scholarly journals Využití modelu RWL pro evaluaci pobytového programu

Envigogika ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Jan Činčera
Keyword(s):  
Environmental Education ◽  
Real World ◽  
Education Program ◽  
Program Analysis ◽  
Evaluation Practice ◽  
Key Concepts ◽  
Real World Learning ◽  
Weak Points ◽  
Residential Environmental Education

On the basis of a specific example, the article discusses the application of the Real World Learning (RWL) model for an evaluation of a residential environmental education program. It describes the application of the model for an entry program analysis, the formulation of key concepts and a follow-up observation of the program. In conclusion it discusses the strong and weak points of the model's application in evaluation practice. The model is rated as a useful but demanding tool requiring experienced evaluators.

scholarly journals Real World Learning: a critical analysis

Envigogika ◽  
2015 ◽  
Vol 10 (3) ◽  
Author(s):  
Jan Činčera
Keyword(s):  
Environmental Education ◽  
Real World ◽  
Behavioral Change ◽  
Quality Criteria ◽  
Point Of View ◽  
Education Programs ◽  
Hand Model ◽  
Outdoor Environmental Education ◽  
Emancipatory Learning ◽  
Real World Learning

The paper analyses the so called “Hand model”, invented as a part of The Real World learning international project. The aim of the model was to provide guidance for outdoor environmental education programs. In the analysis, it is suggested that the model suffers from inconsistency between its efforts to establish quality criteria consistent with self-directed, emancipatory learning, and its instrumental ambition to promote behavioral change. In the same way, the model provides a new point of view on outdoor environmental education programs, namely on values and frames communicated by the programs.

A Longitudinal Follow-Up of Graduates from a Rural Special Education Program

1992 ◽  
Vol 15 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Robert L. Schalock ◽  
Cary Holl ◽  
Barb Elliott ◽  
Irv Ross
Keyword(s):  
Special Education ◽  
Education Program ◽  
Program Analysis ◽  
Living Arrangement ◽  
Learning Disabled ◽  
Analysis And Evaluation ◽  
Work Related ◽  
Special Education Program ◽  
Specific Learning

This article summarizes the post-graduation outcomes of 298 students verified as either specific learning disabled or mentally handicapped who graduated from a rural special education program between 1979 and 1988. The following outcome measures were analyzed: current (1989) employment environment, employment outcomes, work-related benefits, primary reported source of income, and living arrangement. Results are discussed relative to comparable published studies, implications for staff training, and the continued need for program analysis and evaluation.

Using online narratives to explore participant experiences in a residential environmental education program

2015 ◽  
Vol 14 (3) ◽  
pp. 263-281 ◽  
Author(s):  
Nicole M. Ardoin ◽  
Maria DiGiano ◽  
Kathleen O'Connor ◽  
Nicole Holthuis
Keyword(s):  
Environmental Education ◽  
Education Program ◽  
Residential Environmental Education

scholarly journals Real World Learning in Outdoor Environmental Education Programs

2021 ◽  
Author(s):  
Jan Činčera ◽  
Bruce Johnson ◽  
Roman Kroufek ◽  
Miloslav Kolenatý ◽  
Petra Šimonová ◽  
...  
Keyword(s):  
Environmental Education ◽  
Real World ◽  
Quality Criteria ◽  
Environmental Values ◽  
Education Programs ◽  
Theoretical Frameworks ◽  
Program Leaders ◽  
Outdoor Environmental Education ◽  
Real World Learning ◽  
And Behavior

This book analyzes the theoretical frameworks shaping the practice of outdoor environmental education programs. For the analyses, the authors applied the Real World Learning Model that defines the quality criteria for this kind of practice. They also further examined the Model from the perspectives of relevant theory and research, as well as from the perspectives of program leaders, accompanying teachers, and participating students. Specifically, the authors selected five programs, all three to five days long, offered by Czech outdoor environmental education centers for students in the 3rd to 7th grades and focused on shaping students’ environmental values and behavior.

928-P: Dulaglutide Has Higher Adherence and Persistence than Semaglutide and Exenatide QW: 6-Month Follow-Up from U.S. Real-World Data

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 928-P
Author(s):  
REEMA MODY ◽  
MARIA YU ◽  
BAL K. NEPAL ◽  
MANIGE KONIG ◽  
MICHAEL GRABNER
Keyword(s):  
Real World ◽  
Real World Data ◽  
World Data ◽  
Exenatide Qw

Prior real-world experience influences non-linguistic statistical learning

2020 ◽  
Author(s):  
Stephen Charles Van Hedger ◽  
Ingrid Johnsrude ◽  
Laura Batterink
Keyword(s):  
Statistical Learning ◽  
Real World ◽  
Language Experience ◽  
Pitch Range ◽  
Test Items ◽  
Instrument Measuring ◽  
Statistical Regularities ◽  
Context Free ◽  
Specific Learning

Listeners are adept at extracting regularities from the environment, a process known as statistical learning (SL). SL has been generally assumed to be a form of “context-free” learning that occurs independently of prior knowledge, and SL experiments typically involve exposing participants to presumed novel regularities, such as repeating nonsense words. However, recent work has called this assumption into question, demonstrating that learners’ previous language experience can considerably influence SL performance. In the present experiment, we tested whether previous knowledge also shapes SL in a non-linguistic domain, using a paradigm that involves extracting regularities over tone sequences. Participants learned novel tone sequences, which consisted of pitch intervals not typically found in Western music. For one group of participants, the tone sequences used artificial, computerized instrument sounds. For the other group, the same tone sequences used familiar instrument sounds (piano or violin). Knowledge of the statistical regularities was assessed using both trained sounds (measuring specific learning) and sounds that differed in pitch range and/or instrument (measuring transfer learning). In a follow-up experiment, two additional testing sessions were administered to gauge retention of learning (one day and approximately one-week post-training). Compared to artificial instruments, training on sequences played by familiar instruments resulted in reduced correlations among test items, reflecting more idiosyncratic performance. Across all three testing sessions, learning of novel regularities presented with familiar instruments was worse compared to unfamiliar instruments, suggesting that prior exposure to music produced by familiar instruments interfered with new sequence learning. Overall, these results demonstrate that real-world experience influences SL in a non-linguistic domain, supporting the view that SL involves the continuous updating of existing representations, rather than the establishment of entirely novel ones.

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