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David A. Kolb on experiential learning. David A. Kolb on experiential learning. Contents: introduction · david a. kolb · david kolb on experiential learning · david kolb on learning styles · issues · developments – jarvis on learning · a guide to reading · links · how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting. The second type of experiential learning is ‘education that occurs as a direct participation in the events of life’ (Houle 1980: 221). Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), ‘is actually about learning from primary experience, that is learning through sense experiences’. Village One is concerned particularly with assessing and accrediting learning from life and work experience…. Issues
As new practitioners discuss their problems with their fellows, or learn from their colleagues how to integrate the practice with the rest of their business workflow; in such a way, the CoP becomes a repository and dissemination mechanism combined for best practice - Etienne Wenger Communities of Practice: Learning, Meaning, and Identity (1998). Jean Lave and Etienne Wenger pioneer the concept of a Community of Practice (CoP) in their book, Situated Learning: Legitimate Peripheral Participation. (1991) They theorized that knowledge can be developed through social and spontaneous communities that are driven by common interests and passions, whereas innovation lies in the interaction between different communities. A community of practice defines itself along three dimensions: What it is about: A joint enterprise as understood and continually renegotiated by its members. These community of practices normally go through five stages: Lave and Wenger Further Reading Next Step Jean Lave and Etienne Wenger - Community of Practice Jean Lave and Etienne Wenger - Community of Practice
Aprendizaje Social. Teorias de Albert Bandura. « Psicología Social - La Coctelera Aprendizaje Social. Teorias de Albert Bandura. « Psicología Social - La Coctelera 1. Atención. Si vas a aprender algo, necesitas estar prestando atención. Alguna de las cosas que influye sobre la atención tiene que ver con las propiedades del modelo. 2. 3. 4. Refuerzo pasado, como el conductismo tradicional o clásico. Refuerzos prometidos, (incentivos) que podamos imaginar. Factores que influyen en el aprendizaje observacional . *Estado del desarrollo *Prestigio y competencia del modelo *Consecuencias vicarias *Expectativas de los resultados *Establecimiento de metas *Auto-eficiencia El aprendizaje observacional en la enseñanza (cinco posibles resultados) . *Enseñar nuevas conductas y actitudes. *Promover la conducta actual (previamente aprendida). *Modificar inhibiciones (Fortalecer / Debilitar). *Dirigir la atención. *Despertar emociones Los niños ven.... los niños hacen Técnicas del modelaje. *Modelar la conducta vívidamente en forma atractiva y novedosa. *Mostrar las consecuencias (positivas y/o aversivas). *Los modelos en el hogar son variables externas de gran relevancia.
‘In 22 years, I have never seen anything quite like it’ ‘In 22 years, I have never seen anything quite like it’ A small group of 24 students is gathered in the library at George Green’s School on the Isle of Dogs. After a period of fiddling with hair, averted gazes, rustling and whispering, their attention is caught by the tiny, tousle-haired American woman in the centre of the room. Her energy is dynamic and pervasive, and she is asking them to provide her with a definition of feeling. She is, one by one, asking them to tell her their stories – not a précis of their family structure and interests, but the story of their emotions, their dreams, what they are feeling right now. She encourages them to reach up their hands – grasp at something intangible, a dream perhaps. The woman is Lois Walden, who is over from the USA to promote her book Afterworld. At home in America, she travels the country helping teenagers to get in touch with their emotions, and she’s doing the same thing here, using her book as inspiration. Is it appropriate for a group of multicultural, reserved teenagers?
