Space as a Learning Context

2011 ◽  
pp. 84-97 ◽  
Author(s):  
Ellen Chistiansen
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Distributed Cognition ◽  
Learning Context ◽  
Educational Settings ◽  
Freedom Of Choice ◽  
Meta Learning ◽  
Education Managers

The concept of “dwelling” is offered as a foundation for learning and for under-standing the role of space in educational settings. This chapter is a first attemptto connect the concept of dwelling, perceived as power over space in the phe-nomenological sense, with the concept of meta-learning as researched in exper-imental psychology, in distributed cognition, and in experiential learning, allfields sharing the idea that for learning to become self-regulated individualexperiences should be acknowledged, some freedom of choice should be offered,and change should be stimulated. Examples of learning environments with adwelling quality are presented together with a list of behavioral patternstrating the role of space. In this way the chapter shows education managers howto take the quality of dwelling into account in evaluating and designing contextsof learning.

From Broadcasting to Transforming

2013 ◽  
pp. 298-306
Author(s):  
Maria Antonietta Impedovo ◽  
Rosa Iaquinta
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Situated Learning ◽  
Traditional Teaching ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
Construction Of Knowledge ◽  
School Year ◽  
Changing Role

This chapter discusses the construction of knowledge as an innovative approach to traditional teaching. This topic is treated via the presentation of a project about lawfulness that was realized in the Calabria region during the 2010/2011 school year. The study aims to identify within the project central elements that enable students to progress from the mere acquisition of information to a transformation of knowledge, where through applying the teaching, in a constructivist approach to learning, they are able to articulate it in their own language and not that of the teacher as in broadcasted learning environments typical of past generations. The main project-related aspects are investigated, and the role of situated learning and experiential learning is discussed. The changing role of the teacher and the increasing need to understand artifacts, such as tools and signs, are explored.

scholarly journals Experiental Learning: Telaah tentang Pola Pendekatan Pembelajaran Kontemporer

2018 ◽  
Vol 15 (2) ◽  
pp. 306-325
Author(s):  
M. E. Hidayatullah
Keyword(s):  
Experiential Learning ◽  
Teaching Approach ◽  
Traditional Teaching ◽  
Direct Experience ◽  
Teaching Process ◽  
Based Instruction ◽  
Contemporary Approach

Abstract: Traditional teaching approach is teacher (teacher directive), while the contemporary approach is focused on the role of the learners (experience-based instruction) in achieving the goals of behavior, which is known through direct experience with the approach of experiential learning. Contemporary approach is expected to increase the understanding and the quality of the lesson learned. This paper will review the approach to experiential learning, and several methods of teaching. Keywords: Contemporary Learning, Experiential, Studying Process, Teaching Process.

scholarly journals Gaze-Driven Design Insights to Amplify Debugging Skills: A Learner-Centered Analysis Approach

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Katerina Mangaroska ◽  
Kshitij Sharma ◽  
Michail Giannakos ◽  
Hallvard Trætteberg ◽  
Pierre Dillenbourg
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Data Driven ◽  
Learning Context ◽  
Learner Centered ◽  
Gaze Patterns ◽  
Behavioural Regulation ◽  
Shed Light ◽  
Do So

This study investigates how multimodal user-generated data can be used to reinforce learner reflection, improve teaching practices, and close the learning analytics loop. In particular, the aim of the study is to utilize user gaze and action-based data to examine the role of a mirroring tool (i.e., Exercise View in Eclipse) in orchestrating basic behavioural regulation during debugging. The results demonstrated that students who processed the information presented in the Exercise View and acted upon it, improved their performance and achieved a higher level of success than those who failed to do so. The findings shed light on what constitutes relevant data within a particular learning context in programming using gaze patterns. Moreover, these findings could guide the collection of essential learner-centred analytics for designing usable, modular learning environments based on data-driven approaches.

Venture to the Interior –Virtual Object Lessons

2010 ◽  
pp. 19-35
Author(s):  
Andreas Kratky ◽  
Juri Hwang
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Virtual Object ◽  
Design Strategies ◽  
Digital Education ◽  
One Laptop Per Child ◽  
Object Lessons ◽  
The One ◽  
Interactive Experience

The question of how to design and implement efficient remote learning environments gains a new quality in the light of extensive digital education projects such as the One Laptop Per Child (OLPC) initiative. At the core of this consideration is not only the task of developing content for very different cultural settings but also the necessity to reflect the effects of learning processes that operate exclusively with digitally mediated content. This chapter outlines the design strategies of the project Venture to the Interior, an interactive experience that presents selected objects from the collections of the Museum of Natural History in Berlin, Germany, and displays them in a context reflecting the museum as an institution and the practices of collecting as knowledge constitution. The project investigates the role of objects as knowledge devices and the possibilities for a translation of the didactic effects of experiential learning into virtual environments.

scholarly journals Human connection and learning

2020 ◽  
Vol 40 (1) ◽  
pp. 15-23
Author(s):  
Stephanie MacMahon
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
School Contexts ◽  
Classroom Learning Environments ◽  
Innate Capacity ◽  
Initial Research ◽  
Social Synchrony ◽  
Human Connection

Human connection is fundamental to learning. Through social interaction, we consciously and unconsciously share a range of states with others in the learning environment which assists us to understand one another and the experience. Underpinning this sense of connection is a phenomenon known as social synchrony – an innate capacity that allows us to connect with and understand others. The nature of this connection is represented in the quality of the learning environment, and is colloquially referred to as the ‘vibe’. We’ve all sensed it in our own classes or our own learning experiences in the classroom, but does it impact learning and, if so, how can we manage it to promote learning? These were the practical questions as an educator that drove my initial research into human connection and learning in school contexts. Using a science of learning lens, I wanted to understand the factors that contribute to this ‘vibe’, the strategies that we could use to enhance it, and the indicators of its quality. The findings have not just informed our understanding of classroom learning environments in schools, but also the role of human connection in learning beyond the classroom, into the workplace, in online environments, and across the lifespan.

Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning

2017 ◽  
Vol 20 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Robert A Ellis ◽  
Ana-Marie Bliuc
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Learning Context ◽  
Learning Framework ◽  
Student Approaches To Learning

As online learning technologies are becoming an integral part of the learning experience at university, the quality of student learning is increasingly shaped by their experience of using these new artefacts. In many cases, the research frameworks investigating the contribution of online learning technologies to quality outcomes are yet to have explicitly identified their role and contribution. Adopting a Student Approaches to Learning perspective, the study described in this article analyses how online learning technologies are qualitatively situated in relation to inquiry by investigating associations among approaches to online learning technologies, perceptions of the learning context, and academic achievement. The findings indicate that there are consistent and distinct patterns of associations between the different aspects of the learning experience that reveal the role of online learning technologies in the student experience of learning. The findings suggest that qualitative differences in how students use online learning technologies and differences in how they perceive online learning technologies are logically related to the quality of outcomes. The discussion highlights an appropriate role and location of online learning technologies in the Student Approaches to Learning framework in order to help researchers, students, teachers and university leaders better understand their contribution to qualitatively different experiences of learning. It suggests principles for a more effective design of learning tasks based on the results which indicated deeper engagement both online and in-class.

Toward an Interdisciplinary Perspective

2012 ◽  
Vol 62 (4) ◽  
pp. 371-392 ◽  
Author(s):  
Kevin M. Roessger
Keyword(s):  
Experiential Learning ◽  
Motor Learning ◽  
Reflective Practice ◽  
Learning Environments ◽  
Motor Skills ◽  
Situated Learning ◽  
Learning Approaches ◽  
The Subject ◽  
The Relationship

Researchers have yet to agree on an approach that supports how adults best learn novel motor skills in formal educational contexts. The literature fails to adequately discuss adult motor learning from the standpoint of adult education. Instead, the subject is addressed by other disciplines. This review attempts to integrate perspectives across disciplines to enhance understanding of adult motor learning. The review suggests a disciplinary disconnect but finds several potential integrations: (a) a unifying framework between representational motor learning models and reflective practice; (b) the applicability of modeling approaches to experiential frameworks; (c) the relationship between chaining, motor programs, variability of practice, and analogy learning to “doing” and “action” in experiential learning; and (d) the role of embedded motor learning approaches within situated environments. Research should continue to examine how aspects of didactic approaches affect the effectiveness of the modeling approach and how situated learning environments naturalistically use motor learning approaches.

scholarly journals Staff perceptions of the role of technology in experiential learning: A case study from an Australian university

2005 ◽  
Vol 21 (1) ◽  
Author(s):  
Di Challis ◽  
Dale Holt ◽  
Mary Rice
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Professional Learning ◽  
Information And Communications Technologies ◽  
Staff Perceptions ◽  
Entry Level ◽  
Communications Technologies ◽  
Professional Fields ◽  
Key Indicators

<span>This paper reports on a cross-disciplinary comparative study that examines the interplay between information and communications technologies (ICT) and experiential learning, in the context of seven fields of professional practice in undergraduate education. Our central claim is that academic teachers' framing of the meaning and nature of experiential learning shapes the actual and possible uses of ICT, in supporting the development of professional expertise in academic and workplace learning environments. Implicit in teaching conceptions and practices is an underlying view of the changing nature and conduct of the professions, and the requirements for effective entry level practice in relevant professional fields. The paper explores key indicators of ICT development and usage in supporting the creation of meaningful professional learning, and the design of integrated, coherent, professional learning environments.</span>

Cognitive Health Counseling 40+

2013 ◽  
Vol 21 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Anne Eschen ◽  
Franzisca Zehnder ◽  
Mike Martin
Keyword(s):  
Outcome Variable ◽  
Pilot Phase ◽  
Subjective Memory ◽  
Cognitive Health ◽  
Health Counseling ◽  
Agents Of Change ◽  
Main Outcome Variable ◽  
Further Development

This article introduces Cognitive Health Counseling 40+ (CH.CO40+), an individualized intervention that is conceptually based on the orchestration model of quality-of-life management ( Martin & Kliegel, 2010 ) and aims at improving satisfaction with cognitive health in adults aged 40 years and older. We describe the theoretically deduced characteristics of CH.CO40+, its target group, its multifactorial nature, its individualization, the application of subjective and objective measures, the role of participants as agents of change, and the rationale for choosing participants’ satisfaction with their cognitive health as main outcome variable. A pilot phase with 15 middle-aged and six older adults suggests that CH.CO40+ attracts, and may be particularly suitable for, subjective memory complainers. Implications of the pilot data for the further development of the intervention are discussed.

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