Modes of Openness and Flexibility in Cognitive Flexibility Hypertext Learning Environments

2011 ◽  
pp. 18-25 ◽  
Author(s):  
Rand J. Spiro ◽  
Brian P. Collins ◽  
Aparna R. Ramchandran
Keyword(s):  
New Media ◽  
Learning Environments ◽  
Cognitive Flexibility ◽  
Instructional Materials ◽  
Modern World ◽  
Transfer Of Knowledge ◽  
Learning And Teaching ◽  
State Of Affairs ◽  
The Mind ◽  
Use Of Knowledge

The words openness and flexibility—the latter is the topic of this volume—are joined in the title of this chapter. We see them as two sides of the same coin—structure and process, as well as antecedent and consequent. Closed structures of presentation (how instructional materials are organized in delivery systems) and of representation (how knowledge is structured and operated upon in the mind) produce rigidity of thought and action. The antithesis of this rigidity is a kind of “openness-based” flexibility necessary for adaptive knowledge application, for transfer of knowledge to new situations, for situation-sensitive use of knowledge, and for the kind of world-fitting complexity of understanding that cognitive flexibility depends upon—and that the increasingly complex modern world of life and work needs now more than ever. Rigidity and oversimplification are rampant in learning and teaching (e.g., Feltovich, Coulson, & Spiro, 2001; Feltovich, Spiro, & Coulson, 1989, 1996; Spiro, Feltovich, & Coulson, 1996), but with the affordances of new media, we do not need to live complacently with this state of affairs (Spiro, in press). The perspective of cognitive flexibility theory (CFT; Mishra, Spiro, & Feltovich, 1996; Spiro, Coulson, Feltovich, & Anderson, 1988, 2004; Spiro, Feltovich, Jacobson, & Coulson, 1992a, 1992b; Spiro & Jehng, 1990) enacts openness in many ways—in the theory itself and in the multimedia learning systems based on the theory (cognitive flexibility hypertext learning environments, CFHs). A recent overview of CFT can be found in Spiro, Collins, and Thota (2003).

Modes of Openness and Flexibility in Cognitive Flexibility Hypertext Learning Environments

2011 ◽  
pp. 1903-1908
Author(s):  
Rand J. Spiro ◽  
Brian P. Collins ◽  
Aparna R. Ramchandran
Keyword(s):  
New Media ◽  
Learning Environments ◽  
Cognitive Flexibility ◽  
Instructional Materials ◽  
Modern World ◽  
Transfer Of Knowledge ◽  
Learning And Teaching ◽  
State Of Affairs ◽  
The Mind ◽  
Use Of Knowledge

The words openness and flexibility—the latter is the topic of this volume—are joined in the title of this chapter. We see them as two sides of the same coin—structure and process, as well as antecedent and consequent. Closed structures of presentation (how instructional materials are organized in delivery systems) and of representation (how knowledge is structured and operated upon in the mind) produce rigidity of thought and action. The antithesis of this rigidity is a kind of “openness-based” flexibility necessary for adaptive knowledge application, for transfer of knowledge to new situations, for situation-sensitive use of knowledge, and for the kind of world-fitting complexity of understanding that cognitive flexibility depends upon—and that the increasingly complex modern world of life and work needs now more than ever. Rigidity and oversimplification are rampant in learning and teaching (e.g., Feltovich, Coulson, & Spiro, 2001; Feltovich, Spiro, & Coulson, 1989, 1996; Spiro, Feltovich, & Coulson, 1996), but with the affordances of new media, we do not need to live complacently with this state of affairs (Spiro, in press). The perspective of cognitive flexibility theory (CFT; Mishra, Spiro, & Feltovich, 1996; Spiro, Coulson, Feltovich, & Anderson, 1988, 2004; Spiro, Feltovich, Jacobson, & Coulson, 1992a, 1992b; Spiro & Jehng, 1990) enacts openness in many ways—in the theory itself and in the multimedia learning systems based on the theory (cognitive flexibility hypertext learning environments, CFHs). A recent overview of CFT can be found in Spiro, Collins, and Thota (2003).

scholarly journals Authenticity work in higher education learning environments: a double-edged sword?

