Flipped Instructional Technology

2016 ◽  
pp. 702-712
Author(s):  
Kevin Paul Barrons
Keyword(s):  
Experiential Learning ◽  
Flipped Classroom ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Learner Motivation ◽  
Course Work ◽  
The University ◽  
Cognitive Practice ◽  
University Setting ◽  
Value Creation Process

Most recently, the Flipped Classroom concept has drawn attention by educators as a means of organizational and individual competencies. The goal in the university setting is to improve cognitive practice and increase learning in the value creation process and the zone of proximal development (ZPD) environment. Seeing one experiences this newest pedagogy in “flipped classroom” design, it has changed various educational disciplines in business education due to the increase in the success in learner motivation and comprehension - based on the objectives required for course work. Educational technology has played a key role providing a catalyst in this achievement. For example: The ZPD and experiential learning are applied in the growth of specialist in the field of management information systems (MIS).

Flipped Instructional Technology

2015 ◽  
Vol 6 (3) ◽  
pp. 50-60 ◽  
Author(s):  
Kevin Paul Barrons
Keyword(s):  
Value Creation ◽  
Flipped Classroom ◽  
Management Information Systems ◽  
Proximal Development ◽  
Learner Motivation ◽  
Course Work ◽  
The University ◽  
Cognitive Practice ◽  
University Setting ◽  
Value Creation Process

Most recently, the Flipped Classroom concept has drawn attention by educators as a means of organizational and individual competencies. The goal in the university setting is to improve cognitive practice and increase learning in the value creation process and the zone of proximal development (ZPD) environment. Seeing one experiences this newest pedagogy in “flipped classroom” design, it has changed various educational disciplines in business education due to the increase in the success in learner motivation and comprehension - based on the objectives required for course work. Educational technology has played a key role providing a catalyst in this achievement. For example: The ZPD and experiential learning are applied in the growth of specialist in the field of management information systems (MIS).

Flipped Instructional Technology

2016 ◽  
pp. 183-195
Author(s):  
Kevin Paul Barrons
Keyword(s):  
Flipped Classroom ◽  
Effective Means ◽  
State University ◽  
Proximal Development ◽  
Learner Motivation ◽  
Course Work ◽  
College Of Business ◽  
The University ◽  
Cognitive Practice ◽  
University Setting

Most recently, the Flipped Classroom model has drawn the attention of many educators as an effective means of organizing and developing individual competencies. The goal in the university setting at Grand Valley State University, College of Business (GVSU) is to improve cognitive practice and increase learning in the value creation process and the zone of proximal development (ZPD) environment. Seeing one experiences this newest pedagogy in “flipped classroom” design, it has changed various educational disciplines in business education due to increased success that this model helps to create in the areas of learner motivation and comprehension - based on the objectives required for course work. Educational technology has played a key role providing a catalyst in this achievement. For example: The ZPD and experiential learning are applied in the growth of specialist in the field of management information systems (MIS).

Building Capability

2017 ◽  
pp. 160-176
Author(s):  
Kevin Paul Barrons ◽  
Thomas C. McGinnis
Keyword(s):  
Flipped Classroom ◽  
State University ◽  
Proximal Development ◽  
Learner Motivation ◽  
Training Time ◽  
Flipped Instruction ◽  
Important Means ◽  
Building Capability ◽  
The University ◽  
Training Opportunities

Currently, new approaches for training can effectively adopt the “Flipped” model of instruction as an important means of organizing and developing workforce competencies. One of the goals in the university setting at Grand Valley State University is to improve skills and training opportunities which can most efficiently utilize training time. In order to improve cognitive practice and increase skillfulness in a value creation socio-technical system, the Zone of Proximal Development (ZPD) is deployed to progress the talent needed to advance productivity. Seeing much success is noticed in this newest pedagogy “flipped instruction” design, it has changed various disciplines in business education which can best be applied to the training component of the workforce today. The success of this model continues to create higher learner motivation resulting in desired outcomes. The technology of the ZPD juxtaposed with the flipped classroom technique can lead to the improvement of a highly talented workforce.

