Learning theory in practice: case studies of learner-centered design

1996 ◽  
Author(s):  
Elliot Soloway ◽  
Nancy Scala ◽  
Shari L. Jackson ◽  
Jonathan Klein ◽  
Chris Quintana ◽  
...  
Keyword(s):  
Case Studies ◽  
Learning Theory ◽  
Learner Centered

The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design

2017 ◽  
pp. 274-290
Author(s):  
John Ewing ◽  
Doug Reid
Keyword(s):  
Learning Theory ◽  
Social Constructivism ◽  
Reference Points ◽  
Community Of Learners ◽  
Student Centered ◽  
Common Reference ◽  
Learner Centered ◽  
Knowledge Learning ◽  
Learner Centered Pedagogy

The study focuses on guiding students through an exploration of social constructivism model as it relates to the roles of instructor and learner. It explores the use of a metaphor, the dot, to demonstrate that metaphors can support deeper understanding of difficult concepts inherent in learner-centered and constructivist pedagogies. This research was conducted to ascertain whether metaphors provide common reference points for learners that can be used to build and test new assumptions of knowledge. Additionally, the study highlights challenges that learner-centered pedagogy face when identifying preconceived constructs and moving towards the adoption of new thoughts, perspectives, and reasoning. In theory, this study identified the continuing role that metaphors play in the learning theory and how the literature can be explored further. In practice, the study identified student-centered activities, which include the learner as a contributor to knowledge, learning in a community of learners, and empowering the learner to change.

Feedback From Internship Mentors in Technical Communication Internships

2017 ◽  
Vol 48 (3) ◽  
pp. 359-378 ◽  
Author(s):  
Elisabeth Kramer-Simpson
Keyword(s):  
Discourse Analysis ◽  
Student Learning ◽  
Case Studies ◽  
Learning Theory ◽  
Technical Communication ◽  
Student Agency ◽  
Student Interns ◽  
Student Intern

Documenting and characterizing interactions between student interns and their mentors in the workplace offers perspective on student learning and enculturation that can help us introduce these ways of learning to students in the technical communication classroom, even before the internship. Three student intern conversations in the internship setting are the focus of this close discourse analysis, framed by 6-month-long case studies and Vygotsky’s learning theory. Results indicate that many similarities exist between classroom feedback and mentor feedback in the internship, but that differences in student agency may make negotiation important in the technical communication classroom.

Temporal dynamics of situated learning in organizations

2010 ◽  
Vol 41 (3) ◽  
pp. 285-301 ◽  
Author(s):  
Jon Erland Lervik ◽  
Kathryn M. Fahy ◽  
Mark Easterby-Smith
Keyword(s):  
Case Studies ◽  
Learning Theory ◽  
Situated Learning ◽  
Temporal Dynamics ◽  
Temporal Perspective ◽  
Opportunities For Learning ◽  
Everyday Work ◽  
Internal Property ◽  
Temporal Structures ◽  
Context Of Learning

Situated learning theory posits that learning in organizations arises in the contexts and conditions of practical engagement, and time is an important dimension of activity and context of learning. However, time has primarily been conceptualized as an internal property of communities, buffered from social and organizational temporalities that shape rhythms of working and learning. This article examines how external temporalities affect situated learning through case studies of technical after-sales services. A situated learning perspective posits how new understandings are constructed from a broad assemblage of resources and relations. These resources and relationships are to a large extent governed by external temporalities that influence opportunities for learning through everyday work. We highlight temporal structures as an important mechanism guiding or obstructing the development of new understandings, and we conclude that a temporal perspective on situated learning holds important implications for practice and further research.

scholarly journals What is an Authentic Learning Environment?

2011 ◽  
pp. 68-77 ◽  
Author(s):  
Anthony Herrington ◽  
Jan Herrington
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Theory ◽  
Real World ◽  
Authentic Learning ◽  
Effective Learning ◽  
Design And Implementation ◽  
Learner Centered ◽  
Effective Learning Environments ◽  
Subject Areas

Recent research and learning theory provides a wealth of thought, ideas and strategies to inform the design and implementation of learner-centered, realistic and effective learning environments. This chapter proposes guidelines for designing authentic learning environments for higher education that can be applied across a range of disciplines and in a variety of modes. Characteristics of the approach are explored in depth, and the chapters of the book are introduced as examples of authentic learning environments in diverse subject areas and contexts. The chapter provides a practical framework for teachers wishing to break away from traditional, teacher-centered approaches in higher education, and who are willing to create learning environments where students are motivated to learn in rich, relevant and real-world contexts.

scholarly journals Leerteoretiese basis van die andragogie

1991 ◽  
Vol 17 (1) ◽  
Author(s):  
C. J. A. Simpson ◽  
B. C. Lessing
Keyword(s):  
Adult Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Learning Theory ◽  
Learning Process ◽  
Resource Development ◽  
Learning Theories ◽  
Intensive Study ◽  
Learner Centered

