scholarly journals The Empirics of Learning from Failure

2017 ◽  
Vol 2 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Victor Manuel Bennett ◽  
Jason Snyder
Keyword(s):  
Learning From Failure

Teaching Teachers: Learning From Failure

2018 ◽  
Vol 055 (08) ◽  
Author(s):  
Mary Stein ◽  
Mark Muzzin
Keyword(s):  
Learning From Failure

Integrating Safety-I and Safety-II: Learning from failure and success in construction sites

2022 ◽  
Vol 148 ◽  
pp. 105672
Author(s):  
Jéssica Barros Martins ◽  
Guido Carim ◽  
Tarcisio Abreu Saurin ◽  
Marcelo Fabiano Costella
Keyword(s):  
Construction Sites ◽  
Learning From Failure

Learning From Failure at the CUTTING-EDGE of Transcatheter Mitral Valve Therapies

2021 ◽  
Vol 14 (18) ◽  
pp. 2022-2026
Author(s):  
Alessandro Sticchi ◽  
Fabien Praz ◽  
David Reineke ◽  
Stephan Windecker
Keyword(s):  
Mitral Valve ◽  
Cutting Edge ◽  
Learning From Failure

Learning From Failure

2019 ◽  
pp. 292-314
Author(s):  
Natalie Edwards Bishop ◽  
Hannah Allford
Keyword(s):  
Information Literacy ◽  
Writing Process ◽  
Wait Time ◽  
Feedback Loops ◽  
Research Writing ◽  
Integration Model ◽  
Learning From Failure ◽  
Collaborative Conversation ◽  
Google Drive ◽  
Writing Instructors

Integrating the research and writing process is a stuck place for many students. Leveraging the collaborative conversation through feedback loops confronts stuck places that are critical to students mastering concepts in composition and information literacy. Instructors and librarians, in turn, are more clearly able to identify “stuck places” where students struggle with concepts and build learning experiences around those places. Implementing the collaborative conversation through Google Drive apps allows students, instructors, and librarians a platform to collaborate through shared editing and commenting. As a result, the process of providing feedback is less linear, shifting to an integrative, conversation-based experience. Google Drive affords stakeholders sufficient wait time to contextualize research, respond to feedback, and revise writing. Instructors and librarians are able to model the reflexive, iterative processes of inquiry, research, and writing alongside their students through implementation of the Research, Writing, and Feedback Integration Model.

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