2021 ◽  
Author(s):  
Oskar Hagvall Svensson ◽  
Tom Adawi ◽  
Anders Johansson
Keyword(s):  
Higher Education ◽  
Critical Discourse Analysis ◽  
Learning Environments ◽  
Critical Discourse ◽  
Higher Education Research ◽  
Transfer Of Knowledge ◽  
Educational Discourse ◽  
Discursive Strategies ◽  
Strong Position ◽  
State Of Affairs

AbstractEducational authenticity occupies a strong position in higher education research and reform, building on the assumption that correspondence between higher education learning environments and professional settings is a driver of student engagement and transfer of knowledge beyond academia. In this paper, we draw attention to an overlooked aspect of authenticity, namely the rhetorical work teachers engage in to establish their learning environments as authentic and pedagogically appropriate. We use the term “authenticity work” to denote such rhetorical work. Drawing on ethnography and critical discourse analysis, we describe how two teachers engaged in authenticity work through renegotiating professional and educational discourse in their project-based engineering course. This ideological project was facilitated by three discursive strategies: (1) deficitization of students and academia, (2) naturalization of industry practices, and (3) polarization of the state of affairs in academia and in industry. Our findings suggest that authenticity work is a double-edged sword: While authenticity work may serve to bolster the legitimacy that is ascribed to learning environments, it may also close down opportunities for students to develop critical thinking about their profession and their education. Based on these findings, we discuss implications for teaching and propose a nascent research agenda for authenticity work in higher education learning environments.

Destructive of deviation and economic deprivation of innovative development of enterprises of Ukraine: displays and possibilities of leveling

2018 ◽  
pp. 57-72
Author(s):  
Irina Tkachenko ◽  
Maryna Lysytsia ◽  
Viktoria Sektymenko
Keyword(s):  
Modern World ◽  
Economic Systems ◽  
Innovative Development ◽  
Economic Deprivation ◽  
Investment Activity ◽  
National Economic ◽  
Innovative Products ◽  
Economic State ◽  
Innovative Potential ◽  
State Of Affairs

Strategy of successful development of the national economic systems of countries-leaders the last years is closely related to leadership in research-anddevelopments, by appearance of new knowledge, development of hi-tech production and creation of mass innovative products. Development of innovative potential is not only a way of dynamic development and success but also backer-up of safety and sovereignty of country, to her competitiveness in the modern world. The necessity of introduction in Ukraine of європейських standards of life and exit of Ukraine on leading positions in the world defined the aim of Strategy of steady development «Ukraine 2020» approved by Decree of President of Ukraine № 5/2015 from January, 12, 2015 and plans of operating under implementation of Agreement about an association from ЕС, by the obligations of Ukraine in relation to the achievement of national Aims of steady development on a period 2030 to The basic displays of origin of economic deprivation and destructive deviation of innovative development of enterprises, lighted up questions that touch maintenance and ways of improvement of strategic management of enterprises innovative activity in the system of institutional structure of forming of innovative behavior, are certain in the article. Reformation of economy of country must take place in the conditions of maintenance of certain calls and risks, in particular, it is a threat of escalation of the battle operating on east, authenticity of worsening of the external economic state of affairs on world commodity markets, migratory processes, braking, destructive deviation and депривація of investment activity. A human capital, and also knowledge and results of scientific researches, must become basis of the Ukrainian innovative competitiveness.

Epilogue

2018 ◽  
Author(s):  
Sheila Murnaghan ◽  
Deborah H. Roberts
Keyword(s):  
New Media ◽  
Further Education ◽  
Modern World ◽  
Fan Fiction ◽  
Fantasy Literature ◽  
Childhood Experiences ◽  
Pleasure Reading ◽  
Classical Mythology ◽  
Children And Young Adults

The preceding work is summed up as a study of adults’ attempts over a century-long period to make sense of their own childhood experiences of antiquity and to recreate those experiences for new generations through the medium of absorbing pleasure reading. Such experiences are valued for their capacity to stimulate the imagination, to expand moral understanding, to pave the way for further education, and to bring renewal or redemption to the disturbed modern world. The chapter ends with a brief survey of developments in classical mythology and historical fiction for children and young adults from the mid-1960s until the present, including the emergence of new forms of fantasy literature and the role of new media such as video games and fan fiction.

