Using Visualization to Understand Transformations in Learning and Design in MOOCs

2015 ◽  
pp. 193-209
Author(s):  
Roy Williams ◽  
Jenny Mackness ◽  
Jutta Pauschenwein
Keyword(s):  
Transformative Learning ◽  
Learning Process ◽  
Visualization Tool ◽  
Venture Capitalists ◽  
Large Numbers ◽  
How People Learn ◽  
Large Groups

MOOCs have captured the attention of large numbers of learners (and a few venture capitalists). Clearly something exciting and different is happening which is transforming how people learn, what people learn, as well as how learning events are designed and valued. This chapter attempts to understand these transformations, using a visualization tool (Footprints of Emergence) which enables learners, teachers, designers and researchers to reflect on, articulate, and learn from these reflections. The tool enables all of them to map the emergent and transformational aspects of learning in large groups, such as MOOCs. It requires the person engaging with the learning process to be honest and courageous – because they are engaging not only with their learning, but also with themselves and their own identities – personal, social, cultural and professional. Epistemic and ontological shifts in transformative learning are difficult, even scary and unsettling. We demonstrate how the Footprints of Emergence described here can help people to navigate through the uncertainty and unpredictability with some degree of reassurance.

Teaching Enterprise — Can it Be Done in Large Groups?

2003 ◽  
Vol 17 (1) ◽  
pp. 37-44
Author(s):  
Raymond D. Donnelly
Keyword(s):  
Market Research ◽  
Business Plan ◽  
Management Programme ◽  
First Year ◽  
Large Numbers ◽  
Commercial Sources ◽  
To Come ◽  
The University ◽  
Large Groups

This paper reports on work carried out in the School of Management at Heriot-Watt University in Edinburgh. Following a wide-ranging review of the first-year management programme, a module on enterprise was introduced. As part of that module students had to compete in a game, the object of which was to come up with a business idea, conduct market research and present a business plan and proposal to a panel of judges. The number of students was 225 in year one but reached around 500 within five years. The module has generated many good ideas and has attracted sponsorship from commercial sources. As yet the university has been unable to take the ideas further. It is possible that enterprise can be learned by people in large numbers, but perhaps universities are not the places in which to attempt such work.

scholarly journals Ground, Warmth, and Light: Facilitating Conditions for Reflection and Transformative Dialogue

2016 ◽  
Vol 2 (2) ◽  
pp. 169 ◽  
Author(s):  
Kaisu Mälkki ◽  
Larry Green
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Process ◽  
Facilitating Conditions ◽  
The Way

<p>In this paper we look into the conditions in which dialogue could be utilized to facilitate transformative learning and reflection. We explore the notion of a safe and accepting learning environment from the relational and phenomenological viewpoint, and analyze what it actually means and how it may be developed. We understand facilitating conditions as an inseparable aspect of the learning process similarly to the way a greenhouse supplies right conditions to facilitate the growth of the plant. Similarly as the ground, warmth and light play their essential roles in the growing of the plant, in our paper we offer conceptual tools to understand the dynamics of safe and accepting learning environment in facilitating the processes of reflection and transformative learning.</p>

Fundamentals of Learning Theories

2011 ◽  
pp. 347-352 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Critical Thinking ◽  
Transformative Learning ◽  
Learning Theory ◽  
Growth And Development ◽  
Learning Theories ◽  
Self Reflection ◽  
Effective Learning ◽  
Self Actualization ◽  
How People Learn ◽  
The Way

Humans have different interpretations of learning theories and different beliefs about how people learn. All these beliefs may come from personal experience, self-reflection, observation of others, and through the experience of trying to teach or persuade someone else to your way of thinking. In a nutshell, everyone keeps learning every waking minute, using different learning theories. In democratic cultures, people may prefer critical thinking as an effective learning theory whereas in authoritarian cultures, people may like rote learning or memorization as an effective learning theory. It is extremely difficult to determine which learning theories are better than others because people are engaged in informal or formal learning to change the way they see themselves, change the way they see other people, and change the way they see situations (Cramer & Wasiak, 2006). All these learning theories are valuable in guiding one’s action in a particular culture, subculture, or even a particular setting. Although scholars have different interpretations of learning theories, the goal of any learning theory is the same. For example, Merriam (2004) explains a learning theory as leading to learners’ growth and development. Mezirow explains the theory of transformative learning as helping learners achieve perspective transformation. Maslow considers the goal of learning to be self-actualization: “the full use of talents, capacities, potentialities, etc.” (p. 150). Some learning theories such as the theory of andragogy encourage learners to be self-directed in learning whereas other theories emphasize the roles of teachers as information transmitters instead of learning facilitators, thus placing learners at the feet of master professors.

