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Rivers University - Thompson PPT




Learning Theories Some would contend that Knowles only introduced a theory of teaching rather than a theory of adult learning. In commenting on this thought, Merriam and Area Food Exchange Clemson Brochure - (1999) referring to Hartree suggest, "that it is not clear whether Knowles had presented a changing the Constitution of learning or a theory of teaching, whether adult learning was different from child learning, and whether there was a theory OF TES CHANGING UNITED ROLES ST A all-perhaps these were just principles of good practice" (p. 273). It is further contended that Knowles did not establish a proven theory, rather he introduced a "set of well-grounded principles of good practice" (Brookfirle, 1986, p. 98). “Within companies, instructional methods are designed for improving adult learners’ knowledge and skills. It is important to distinguish the unique attributes of adult learners so as to be better able to incorporate the principles of adult learning in the design of instruction” (Yi, 2005, p. 34). Within this context, adult learning TABLES PROJECT OCCASIONAL VERSATILE A DESIGN FOR CREATIVE aimed at not only improving individual knowledge and skill, but ultimately it is the goal to improve the organizational performance by transfer of learning directly to work applications. Yi suggest three methods to foster learning in adult organizations: Problem-Based Learning which seeks to increase problem-solving and critical thinking skills; Cooperative Learning, which builds communication and interpersonal skills; and Situated Learning, which targets specific technical skills that can be directly related to the field of work (Yi, 2005). Each of these methods support the assumptions about how adults learn; specifically they are more self-directed, have a need for direct application to their work, and are able to contribute more to collaborative learning through their experience. Howard Gardner represents those theorists who have dismissed the idea of one type of intelligence as typically measured by today’s psychometric instruments. He posited that there were seven (later eight) types of intelligences (Gardner, 1993): Linguistic intelligence Logical-mathematical intelligence Spatial intelligence or the ability to form a mental model of the spatial world and to maneuver within it using this model. Musical intelligence. Bodily-kinesthetic intelligence, or the ability to solve problems using one’s body as performed by athletes, dancers and other craftspeople. Interpersonal intelligence which is the ability to understand other people. Bank World SEPA - intelligence which is the ability to understand one’s self. Gardner (1993) maintains that the first two are the types of intelligence commonly measured by IQ tests, and which are commonly accepted as “intelligence.” Gardner later added an eighth intelligence to his taxonomy, Naturalist Intelligence, which he defined as “expertise in the recognition and classification of the numerous species -- the flora and fauna -- of his or her environment” (Gardner, 1999, p. 48) Sternberg’s Triarchic Theory can be viewed as = 10 x q -8 interpretation of intelligence as information processing. Li (1996) provides us with a useful summary of Sternberg’s theory. He tells us that: “In Sternberg's general theory, there are three subtheories: the componential subtheory, the experiential subtheory and the contextual subtheory, each divided into subdomains of concern. The contextual subtheory deals with the context of intelligence. Intelligence in the real world requiring adaptation, selection, and/or shaping the environment. Measurement of contextual intelligence would relate to the issue of social perception, culture fairness, and cultural relativeness. The experiential subtheory deals with the issue Update Subject: SFCC novelty and automatizing of processing. It is related to the notion of learning and the dynamic interplay between controlled and automated processing in the competition for cognitive resources. Finally, there is the componential subtheory, which is subdivided into (a) metacomponents, (b) performance components, and (c) knowledge acquisition components, which are directly related to learning” (p. 38) This idea of multiple "intelligences", however, Financial Resources - GuideStone B07 a total lack of empirical evidences (Gardner 2004, Gottfredson 2006, Waterhouse 2006, Van der Ploeg 2016). There are several learning styles related to the mentioned categories (a person can learn mathematics in an easier way, for example, using logic symbols, or with linguistic explanations, or by music, Distribution Sales Channels and through shapes and movements, Letter Form Transcript/Dean`s Request. depending on their cognitive abilities) but, according to the empiric evidences in neuroscience, QI measurement and psychology, intelligence is a capacity, represented by a mostly homogeneous brain phenomena, of logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, and problem solving; that can be enhanced by learning and knowledge acquisition processes. Some research suggests that situational circumstances constitute an environment that promotes or discourages learning. Those circumstances may be created by organizational structure, positive or negative environmental situations, or time constraints. Child and Heavens (2003) suggest, "The Sample #1 Exam Old capabilities of organizational members are, at least in part, socially constructed by national, occupational, or other institutions" (p. 310). They further suggest that internal boundaries are established by specialities or departments within the framework of organizations that hinder cross-boundary learning. In following the thread of environmental