The call to lead requires those who are willing to sail into uncharted waters. This particular moment calls for exquisite leaders, those who know the depth and breadth of the need, who have been gifted (or cursed) with a vision of what might be and who are inspired enough for others to follow by choice. As a nation, Americans are a hopeful people. Rick Hess, in his new book Cage-Busting Leadership, describes present leadership as being like Sisyphus, rolling a boulder up a mountain for eternity. So, let's consider the relationship between heart and leaders and leadership. We propose another source. Heart is the place where we integrate intellect with emotion, imagination and intuition. Yet, leadership requires that we bring them along. Those only are offered when the leader's heart is visible. Your vocabulary needs to expand as your heart takes center stage. There is a shore across the sea if we believe it. The ContractA word from the led Resources: Hess, Fredrick M. (2013). Leadership Comes From The Heart - Leadership 360 Leadership Comes From The Heart - Leadership 360
The Science of Passion Based Learning “You can’t separate intellect and feelings in the work of the mind. They’re both there all the time. Real learning—attentive real learning, deep learning—is playful and frustrating and joyful and discouraging and exciting and sociable and private all at the same time, which is what makes it great.” ~ Eleanor Duckworth Know when to memorize. Know when to mesmerize! If we want students to learn deeply and efficiently we need to understand the role emotions play in different types of learning. Without getting into it too deeply, we could probably agree that we want students to acquire some knowledge, skills and attitudes. Should Students Memorize Content? Other approaches would involve getting students to memorize content or procedural knowledge. These days, there is a very vocal anti-memorization movement! Passion Constitutes More than Engagement Passion-based learning has gained more ground recently. But passion isn’t just about the motivational aspect. Emotions Impact Cognition Nellie J. The Science of Passion Based Learning
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Blendspace - Create lessons with digital content in 5 minutes Make mobile learning awesome! Student creation Share materials Free! Get our new app! Save time by using free lessons & activities created by educators worldwide! Be inspired! Combine digital content and your files to create a lesson Tes resources YouTube Links PDFs PowerPoint Word Doc Images Dropbox Google Drive Tes Teach quick start resources Blendspace - Create lessons with digital content in 5 minutes
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How to Grow a Classroom Culture That Supports Blended Learning How to Grow a Classroom Culture That Supports Blended Learning The excerpt below is from the book “Moonshots in Education: Launching Blended Learning in the Classroom,” by Esther Wojcicki, Lance Izumi and Alicia Chang. This excerpt is from the chapter entitled “Trick in the Blended Classroom,” written by Wojcicki. It all started in 1987, when I got a grant from the State of California. The state sent me eight Macintosh computers, never asking if I knew how to use them, and when they arrived I had no idea how to even turn them on. I realized then that I was going to fail if I didn’t get some help quickly. The students were absolutely thrilled to help me (can you imagine being asked to help a teacher?!) I was soon sold on the idea of collaboration, respect, and trust in the classroom. Computers, tablets, and other electronic devices alone are not going to change the classroom. To help everyone remember what it takes to set up a culture that works, I have come up with an acronym, TRICK. The students also put out a newspaper or magazine. David M.
How Should We Define 'Success' in the Blended Classroom? It’s one thing to set goals for student achievement. It’s entirely another to define what success looks like for blended learning programs. That very challenge, however, evolved as a prevalent theme at the November 8 - 11 2015 iNACOL symposium, which brought together 3,000 educators, edtech entrepreneurs, nonprofit representatives, and thought leaders to Orlando to discuss blended learning. Issues around personalized frameworks and virtual schools all slipped into conversations. Yet the question of assessing “success” popped up over and over again. Fresh research also took center stage: the Bill and Melinda Gates Foundation debuted its report, Continued Progress: New Evidence on Personalized Learning, that showed evidence that personalized learning can improve students' outcomes in math and reading. EdSurge took to the floor of iNACOL to learn the perspectives of a few of those 3,000 conference goers. Test Scores: Not Quite the Bottom Line Overhyped claims are a flag. Just Do It Right How Should We Define 'Success' in the Blended Classroom?