Action Confidence as an Indicator of Transformative Change

2020 ◽  
Vol 19 (1) ◽  
pp. 68-86
Author(s):  
Eva Pomeroy ◽  
Keira Oliver
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Process ◽  
Online Course ◽  
Transformative Change ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Systemic Learning ◽  
Taking Action ◽  
The Impact

This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees’ accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore participants’ perceptions of the impact of their engagement in the learning process, which reflects intrapersonal, relational, and systemic learning. Through these accounts, we became particularly interested in participants’ relationship to taking action and the way this changed over the course of their participation in the learning process. We conclude that an embodied change in one’s perception of the nature and purpose of action—something we call “action confidence”—is reflective of transformative learning as it indicates a significant epistemological change for participants.

scholarly journals Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

2020 ◽  
Vol 27 (6) ◽  
pp. 987-1004 ◽  
Author(s):  
Robin Bell ◽  
Heather Bell
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Process ◽  
Educational Practice ◽  
Educational Theory ◽  
Entrepreneurship Education ◽  
Learning Theories ◽  
Content Type ◽  
Educational Theories

PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

scholarly journals Mathematical Approach to Strokes as an Attractor Within Communication Dynamical System

2016 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Beti Andonović
Keyword(s):  
Group Behavior ◽  
Compound System ◽  
Personality Theory ◽  
Mathematical Approach ◽  
Transactional Analysis ◽  
Positive Communication ◽  
Leading Role ◽  
Large Numbers ◽  
Large Groups

Transactional Analysis as a personality theory has offered some powerful concepts to explain and improve communication between individuals. On the other hand, positive productive communication among large numbers of people, as a compound set of transactions, as an essential aspect of human survival has not been so well explained. Like the weather and other chaotic processes, group behavior is not easily understood or predicted. It has been long suspected that in large groups of people (organizations, communities, societies), positive communication has a leading role in maintaining the duration and quality of communication. It is the aim of this paper to relate the mathematics notion of dynamical systems to the compound system of communication. The postulate that strokes, a concept introduced by E. Berne as a way in which people recognize each other, and elaborated by Steiner as a way of exchanging information, is discussed as a concept that introduces stability into the functioning of large groups.

scholarly journals Desarrollo de la expresión oral en FLE: la Francofonía y las TIC

2021 ◽  
pp. 53-73
Author(s):  
Mª Dolores Asensio Ferreiro
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Language Skills ◽  
Self Confidence ◽  
Teachers And Students ◽  
Oral Expression ◽  
Personal Skills ◽  
Teaching Learning ◽  
Large Groups ◽  
Aprendizaje Colaborativo

Comunicarse de manera efectiva y apropiada en una lengua extranjera (FL) implica dominar las cuatro habilidades lingüísticas, comprensión y expresión escritas (CE-EE) y comprensión y expresión oral (CO-EO). Sin embargo, no se desarrollan al mismo nivel durante el proceso de enseñanza-aprendizaje en entornos formales. El desarrollo de la expresión oral en FFL es a menudo un desafío para los profesores debido a condicionantes tales como la falta de motivación y sentimientos de inhibición, falta de seguridad o confianza en sí mismo del alumno. A estos, se suman otros como falta de tiempo, grandes grupos de alumnos o vacíos metodológicos y evaluativos que complican la práctica de esta competencia en el aula. Este trabajo presenta un proyecto educativo implementado en la clase FLE donde la Francofonía, el uso de las TIC y el aprendizaje colaborativo son fundamentales para desarrollar la expresión oral del aprendientee al mismo tiempo que ayuda a fortalecer sus habilidades personales. Communicating effectively and appropriately in a SL implies mastering the four language skills, i.e. written comprehension and expression and oral comprehension and expression. However, not all develop equally during the teaching-learning process in formal contexts.The development of oral expression in FFL is often a challenge for teachers and students due to conditions such as lack of motivation and feelings of inhibition of the students, lack of security or self-confidence. To these are added others such as lack of time, large groups of students or methodological and evaluative gaps that contribute significantly to hinder the practice of this competence in the classroom. This paper presents a teaching project implemented in the FFL classroom where Francophonie, the use of ICT and collaborative learning are key to developing the oral expression of the learner contributing to reinforcing their personal skills. Communiquer efficacement et de manière appropriée dans une langue étrangère (LE) implique de maîtriser les quatre compétences linguistiques, la compréhension et expression écrites (CE-EE) et la compréhension et expression orales (CO-EO). Cependant, elles ne se développent pas au même niveau au cours du processus d’enseignement-apprentissage dans des contextes formels. Le développement de l’expression orale en FLE est souvent un défi pour les enseignants en raison de conditions tellles que le manque de motivation et les sentiments d’inhibition de l’élève, le manque de sécurité ou de confiance en soi. À ceux-ci s’ajoutent d’autres comme le manque de temps, de grands groupes d’étudiants ou des lacunes méthodologiques et évaluatives qui réduisent la pratique de cette compétence en classe. Cet ouvrage presente un projet pédagogique mis en oeuvre en classe FLE où la Francophonie, l’utilisation des TIC et l’apprentissage collaboratif sont essentiels pour développer l’expression orale de l’apprenant en même temps qu’elle contribue à renforcer ses compétences personnelles.

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