Towards a Theory of Learning

Ranson, Stewart; Martin, Jane; Nixon, Jon; McKeown, Penny

doi:10.2307/3121701

Cited by 5 publications

(9 citation statements)

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“…Communities of practice form as learners share their ideas, experiences, knowledge, and insights to support and challenge one another. Social networks are ideal for creating such communities of interest and professional practice (Anderson, 2008;Wenger, McDermott, & Snyder, 2002). As we describe in the next section, Web 2.0 supports these processes by providing platforms for experiential learning.…”

Section: Active Explorationmentioning

confidence: 99%

Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor‐controlled, adaptive learning to learner‐driven, generative learning

London

Hall²

2011

Human Resource Management

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Traditional instruction is adaptive-that is, instructor-driven, face-to-face and/or online training to teach skills and knowledge and convey information, policies, and procedures. In contrast, generative learning is learner-driven, collaborative, and problem-focused. Web 2.0 technologies can support both types of learning but are especially valuable for generative learning. This article reviews learning processes and Web 2.0 capabilities, describes two case examples, outlines ways to design Web 2.0 training applications, and discusses the changing role of learning professionals from delivering structured, one-way adaptive learning to designing and facilitating generative learning opportunities. The article concludes with ideas for corporate education and research on Web 2.0-based learning processes, including utilizing the technology to track and improve learning.

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Section: Active Explorationmentioning

confidence: 99%

Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor‐controlled, adaptive learning to learner‐driven, generative learning

London

Hall²

2011

Human Resource Management

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“…Για τους Poppe & Gilbert (1983) βασικός συλλογισμός τους είναι ότι η μάθηση με σημασία είναι πιθανόν να συμβεί μόνο, όταν τα γεγονότα, που πρόκειται να μαθευτούν δομούνται από το μαθητή με προσωπική εμπλοκή. Οι Ranson & Martin (1996) σημειώνουν ότι ενώ κάποιες γνώσεις τις μαθαίνουμε εύκολα, η μάθηση περιέχει στοιχεία ενός αγώνα, στον οποίο προσπαθούμε να αντιληφθούμε κάτι το οποίο δεν γνωρίζουμε. Πρέπει να είμαστε σαν τις μέλισσες που όχι μόνο συγκεντρώνουν το υλικό τους «από τα άνθη του κήπου και του αγρού», αλλά το επεξεργάζονται, το αφομοιώνουν και το μετατρέπουν με τις δικές τους δυνάμεις (Sutton, 2002).…”

Section: 1α προσωπικη εμπλοκηunclassified

“…Σύμφωνα με τους Ranson & Martin (1996) η συζήτηση βρίσκεται στην καρδιά της μάθησης, οι μαθητές είναι ακροατές και ομιλητές, συμμετέχοντες σε μια διαδικασία που είναι από μόνη της μια πράξη κοινωνικής δημιουργίας. Μια προϋπόθεση για αυτή τη διαδικασία είναι να είμαστε ανοικτοί, πρέπει να μάθουμε να είμαστε ανοικτοί στις διαφορές και να επιτρέπουμε στις προκαταλήψεις να θέτονται σε δοκιμασία.…”

Section: 1ε μαθηση απο συζητησηunclassified

“…Σύμφωνα με τους Ranson & Martin (1996) δεν υπάρχει μοναχική μάθηση: δημιουργούμε όλοι μαζί τον κόσμο μας, είναι αναπόφευκτα μια κοινωνική δημιουργία.…”

Section: 1στ συνεργατικη μαθησηunclassified

“…Οι Ranson & Martin (1996) ισχυρίζονται ότι μέσω της γνήσιας συζήτησης οι συμμετέχοντες οδηγούνται πίσω από τις αρχικές τους ιδέες, λαμβάνοντας υπόψη τους τις ιδέες των άλλων και μετακινούνται σε μια άλλη πιο πλούσια, πιο περιεκτική άποψη, που είναι «μια συγχώνευση οριζόντων», μια κοινή αντίληψη του τι είναι σωστό ή αλήθεια. Αντιμετωπίζοντας τις ιδέες των άλλων οδηγούμαστε στο να δούμε την ανεπάρκεια των δικών μας ιδεών και να τις ξεπεράσουμε.…”

Section: 3η ρολος της συζητησης στη γνωστικη αλλαγηunclassified

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Διδασκαλία Γεωμετρικής Οπτικής Σε Μαθητές Ε' Δημοτικού

Καλπία¹

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Literature review of studies on geometrical optics revealed that a considerable number of them into children's ideas on geometrical optics held before and after instruction.This study seeks to investigate the shift the students' ideas undergo, the difficulties students might be encountered with and the possible tasks which may help them overcome problems arising during constructive teaching. For the effective collection of data, students' worksheets completed collectively on the day of teaching, exercises they filled individually at the end of each unit, and the posttests completed individually at the end of the research were used. Our research has shown that the initial ideas pupils held on geometrical optics, with the exception of propagation of light, diverge from the scientific model; during consecutive teaching sessions most children adopted the scientific model; and the unit on coloured shadows presented a problem to students.Our study revealed that pupils adopted the scientific model for half the tasks assigned to them while they adopted a hybrid model for the rest of them. Posttests pointed out that children adopted the scientific model for half the questions. For the rest of them they adopted a hybrid model or they still resorted to their initial ideas or they even provided worse answers, compared to the ones of the pretest. One should take into account that although some students did well during teaching sessions, they did not reach the same level of performance during assignments or posttests, and vice versa.Our study concludes that children face difficulties such as the size of penubra, the extension of reflected or refracted rays and the ray crossing the lens' focus.

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Knowledge Construction for Wiki Education Applied in Moodle 2.3

et al. 2014

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Wiki is a tool to support collaborative works between learners. Wiki also has proven to provide an efficient, flexible, user friendly and cost effective interface for collaboration, knowledge creation and archive, and learner interaction. Current research finding stated that wiki is an e-learning tool which is very less in terms of use among instructors and learners. Moreover, the learning community is not aware with the capability of wiki to support interactive learning environment as well as effective for their knowledge, skills and attitude. Therefore, this paper highlights the initiative to use wiki in Moodle 2.3 for knowledge construction. The analyses usage of wiki have been done by observing the wiki Moodle data log and survey of learners’ usage in Faculty of Computing, Universiti Teknologi Malaysia. The result of analysis is able to determine the active and passive attitude among learners. In addition, to identify the effectiveness of knowledge construction by using wiki towards learners’ knowledge, skills and attitude. Finally, this result guides instructors to improve learning strategies on wiki and motivates learners to enhance their knowledge construction learning method.

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Towards a Theory of Learning

Cited by 5 publications

References 0 publications

Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor‐controlled, adaptive learning to learner‐driven, generative learning

Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor‐controlled, adaptive learning to learner‐driven, generative learning

Διδασκαλία Γεωμετρικής Οπτικής Σε Μαθητές Ε' Δημοτικού

Knowledge Construction for Wiki Education Applied in Moodle 2.3

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