Creating blended learning content | Jisc What is blended learning? Blended learning provides a combination of face-to-face learning and dynamic digital content that facilitates anytime/anyplace learning. With so many digital technologies available on both proprietary and free-to-use platforms, creating blended learning content can seem like a daunting task. Finding the right approach that meets the needs of your learners is challenging at a time when academics are increasingly being asked to do more with less. What you can do To create meaningful blended learning content an informed understanding of the range of tools available and their pedagogical applications is essential. Make your content engaging Enriching blended learning content with appropriate images, audio and video that have been labelled for reuse can add variety and impact. There are a range of tools and techniques that can help you to develop engaging blended learning content for learners: Change your presentation style Use social media Get learners involved Creating blended learning content | Jisc
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Flexible Learning

Uncovering the Provisos behind Flexible Learning Uncovering the Provisos behind Flexible Learning Der-Thanq Chen Senior Lecturer Educational Research and Advisory Unit Private Bag 4800 Tel: +64-3-364 2987 ext 7435 Fax: +64-3-364-2830 Introduction In this paper we argue that flexible learning, as is prevailing among Australasian higher education institutions in recent years, is not without a price. Through a review of literature, we try to uncover provisos underpinning flexible learning. A commonly accepted definition of flexible learning is that an institution provides students with flexible access to learning experiences in terms of at least one of the following: time, place, pace, learning style, content, assessment and pathways (e.g., , 2001; Browne, 1999; Ling, et al, 2001). The term flexible learning, in some documents, is loosely used and sometimes may be referred to as distance education, open learning, e-learning, technology-based learning, and more recently blended learning. Uncovering the Provisos
Flexible Classrooms: Providing the Learning Environment That Kids Need Providing the Learning Environment That Kids Need Flexible classrooms give students a choice in what kind of learning space works best for them, and help them to work collaboratively, communicate, and engage in critical thinking. Since implementing flexible classrooms, Albemarle County Public Schools have noticed that: Their students' grades have improved.Their students seem happier and more engaged.Their students are participating more and having more invigorating conversations. Giving Students a Choice in How They Learn "From day one, I've said, 'You may sit anywhere you like as long as you're safe in our classroom,'" says Katie Collins, a Woodbrook Elementary School second grade teacher. Becky Fisher, the director of educational technology at Albemarle County Public Schools, is interested in learning about the thinking that drives student choice. She painted the picture of walking into a classroom and seeing kids: Lying on the floorSitting at low tables on their kneesStanding up
The principle of flexible learning environments acknowledges that learning takes place everywhere, not only in the classroom. View PDF Library to Learning Commons: The Journey – Shayda Cummings MFWHSR Collaborative Day, October 6, 2016 View Presentation Block Scheduling: Innovations With Time Go to site Big Buildings, Small Schools: Using a Small Schools Strategy for High School Reform Go to site The Dual Credit Psychology Project This video features the students, parents, teacher and professors involved in the Dual Credit Psychology program at Cochrane High School and the University of Calgary Department of Psychology, as they talk about the benefits of this innovative program. Watch the video “CHAT” – Cochrane Healing Arts Time Watch the video Authentic, Immersive Learning Environments – “Building Futures in Cochrane & Airdrie” – Jason Ness & Glen Brooker MFWHSR Collaborative Day, October 1, 2015 View Presentation (pptx) Are you ready? View Presentation View Presentation (pdf) View Presentation (pptx) Flexible Learning Environments | Moving Forward With High School Redesign
Flipped Learning

School libraries need a revolution, not evolution One of the biggest business battles of our time is between Microsoft and Google. The two have very different business models. Microsoft believes that if they build it, we will come—and buy their product. What does this have to do with school libraries? School libraries are like Microsoft (without the revenue, of course). Sorry folks, but the old paradigm is broken. Last year, when I thought of revising my book Taxonomies of the School Library Media Program (Hi Willow, 2000), I realized that I had pushed the traditional model of school libraries about as far as it could go. What has to happen for school libraries to become relevant? This learning commons is both a physical and a virtual space that’s staffed not just by teacher-librarians but also by other school specialists who, like us, are having trouble getting into the classroom and getting kids’ attention. What does this new learning commons look like? Do that 180-degree flip How? Flip This Library: School Libraries Need a Revolution
April 2, 2015 After yesterday’s post on “Flipped Learning Resources” one of our readers emailed us this beautiful visual outlining the six main steps involved in the creation of a flipped classroom. These steps include: planning, recording, sharing, changing, grouping, and regrouping. Read the graphic for more details on each of these steps. As a refresher for those who are not yet familiar with the concept of a flipped classroom. via Daily Genius Courtesy of eLearning Infographics The Flipped Learning Process Visually Explained
Flipping the Library: Tips from Three Pros | The Digital Shift 2013
Exploring Learning Analytics: How is it affecting corporate learning?
The Growth of Learning Analytics | Training Magazine
Learning Analytics | EDUCAUSE
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