Meaningful Connections

2012 ◽  
pp. 274-304 ◽  
Author(s):  
Terri Edwards Bubb ◽  
Denise McDonald ◽  
Caroline M. Crawford
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Zone Of Proximal Development ◽  
Learning Objectives ◽  
Proximal Development ◽  
Online Learning Community ◽  
Learner Motivation ◽  
Online Distance Learning ◽  
Online Distance ◽  
Meaningful Connections

This chapter explores the importance of collaborative and authentic learning in online distance learning environments. It focuses upon the interactive activities between the instructor, learners, online environment, and larger community, which are all engaged towards developing a community of learners in which meaningful connections enhance learner motivation (Ardichvili, Page & Wentling, 2003; Conrad & Donaldson, 2004) and acquisition of learning objectives. Built-in opportunities are integral to the process for socialization-type learning activities and instructor’s awareness, and alignment of those activities to the readiness of individual learners and collective learning community (i.e., zone of proximal development) (Vygotsky, 1962, 1978). Practical instructional ideas and activities for building an online learning community are presented.

scholarly journals The Teach-in on Global Warming Solutions and Vygotsky: Fostering ecological action and environmental citizenship

2009 ◽  
Vol 44 (1) ◽  
pp. 119-134 ◽  
Author(s):  
Mishka Lysack
Keyword(s):  
Climate Change ◽  
Global Warming ◽  
Public Education ◽  
Zone Of Proximal Development ◽  
Environmental Movement ◽  
Proximal Development ◽  
University Of Calgary ◽  
Challenges And Opportunities ◽  
Ecological Action ◽  
The University

Abstract The Teach-in on Global Warming Solutions is part of a larger socio-environmental movement concerned with combating climate change. Highlighting the history and elements of the teach-in as a model of learning, the article examines the teach-in movement, using a local event at the University of Calgary as an illustration. Conceptual resources from Vygotsky – the Zone of Proximal Development, and learning as social/relational transaction – are used to illuminate specific aspects of the teach-in. The article concludes by discussing the challenges and opportunities facing the global warming movement regarding public education.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS MELALUI MODEL PEMBELAJARAN EXPERIENTIAL LEARNING BERBASIS ZONE OF PROXIMAL DEVELOPMENT (ZPD)

2020 ◽  
Vol 3 (2) ◽  
pp. 55-60
Author(s):  
Roby Firdian Ruswanda ◽  
Achi Rinaldi ◽  
Siska Andriani ◽  
Gusti Ayu Farah Nabilla
Keyword(s):  
Experiential Learning ◽  
Creative Thinking ◽  
Zone Of Proximal Development ◽  
Thinking Skills ◽  
Learning Model ◽  
Proximal Development ◽  
Significance Level ◽  
Quasi Experimental ◽  
The One ◽  
One Way Anova

This research's background is the students' mathematical creative thinking abilities that are rarely of concern so that they are generally classified as low. This study aims to determine the Zone of Proximal Development Experiential Learning model's effect based on improving mathematical creative thinking skills. The design of this study uses the Quasi-Experimental Design form. This study's population were students of class VII SMP Negeri 19 Bandar Lampung with a sample of two experimental classes and one control class. Data analysis used the One Way Anova test, and the significance level was 5%. Based on the average increase, the Experiential Learning Model, based on the Zone of Proximal Development, is as good as the Experiential Learning Model. The Experimental Learning Model is based on Zone Of Proximal Development is better with conventional learning, Experiential Learning Model is better with conventional learning.   Latar belakang penelitian ini adalah kemampuan berpikir kreatif matematis peserta didik yang jarang menjadi perhatian sehingga secara umum masih tergolong rendah. Tujuan dari penelitian ini mengetahui pengaruh model pembelajaran Experiential Learning berbasis Zone Of Proximal Development untuk meningkatkan kemampuan berpikir kreatif matematis. Desain penelitian ini menggunakan bentuk Quasi Experimental Disign. Populasi pada penelitian ini yaitu siswa kelas VII SMP Negeri 19 Bandar Lampung dengan sampel dua kelas eksperimen dan satu kelas kontrol. Analisis data menggunakan uji One Way Anova dan taraf signifikan 5%. Berdasarkan rata – rata peningkatan disimpulkan bahwa Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development  sama baiknya dengan Model pembelajaran Experiential Learning,  Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development  lebih baik dengan pembelajaran konvensional, Model pembelajaran Experiential Learning  lebih baik dengan pembelajaran konvensional.