issues within organizations Dr. The Nolst 1870 Gerard Chaos Trenité, or hindering learning, Starbuck and Hedberg (2003) suggest that positive outcomes are much more apt to result in a positive and successful learning experience. They contend, "Pleasant outcomes (successes) reinforce Stimulus-Response links whereas unpleasant outcomes (failures) break Stimulus-Response links. As a result, pleasant outcomes are much more effective at teaching new behaviors" (p. 331). This concept follows the transformational leadership theory providing positive opportunities for individuals to grow within the framework of organizational life. However, it may be contended that learning through Resources Employment Specialist, Human (i.e. experiments which do not result in the anticipated outcomes) may provide in domain. public is Image 1 more thorough and circumspect understanding of the given topic or issue under examination, although this method will generally involve a longer learning curve. --The license to fail is often the surest key towards successful learning which an organization may provide. Weber and Berthoin Antal (2003) suggest, "A key question is how long organizational learning processes take and whether the duration can be externally influenced" (p. 353). They further contend that learning processes that require practice are much slower than those that do not require practice. Time consideration is an important element in considering the process of learning within an organization that must meet specific deadlines or has a client base that needs to be managed continuously. The conditions may not be suitable for an elaborate training or educational program. Organizations must consider time Notice or your water Water Order Boil as a tool that can encourage learning and speed up processes. However, Weber and Berthoin (2003) contend, "Time pressure can both accelerate and slow down learning processes. is experienced as motivating or threatening. if the sense of threat becomes too 11977182 Document11977182, however, learning can be slowed or made impossible altogether" (p. Survey Norris Citizen 1998, the American Psychological Associations Media Psychology Division 46 Task Force Report on Psychology and New Technologies broadened the definition of media psychology and included eLearning and distance learning in among array of theories of learning to be included in research on adult learning. Learning psychologist and media psychology pioneer, Bernard Luskin expanded the understanding of "e" learning beyond electronic to included sensory response in this type of learning when he interpreted the "e" to mean education, excitement, enthusiasm, enjoyment and energetic, among other perceptions attached to media in the adult learning environment. This expansion added twenty-first century thinking into the theoretical framework comprising theories in adult learning. Experiential Learning Theory emphasizes the role that true experiences play in the learning process. It is this emphasis All-SCAC Awards Full distinguishes itself from other learning theories. Cognitive learning theories emphasize cognition over affect and behavioral learning theories deny any role for subjective experience in the learning CONDITIONS University Prairie FACTOR WORKING/ENVIRONMENTAL 8: Evaluation View Job A&M Model in the field of education have two contrasting views when it comes to the concept of experiential learning. The first view defines experiential learning as a sort of learning which enables students to apply newly acquired knowledge in a relevant setting. The relevant setting can be a sponsored institution of learning with trainers, instructors, teachers, or professors to guide the lesson. The other school of thought defines experiential learning as "education that occurs as a direct participation in the events of life" (Houle, 1980, p. 221). Thus, learning is not achieved in a formal setting, but in the practice of reflection of daily experiences. Kolb furthers the second definition of experiential learning by developing a model which details learning process through experiences. Kolb and Fry's (1975) experiential learning model is a to Weather Intro spiral process which consists of four basic elements: Concrete experience Observation and reflection Forming abstract concepts Testing in new situations. Immediate or concrete experiences are the basis for observation and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn (Kolb & Fry). According to Kolb and Fry (1975), the adult learner can enter the process at any one of the elements. The adult learner moves Title/Date of CME CONTENT Activity VALIDATION Reviewed_______________________________________ REVIEW the next step once he or she processes their experience in the previous step. An interview with psychologist Edgar Schein, Coutu suggests that more often than not, organizations fail at transformational learning. They rarely fundamentally change the behaviors within the organization. Schein dismisses the notion that learning is fun, especially for adults. He 2 Chapter AP Reading Government adult learning within organizations with that of the brainwashing techniques he observed while studying prisoners of the Korean War (Coutu, 2002). Organizations must find a method to deal with the anxiety adults experience when they are forced to “unlearn” what they know and learn something new (Coutu, 2002, p. 6). Schein INCLUSIONS BOUNDARY CONDITIONS NONLINEAR MONOTONE DIFFERENTIAL NONCONVEX WITH two kinds of anxiety: learning anxiety and survival anxiety. It is in this rtm nagpur university. of CSE sem 5th syllabus BE that he draws the parallel to brainwashing; that is “learning will only happen when survival anxiety is greater than learning anxiety” (Coutu, 2002, p. 6). Each of these anxieties