simulated environments. This investigation stems from theories of grounded cognition, which maintain that the environment in which cognitive processes take place affects the characters of the processes. An eye-tracking study was conducted. The results provide evidence that when perceiving events in simulated environments, people perform expectation driven processing more extensively, and that there is a temporal lag of monitoring perceptual features and integrating them into ongoing event representations.

Theory and India

2018 ◽  
Author(s):  
Himanshu ◽  
Peter Lanjouw ◽  
Nicholas Stern
Keyword(s):  
Economic Development ◽  
Human Development ◽  
Conceptual Understanding ◽  
Critical Role ◽  
Behavioural Economics ◽  
Farm Diversification ◽  
The Core ◽  
Economic Development And Growth

This chapter examines theories of economic development and growth and asks how these can help in our understanding of the dynamics of changing individual circumstances in Palanpur. The core ideas of the Palanpur study, namely of non-farm diversification, evolving mobility and inequality, the responsiveness of institutions to change, sluggish progress in human development, and the critical role of entrepreneurship and initiative, are explored through the lens of conventional theories of development. Deficiencies in our conceptual understanding are identified (ways forward are suggested in Chapter 13). The chapter notes, however, that the rapidly growing fields of institutional and behavioural economics are particularly relevant to the Palanpur study and may come to offer important insights.

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