The Art of Negotiation Exercise Design: Five Basic Principles to Produce Powerful Learning Experiences

2020 ◽  
Vol 36 (1) ◽  
pp. 57-72 ◽  
Author(s):  
Arvid Bell ◽  
Taylor Valley
Keyword(s):  
Learning Experiences ◽  
Basic Principles ◽  
Powerful Learning ◽  
Exercise Design

scholarly journals Vocational thresholds: developing expertise without certainty in general practice medicine

2016 ◽  
Vol 8 (2) ◽  
pp. 99 ◽  
Author(s):  
Karen Vaughan
Keyword(s):  
General Practice ◽  
General Practitioners ◽  
Learning Experience ◽  
Learning Experiences ◽  
Structured Learning ◽  
Clinical Expertise ◽  
Threshold Concepts ◽  
Powerful Learning ◽  
Hidden Knowledge ◽  
Identity Learning

Abstract INTRODUCTION This paper argues that particular experiences in the workplace are more important than others and can lead to transformational learning. This may enable practitioners to cross ‘vocational thresholds’ to new ways of being. AIM A notion of ‘vocational thresholds’ is developed, aiming to help build an understanding of the most powerful learning experiences of general practitioners (GPs). Vocational thresholds takes its cue from the idea of ‘threshold concepts’ - concepts that transform perspectives and integrate previously disconnected or hidden knowledge, sometimes in ways that are ‘troublesome’ to previously held beliefs. METHODS The paper is based on a thematic analysis of 57 GPs’ brief written accounts of a particularly powerful learning experience during their development. Accounts were provided in a conference session about an ongoing study of workplace-based structured learning arrangements in the fields of general practice medicine, engineering, and building. FINDINGS Most GPs’ accounts focused on development of dispositional attributes that moved them to a new understanding of themselves in relation to their work and patients. Just under two-thirds picked out informal and formal collegial relationships within purposeful learning arrangements as pivotal. A third picked out direct experiences with patients as shifting their perspective. CONCLUSION The emergent idea of vocational thresholds is offered as a way to frame the most important learning experiences identified by GPs. It supports a focus in early and ongoing development beyond accumulating clinical expertise and skills (knowing and doing), to dispositional capability (being) - vital for practitioners negotiating inherent and daily uncertainty. KEYWORDS General practitioners; Medical education; Vocational education; Identity; Learning experiences; Threshold concepts

Powerful Learning Experiences within Coherent Learner Groups

2008 ◽  
Vol 17 (2) ◽  
pp. 46-64 ◽  
Author(s):  
Gordon Rowland ◽  
Amber Lederhouse ◽  
Diana Satterfield
Keyword(s):  
Learning Experiences ◽  
Powerful Learning

scholarly journals Powerful learning at SEA

2018 ◽  
Vol 11 (4) ◽  
Author(s):  
Gordon Rowland ◽  
Allison L. Kitchen-Meyer
Keyword(s):  
Data Analysis ◽  
Participant Observation ◽  
Learning Experiences ◽  
Scientific Research ◽  
Learning Systems ◽  
Marine Biodiversity ◽  
Powerful Learning ◽  
International Reputation ◽  
Education Association ◽  
Systemic Design

The Sea Education Association (SEA) has an international reputation for creating powerful learning experiences in semester-long programs that involve conducting scientific research while sailing tall ships. To what extent, how and why these experiences occur was studied through interviews, extant data analysis, and participant observation of the SEA Semester program Marine Biodiversity and Conservation. Themes consistent with past studies of powerful learning emerged, for example, authenticity, openness, relationships with others, and intense engagement, while outcomes continued to be highly individual. Relationships among these themes point toward complexity, design, and systemic design and suggest seeds of a theory of powerful learning systems. 

scholarly journals Editorial

2013 ◽  
Vol 30 (3) ◽  
pp. 307-309
Author(s):  
REGINA MURPHY ◽  
MARTIN FAUTLEY
Keyword(s):  
Educational Aspirations ◽  
Learning Experiences ◽  
School Experiences ◽  
Test Construction ◽  
Basic Principles ◽  
Social Lives ◽  
Intended Curriculum ◽  
Planning Development ◽  
The Individual ◽  
Ralph Tyler

We write curriculum documents that are full of good intentions – ambitious musical aims, the highest educational aspirations and holistic principles that place the learner at the centre. Yet, in many ways, curriculum writing is an exercise in asserting control of what and how we might teach. The notion of the intended curriculum, that is, explicit goals to determine the outcome of learning, has its roots in what became known as the Tyler Rationale and has continued to influence curriculum inquiry, planning, development, test construction and learning outcomes to the present day (Schubert, 2008). In Basic Principles of Curriculum and Instruction, Ralph Tyler (1949) formulated a deceptively simple structure that has guided curriculum developers and researchers for over fifty years. This entailed: (i) Defining appropriate learning objectives, (ii) Introducing useful learning experiences, (iii) Organising experiences to maximise their effect; and (iv) Evaluating the process and revising the areas that were not effective. According to Schubert (2008), many curriculum scholars and developers ignored several other aspects of Tyler's work and many of his other recommendations were lost in the tendency to follow his curriculum ‘recipe’ in schools, state departments or ministries of education. What Tyler had argued was that perspectives be sought from other philosophical and psychological positions, and that the influences of society, the individual, and other disciplines also be considered. He also believed that learning experiences were more important than activities or content. Moreover, he asserted that non-school experiences of students and their active social lives were also worthy of study and finally, he believed that the four steps in his model should not be used in the order presented in his text, but according to situation need. However, only the bones of Tyler's message survived while his more embodied emphasis on careful attention to context and nuance in student lives was overlooked in the process (Schubert, 2008).