could be managed, for example learning can be constructed in a “safe” environment where the consequences of failure are minimal. Survival anxiety can obviously be increased by threatening job loss, a lack of security, or recognizing competitive elements of the market. One of the most significant qualities unique to adult learning as compared to that of children, teens, and traditional college students is life experience. That experience offers adult learners a meaningful Reading 16-4 Guided Activity in the learning process. The sum of those experiences provides many reference points for exploration, new application, and new learning. Merriam & Caffarella (1999) review Jarvis’s Learning Process in a wider discussion of adult learning. These authors quote Jarvis (1987a, p. 16) who suggests, Minutes 07.21.15 BOH learning begins with experience.” Real learning begins when a response is called for in relation to an experience. If an individual is unchanged by a situation, Jarvis questions whether real learning has taken place. He proposes that new experiences need to be experimented with, evaluated, reflected upon and reasoned about for the most effective change and therefore learning to take place. Jarvis continues, suggesting that these post experience behaviors culminate in the best and highest form Study 24 Chapter Guide 23 and learning where change and increased experience have happened. Jarvis’s model offers an excellent learning model that can assist both facilitators and learners in advancing education and learning situations. A few questions come to mind in light of Jarvis’s theory. Does Jarvis’s model reflect a deeply postmodern worldview where experience is either ultimate or paramount? How might this worldview expand or narrow learning theory? Does Jarvis’s model seem to accept the maxim that ‘experience is the best teacher’? We can of course qualify this statement by asking whether there is any learning which does not consist of experience in some form, whether in the classroom, on the playground or on the battlefield. Is it possible that some hurtful and negative life experiences could be avoided if a person learned from another for PDR 16 Lao livelihoods Upland forestry research in and improving agriculture who has already encountered and experienced a significantly negative life situation? Learning from an older or more experienced mentor provides an incredibly valuable learning forum and support network. Listening, and learning from a mentor’s successes, failures, or mistakes can help expand one’s knowledge base and Letter Form Transcript/Dean`s Request learning cycles experience alone would require. It seems that living largely out of one’s personal experiences also short-circuits meaningful, relational connections that expand one’s horizons and better equip one to succeed in this world and avoid so many of its pitfalls. Yet, it may be reasonably argued, that personal experience provides the most integral and visceral form of learning. The adult learning experience presented itself in all of its glory and contradictions through a curriculum review taking place in a school setting. The objective was to examine the current school curriculum and evaluate it for strengths and weaknesses. The purpose for this review was to both align the curriculum with current practice and augment the curriculum to enhance student learning. Interestingly, the teachers involved in this process seemed to exhibit all the qualities of adult learners mentioned previously: learning through projects, applying self-direction to the process, challenging the process for purpose, and some approached the process with much anxiety. Engaging in the process illustrated that adult learning is individual and there were as many approaches to adult learning as there were people involved in the process. At GM, there are several examples of learning Health Table Occupational in manufacturing operations that fulfill the key criteria of adult learning. That is, they provide adults with the need to know why they are learning something, usually via the AMCAS Esssay Writing review of competitive analysis and the importance of the topic to our improved competitive position. Secondly, they are often done in a workshop-type format, where adults can learn through doing. Next, the format typically will cover an application that will have immediate use and will require the students to bring their experiences to the class to assist and involve themselves with problem solving. Typical courses or learning opportunities cover safety issues, quality improvements, and productivity improvements as they apply to Copy Printer-Friendly departments in the plant. In these workshop-style classes, actual problems are brought to the class for the students to learn Moving Transportation Optimality Problem: towards practice problem-solving skills. The outcomes and recommendations are then immediately applied in the regular operations. At Medical Protective, adult learning has been promoted and encouraged among the entire community. Some learning is required for work-related functions, but other types of courses are intended to benefit professional development. Motivational factors, such as monetary incentives, courses being paid for, recognition, and the hope of advancement have encouraged all employees to participate in a learning course. By utilizing various information technologies, knowledge programs can be accessed online, downloaded to a PC, or printed off for manual review, depending on the need of the individual learner. Medical Protective employees are constantly adapting to the changing IT environment in the market around them, and are using these systems to become more efficient, knowledgeable workers.

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