Learning theory basis of andragogy. A cursory glance at andragogy creates the impression that humanistic learning theory plays an all encompassing role in the learner centered approach andragogy espouses. A closer look, however, reveals that Knowles (1973), after having made an intensive study of learning theory, created an extensive framework within which human resource development can take place. The fact that Knowles attracted critique from different areas, led to a need to ascertain the role different learning theories, if any, played in the emergence of andragogy. Having looked at the assumptions displayed by the andragogical approach, as well as a comparison of different learning theories and their connection with andragogy, it became clear that andragogy contains elements of various learning theories in an adapted way. These adaptations resulted in an approach to adult education in which learners are given the opportunity to be part of the learning process in such a way that they themselves contribute to the development which takes place. Opsomming Met 'n eerste oogopslag wil dit voorkom asof humanistiese leerteorie 'n oorheersende rol in die leerdergesentreerde benadering van andragogie speel. By nadere ondersoek blyk dit egter dat Knowles (1973), na 'n deeglike studie van verskillende leerteoretiese beginsels, 'n omvangryke raamwerk geskep het waarbinne, aan die hand van verskeie aangepaste leerteoretiese beginsels, menslike hulpbronontwikkeling kan plaasvind. As gevolg van die feit dat Knowles vanuit verskillende oorde kritiek op die lyf geloop het, is besluit om die rol wat verskillende leerteorieë in andragogie speel, te bestudeer. Dit blyk dat andragogie nie net elemente van verskillende leerteorieë bevat nie, maar dat toepaslike aspekte van die teoriee wat ondersoek is, benut en aangepas is om 'n geintegreerde benadering te bewerkstellig waarin veral volwassene-leerders by leergeleenthede en hulle selfontwikkeling betrek word.

scholarly journals Metode Pendidikan Anak Berbasis Qishshah AL-Anbiyâ’ dan Kontekstualisasinya di Perguruan Tinggi Islam

2018 ◽  
Vol 17 (1) ◽  
pp. 1
Author(s):  
Muh Syamsuddin
Keyword(s):  
Discourse Analysis ◽  
Case Studies ◽  
Learning Theory ◽  
Basic Method ◽  
Children's Education ◽  
Secular Theory ◽  
Child Education ◽  
Children’S Education ◽  
Using Data ◽  
Children's Stories

The purpose of this paper is to make the children's stories of the Prophets in the Koran as a basic method of child education. The background of the lack of studies in children's education that makes the Koran as the basis for the development of education and learning theory. In addition, the College of Religious Islam is supposed to close by the Koran thus many choose Western- secular theory . The theory used in this paper is a story in the Quran and learning methodologies . Using data from the literature and discourse analysis, this paper found that the prophetic method of educating children in the Koran are prenatally using monologues and after birth using the method of dialogue with intuitive engineering - shar'ī , case studies , emotive and scientific debate.Tujuan tulisan ini adalah menjadikan kisah-kisah anak para Nabi dalam Alquran sebagai dasar metode pendidikan anak. Ini dilatarbelakangi dari minimnya kajian dalam pendidikan anak yang menjadikan Alquran sebagai dasar pengembangan teori pendidikan dan pembelajaran. Selain itu, Perguruan Tinggi Keagamaan Islam yang seharusnya dekat dengan Alquran justru banyak memilih teori Barat-sekuler. Teori yang digunakan dalam tulisan ini adalah qashâsh al-qur’ân dan metodologi pembelajaran. Dengan menggunakan data pustaka dan analisis wacana tulisan ini menemukan bahwa metode kenabian dalam mendidik anak dalam Alquran adalah sebelum lahir menggunakan metode monolog dan setelah lahir menggunakan metode dialog dengan teknik intuitif-syar‘i, studi kasus, emotif dan debat ilmiah.

Applying Adult Experiential Learning Theory to Clinical Supervision: A Practical Guide for Supervisors and Supervisees

2013 ◽  
Vol 23 (3) ◽  
pp. 121-144 ◽  
Author(s):  
Patrick R. Walden ◽  
Monica Gordon-Pershey
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Clinical Supervision ◽  
Graduate Student ◽  
Learning Theory ◽  
Bloom's Taxonomy ◽  
Learning Model ◽  
Experiential Learning Theory ◽  
Practical Guide ◽  
Bloom’S Taxonomy

This article describes the application of adult experiential learning theory to the clinical supervision of graduate student clinicians in communication sciences and disorders. The proposed adult experiential learning model integrates enhanced and updated interpretations of Bloom’s Taxonomy. Practical tools to help supervisors and supervisees implement the model are provided: a clinical supervision worksheet and two case studies illustrating use of the model.

Creating Collaboration in Global Online Learning

2014 ◽  
pp. 92-103
Author(s):  
Patricia Cranton ◽  
Patricia Thompson
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Cultural Competence ◽  
Case Studies ◽  
Online Teaching ◽  
Online Courses ◽  
Theoretical Framework ◽  
Teaching And Research ◽  
Global Context ◽  
Learner Centered

In this chapter, the authors address the question of how educators can creative collaborative learning in online courses, especially in those courses that occur in a global context. They use constructivism as a theoretical framework, and they review the literature related to collaborative learning, learner-centered teaching, groups in online learning, cultural competence in online teaching, and research on online learning. The authors present two case studies, one in which collaborative learning occurred, and one in which the collaborative component was less developed, even though the content of the courses were the same and the same educator facilitated the courses. The authors conclude the chapter by suggesting areas of further research on collaboration in online learning.

scholarly journals E-Learning and Constructivism: From Theory to Application

10.28945/3321 ◽  
2009 ◽  
Author(s):  
Alex Koohang ◽  
Liz Riley ◽  
Terry Smith ◽  
Jeanne Schreurs
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Learning Assessment ◽  
Learning Design ◽  
Self Assessment ◽  
Design Elements ◽  
Team Assessment ◽  
Learner Centered ◽  
E Learning

This paper presents a learner-centered model for designing e-leaming assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories - the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator’s assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.

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