scholarly journals Novel implementation of experiential learning in health and wellbeing in a university setting

2021 ◽  
Author(s):  
Maria Heffernan ◽  
Patricia Fitzpatrick ◽  
Amy Bermingham ◽  
Ross Neville ◽  
Nicola Dervan ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Event Management ◽  
Health And Wellbeing ◽  
Perceptions Of Students ◽  
Second Year ◽  
Health Promotion Initiative ◽  
Management Students ◽  
The University ◽  
Nutrition And Dietetics ◽  
University Setting

Healthy UCD is a health promotion initiative in University College Dublin (UCD) which aims to create a sustainable healthy campus for all members of the UCD community. In recent years, Healthy UCD has worked with staff from across the university to provide opportunities for experiential learning to UCD students in areas related to health and wellbeing. The initiative currently has involvement in three modules: 1) Practice Placement – a core MSc in Clinical Nutrition and Dietetics module where students plan and implement a university-wide Healthy Eating Week, 2) Event Management – a core module undertaken by second-year BSc Sport & Exercise Management students, and 3) Student Health & Wellbeing – an undergraduate elective module which challenges students to reflect on issues which affect their own health and wellbeing and that of those around them and then develop a student-focused Healthy UCD campaign. This paper will outline how experiential learning is implemented in these modules, how students are assessed, and the perceptions of students who complete these modules.

scholarly journals Brand review: quand la casuistique coopérative tuteurée prend le relai de la formation théorique

2014 ◽  
pp. 29-52
Author(s):  
Anne-Marie Cotton
Keyword(s):  
Experiential Learning ◽  
Real Time ◽  
Zone Of Proximal Development ◽  
Theoretical Models ◽  
Learning Processes ◽  
Proximal Development ◽  
Strategic Process ◽  
The Individual ◽  
Modèles Théoriques ◽  
Pedagogical Methods

Cette recherche-action propose d’approfondir les dispositifs pédagogiques partant de l’hypothèse que certains apprentissages se développent davantage dans des processus d’imprégnation/expérience de cas réels que dans des processus d’acquisition/transmission. L’auteure présente avec cette casuistique une approche de semi-immersion en atelier qui permet aux étudiants d’évaluer leur progression à chaque étape, tout en élaborant pour leur marque une réflexion sur la construction du processus stratégique, et à l’enseignant de pallier les carences en amont et en aval, tout en référant aux modèles théoriques sur lesquels ils doivent se baser pour construire leur argumentaire. Elle énonce les avantages et les défis qu’implique ce choix, forçant l’enseignant à surpasser la dimension purement académique et à réinventer pour chaque marque et donc pour chaque équipe un univers référentiel propre sans pour autant interférer dans la progression individuelle de l’apprenant sur sa zone proximale de développement comme la définit Vygotski (1997). This research proposes to deepen our understanding of pedagogical methods based on the assumption that certain types of learning are best developed during experiential learning processes / experiences of real time situations rather than via acquisition / transmission processes. With this casuistic, the author presents a workshop utilising a semi-immersion approach that allows students to evaluate their own progress at each stage, whilst reflecting on the construction of the strategic process of their brand. This approach also allows the teacher to overcome deficiencies in both the upstream and downstream analyses, while referring to the theoretical models on which the students need to use in order to build their arguments. The author outlines the benefits and challenges involved in this choice: forcing the teacher to surpass the purely academic dimension and reinvent for each brand, and therefore for each team a proper referential system without interfering in the individual learner’s progress i.e. in his/her zone of proximal development as defined by Vygotsky (1997).

Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

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