Doing Text

2017 ◽  
Author(s):  
Pete Bennett ◽  
Julian McDougall
Keyword(s):  
Social Media ◽  
New Media ◽  
Film Noir ◽  
Social Practices ◽  
Critical Space ◽  
Learning And Teaching ◽  
Broadcast Media ◽  
Romantic Poetry ◽  
Art Works ◽  
Media Formats

This volume re-imagines the study of English and media in a way that decentralises the text (e.g. romantic poetry or film noir) or media formats/platforms (e.g. broadcast media/new media). Instead, the authors work across boundaries in meaningful thematic contexts that reflect the ways in which people engage with reading, watching, making, and listening in their textual lives. In so doing, the volume recasts both subjects as combined in a more reflexive, critical space for the study of our everyday social and cultural interactions. Across the chapters, the authors present applicable learning and teaching strategies that weave together art works, films, social practices, creativity, 'viral' media, theater, TV, social media, videogames, and literature. The culmination of this range of strategies is a reclaimed 'blue skies' approach to progressive textual education, free from constraining shackles of outdated ideas about textual categories and value that have hitherto alienated generations of students and both English and media from themselves.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

scholarly journals Investigating the use of knowledge management as a management tool in the mining industry

2016 ◽  
Vol 14 (1) ◽  
pp. 176-182 ◽  
Author(s):  
Dinko Herman Boikanyo ◽  
Ronnie Lotriet ◽  
Pieter W. Buys
Keyword(s):  
Knowledge Management ◽  
Business Performance ◽  
Mining Industry ◽  
Management Tool ◽  
Transfer Of Knowledge ◽  
Planning And Control ◽  
Research Population ◽  
And Control ◽  
Use Of Knowledge ◽  
Structured Questionnaire

The main objective of this research study is to investigate the extent to which knowledge management is used within the mining industry. Knowledge management includes the identification and examination of available and required knowledge and the subsequent planning and control of actions to develop knowledge assets to accomplish organizational objectives. A structured questionnaire is used for the study. A total of 300 mines were randomly selected from a research population of mining organizations in South Africa, Africa and globally. The respondents were all part of senior management. A response rate of 64% was achieved. A significant number of respondents indicates that there is no transfer of knowledge about the best practices within their organizations. Some of the participants indicate that their organizations do not have the required technical infrastructure to enable knowledge sharing whilst some agree that the culture in their organizations is not conducive to the sharing of knowledge. A statistically and practically significant positive relationship with a large effect is found between the construct of knowledge management and perceived business performance. The mining organizations in Africa are ranked the lowest in terms of applications of knowledge management principles

scholarly journals Higher Education in VUCA-World: New Metaphor of University

2019 ◽  
Vol 5 (2) ◽  
pp. 31
Author(s):  
Tatiana V. Korsakova
Keyword(s):  
Rate Of Change ◽  
Reference Points ◽  
Organizational Systems ◽  
Modern World ◽  
Dynamic Changes ◽  
The World ◽  
Organizational Ties ◽  
State Of Affairs ◽  
The University ◽  
Current Reality

In the 21st century universities cannot survive if they simply support an established state of affairs because the modern world is described by the following relation: the rate of change tends to infinity; the transition interval tends to zero. This leads to the fact that universities cannot rest on their laurels and not change. The university that cannot construct new organizational ties loses its magnitude forever. The article describes the specific features of the new reality which are of great importance for building modern organizational systems in universities. Reference points have been being identified and that allows presenting the direction of development that meets the new requirements of the modern world to people, processes, technologies, structures, and systems accordingly to the university. Analysis of the selected reference points leads to the conclusion that in the conditions of dynamic changes and uncertainty of the world the concrete way of the vision of the university’s situation is to see it as if in the light of the modern world. A metaphor is presented, which is based on a comparison of the university internal world with the current reality. It is expressed by the acronym VUCA.

scholarly journals E-Simulations for Educating the Professions in Blended Learning Environments

2012 ◽  
pp. 1-23
Author(s):  
Dale Holt ◽  
Stephen Segrave ◽  
Jacob L. Cybulski
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Learning Environments ◽  
Workforce Development ◽  
Online Community ◽  
Computer Mediated Communication ◽  
Simulation Design ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Role Based

This chapter introduces digital, role-based simulations as an emerging and powerful educational approach for the professions and for broader workforce development purposes. It is acknowledged that simulations used for education, professional development, and training, have a long history of development and use. The focus is on digital simulations (e-simulations) situated in blended learning environments and the improved affordances of the newer digital media used via the web to enhance the value of their contribution to learning and teaching in professional and vocationally-oriented fields. This is an area which has received less attention in the whole “e-learning” literature compared with the voluminous body of knowledge and practice on computer-mediated communication, online community building, social networking, and various forms of online (usually automated) assessment. A framework of blended e-simulation design is outlined. The chapter concludes by examining what the future might hold for simulations in further and higher education, and ongoing work-based learning.

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