Fostering Powerful Learning Experiences

2021 ◽  
pp. 121-138
Author(s):  
Michelle D. Young ◽  
Ann O'Doherty ◽  
Kathleen M. W. Cunningham
Keyword(s):  
Learning Experiences ◽  
Powerful Learning

scholarly journals Using Powerful Learning Experiences to Prepare School Leaders

2018 ◽  
Vol 14 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Kathleen M.W. Cunningham ◽  
Bryan A. VanGronigen ◽  
Pamela D. Tucker ◽  
Michelle D. Young
Keyword(s):  
School Leaders ◽  
Learning Experiences ◽  
Powerful Learning

scholarly journals Hakikat Transfer Of Learning dan Aspek-Aspek yang Mempengaruhinya

2019 ◽  
Vol 12 (2) ◽  
pp. 146
Author(s):  
Zulkifli Mansyur
Keyword(s):  
Transfer Process ◽  
Transfer Of Learning ◽  
Learning Transfer ◽  
Learning Experiences ◽  
Basic Principles ◽  
Effective Learning

AbstrakBelajar dan transfer belajar adalah pusat pemahaman untuk mengerti bagaimana orang mengembangkan kemapuan. Belajar penting karena tidak seorangpun yang lahir dengan kemampuan secara kompeten sebagai seorang yang dewasa dalam masyarakat. Belajar itu penting terutama untuk memahami berbagai jenis pengalaman belajar yang mendorong ke arah transfer, didefinisikan sebagai kemampuan untuk memperluas belajar dari satu konteks ke konteks yang baru. Kegagalan dalam proses transfer belajar merupakan faktor terpenting terjadinya kegagalan dalam efektifnya suatu pembelajaran didalam ruangan kelas. Hanya dengan kembali kepada prinsip-prinsip dasar maka akan dapat meminimalisir kegagalan yang seringkali dilakukan oleh setiap pendidik baik yang disadari maupun tidak.Kata kunci:      Transfer of Learning AbstractLearning and learning transfer are central to understanding how people develop abilities. Learning is important because no one is born with competent abilities as an adult in society. Learning is important especially to understand the various types of learning experiences that lead to transfer, defined as the ability to expand learning from one context to a new context. Failure in the learning transfer process is the most important factor in the failure of effective learning in the classroom. Only by returning to basic principles will it be able to minimize failures that are often carried out by every educator, whether consciously or notKeywords:      Transfer of Learning

The Influence of Teacher Education on Teacher Beliefs

2019 ◽  
Author(s):  
Maria Teresa Tatto
Keyword(s):  
Teacher Education ◽  
Teacher Beliefs ◽  
Prospective Teachers ◽  
Comparative Studies ◽  
Large Scale ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Opportunities To Learn ◽  
Powerful Learning ◽  
International Comparative

Beliefs defined as the cognitive basis for the articulation of values and behaviors that mediate teaching practice can serve as powerful indicators of teacher education influence on current and prospective teachers’ thinking. Notwithstanding the importance of this construct, the field seems to lack across the board agreement concerning the kinds of beliefs that are essential for effective teaching, and whether and how opportunities to learn and other experiences have the potential to influence beliefs and knowledge in ways that may equip teachers to interpret, frame and guide action, and to fruitfully engage all pupils with powerful learning experiences. Large-scale international comparative studies provide the opportunity to develop shared definitions that facilitate the exploration of these questions within and across nations.

The Adaptive Learning Landscape

2017 ◽  
Vol 119 (3) ◽  
pp. 1-46
Author(s):  
Gary Natriello
Keyword(s):  
Adaptive Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Negative Effects ◽  
Relevant Research ◽  
Learning Tasks ◽  
Powerful Learning ◽  
Wide Range ◽  
Contemporary Work ◽  
Further Development

Background Personalizing education by adapting learning opportunities and instructional practices to individual abilities and dispositions has been a long-standing objective among educators and indeed, among all who seek more powerful learning experiences. Interest in adapting learning opportunities to meet the needs of learners has continued throughout history up to the present time. Purpose This article considers both historical and contemporary work to create adaptive learning opportunities to illustrate the various strands of thought about the personalization of learning experiences and to identify active lines of relevant research and development activities. Research Design A wide range of work to create adaptive learning applications both within the education sector and the research community and beyond is reviewed. The review is organized according to a model of the processes leading to adaptive learning opportunities that calls attention to seven categories of work encompassing everyday tasks, learning tasks, learning theory, assessment, curriculum, teaching, and networking activities. Conclusions After noting some promising directions for additional work, the paper concludes by identifying issues that should be considered in the further development of adaptive learning applications to avoid potential negative effects.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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