The Learning on the Run or Strategic Learning Process

2018 ◽  
pp. 110-117
Author(s):  
Richard Busulwa ◽  
Matthew Tice ◽  
Bruce Gurd
Keyword(s):  
Learning Process ◽  
Strategic Learning

scholarly journals STRATEGIC PROTOTYPING TO LEARN IN STANFORD UNIVERSITY'S ME310 DESIGN INNOVATION COURSE

2020 ◽  
Vol 1 ◽  
pp. 1687-1696
Author(s):  
L. Domingo ◽  
D. Moore ◽  
D. Sirkin ◽  
G. Toye ◽  
L. Leifer ◽  
...  
Keyword(s):  
Learning Process ◽  
Functional System ◽  
Project Based Learning ◽  
Pedagogical Practice ◽  
Strategic Learning ◽  
Graduate Level ◽  
Critical Function ◽  
Novice Designers ◽  
System Prototype ◽  
Capstone Design

AbstractThrough a strategic learning process, prototypes unveil design directions. We provide a review of prototyping methods for novice designers to study and pedagogical practice for capstone design course faculty to juxtapose. Stanford University's ME310 graduate-level project-based learning course introduces students to various prototyping design techniques, such as Needfinding and Benchmarking, and prototyping methods, such as the Critical Experience Prototype, Critical Function Prototype, Dark Horse Prototype, Part-X is Finished, Funky System Prototype, and Functional System Prototype.

“Targeted Partnership” and Beyond

2016 ◽  
Vol 43 (1) ◽  
pp. 139-163
Author(s):  
Kobi Michael
Keyword(s):  
Middle East ◽  
Learning Process ◽  
The Political ◽  
Strategic Learning ◽  
Open Discourse ◽  
Military Campaigns ◽  
The Creation ◽  
Military Campaign ◽  
The Military ◽  
Israeli Experience

Jihadist terror is a multidimensional challenge that compels unique difficulties on compatibility between the military campaign and the political goal. Compatibility between military campaigns and political goal requires a deeper understanding about the Jihadi terrorism phenomenon that could be achieved by a strategic and diagnostic learning process. Such learning requires certain characteristics, which enable the creation of open discourse. This article introduced definitions of closed and open discourse, characterized the required conditions for creating open discourse, and explained the linkage between strategic learning and open discourse. This article aims to add another theoretical layer to Rebecca Schiff’s “targeted partnership” concept by elaborating on the essence of the encounter and discourse between the political and the military echelons in the context of terrorism in the Middle East, using examples from the American and Israeli experience. The concepts of “Discourse Space” and “Diagnostic Learning” are corresponding with Schiff’s concept and accomplish it.

scholarly journals La planificación estratégica como aprendizaje.

2012 ◽  
Vol 16 (1) ◽  
pp. 46
Author(s):  
Cesar LIP LICHAM
Keyword(s):  
Active Learning ◽  
Strategic Planning ◽  
Learning Process ◽  
Continuous Line ◽  
Strategic Learning ◽  
Institutional Work ◽  
The One ◽  
Or Organization ◽  
The Mind

No person or organization knows enough like to solve everything in advance. Although big lines can betraced to guide institutional work, the unpredictable become forces them to develop active learning actioncourses. Of these courses, the strategic planning is the one that had produced the optimum and the mostlingering successful results. The strategic learning implies that the person or organization has to mobilizein a continuous line which extreme limits are, on one hand, the totally premeditated strategies, and on theother hand, the fully emergent strategies. To learn strategically it is required to release the mind in orderto slip flexibly in the continuous line and to accomplish that the possible action courses will be created froma fertile dialogue between the thought and the action. In this article we describe the main prior andcurrent ideas of the strategic planning, that considered as a learning process, has a paradoxical nature,where the final product is the process.

scholarly journals DEVELOPMENT OF CATHOLIC RELIGIOUS LEARNING WITH THE PROJECT BASED LEARNING (PjBL) APPROACH

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Agustina Dede Mite ◽  
Siregar Eveline ◽  
Situmorang Robinson
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Learning Process ◽  
Project Based Learning ◽  
Learning Approach ◽  
Strategic Learning ◽  
School Students ◽  
Design Data ◽  
Catholic Religion ◽  
Learning Development

The main purpose of this research is to develop Catholic Religion learning approach based -on project-based learning (PjBL) on the 7th Grade Junior High School Students of Saint Marie which is hoped can help teachers and students in the learning process as one of strategic learning to solve the problem teachers have faced which only focus on the result of cognitive aspect. The procedure in improving Catholic Religion uses developing MPI model with project-based learning (PjBL) on learning step design. Data collection technic is taken by observation, interview, and questionnaire. Data analysis technic which is used for this research is qualitative and quantitative. According to qualification analysis result from the resource expert for the attainment level is 95,4% with very good qualification and can be used without revision and according to qualification analysis result from design learning expert for the attainment level is 91,2% with very good qualification and can be used without revision too. Learning development by using project-based learning approach will be very effective to achieve learning objectives in affective aspect optimally. This result of this research implies that learning development by project-based learning is very useful in learning Catholic Religion especially in affective aspect. In conclusion, learning objective either cognitive and affective aspect can be achieved and every student personally will get the result of learning process well.Keywords: Project based learning, Catholic Religion learning, MPI model.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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