Michael Polanyi and tacit knowledge Contents: introduction · tacit knowledge · conclusion · bibliography · how to cite this article Michael Polanyi (1891-1976) made a profound contribution both to the philosophy of science and social science. Born in Budapest into a upper class Jewish family, he studied at the University there (gaining doctoral degrees both in medicine and physical science) and at Karlsruhe. His initial work was as a physical chemist – undertaking significant work at the University of Berlin (and other universities) on crystal structure and reaction kinetics. Tacit knowledge Central to Michael Polanyi’s thinking was the belief that creative acts (especially acts of discovery) are shot-through or charged with strong personal feelings and commitments (hence the title of his most famous work Personal Knowledge). Polanyi’s argument was that the informed guesses, hunches and imaginings that are part of exploratory acts are motivated by what he describes as ‘passions’. Conclusion Further reading and bibliography
learning theory - models, product and process Photo by Antenna on Unsplash Contents: introduction · what do people think learning is? · learning as a product · learning as a process · experience · reflective thinking · making connections · committing and acting · task-conscious or acquisition learning, and learning-conscious or formalized learning · the behaviourist orientation to learning · the cognitive orientation to learning · the humanistic orientation to learning · the social/situational orientation to learning · the constructivist/social constructivist orientation to learning · further reading · references · how to cite this article See, also, What is education? Over the last thirty years or so, ‘learning’ has become one of the most used words in the field of education. Yet, for all the talk of ‘learning’, there has been little questioning about what it is, and what it entails. There has been a similar situation in the field of education. [O]ther kinds of social learning are more sophisticated, and more fundamental. Taxonomies
Interesting Chart Outlining the Differences between Pedagogy, Andragogy, and Heutagogy Preparing our kids and students for a global knowledge economy necessitates a new teaching approach; one that will equip them with the skills and competencies needed to thrive in such an economy. It is widely believed that pedagogy as an educational method per see is no longer enough; teachers and educators need to embrace new methodologies that are more relevant to the exigencies of today's learning. Andragogy and Heutagogy are probably the answer. Andragogy Andragogy is a teaching strategy developed for adult learners. 1. Check out this page to learn more about Andragogy: Related : Pedagogy Vs Andragogy Heutagogy Heutagogy is the study of self-directed learning and self- determined learning. There are some key differences between the three approaches : pedagogy, andragogy, and heutagogy. the chart below compiled by Lindy Mckeown captures some of these nuances, check it out and share with us what you think of them.
South African education: unequal, inefficient and underperforming « Unisa Online – College of Education The South African (SA) government spends the equivalent of $1225 per child on primary education, yet accomplishes less than the government of Kenya which spends only the equivalent of $258 per child. Nicholas Spaull – a researcher in the Department of Economics at the University of Stellenbosch – presented his research on the current situation of the nation’s education to the staff in the College of Education as part of the microwave seminar series on 12 July 2012. Nicholas Spaull presented his findings based on his statistical analysis and comparisons on the national datasets from the Annual National Assessments (ANA), the international TIMMS and PIRLS and the continental SACMEQ competency tests. These statistics provide an interesting perspective on where the SA schooling system currently is in comparison to other African countries and clearly signals where improvements are needed. The statistical evidence once again shows that South Africa’s education system is in a crisis.
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
chris argyris, double-loop learning and organizational learning @ the encyclopedia of informal education contents: introduction · life · theories of action: theory in use and espoused theory · single-loop and double-loop learning · model I and model II · organizational learning · conclusion · further reading and references · links · cite Chris Argyris has made a significant contribution to the development of our appreciation of organizational learning, and, almost in passing, deepened our understanding of experiential learning. On this page we examine the significance of the models he developed with Donald Schön of single-loop and double-loop learning, and how these translate into contrasting models of organizational learning systems. Life Chris Argyris was born in Newark, New Jersey on July 16, 1923 and grew up in Irvington, New Jersey. Chris Argyris enjoyed the outdoors – and, in particular hiking (especially in the mountains of New Hampshire and across New England). As well as writing and researching, Chris Argyris has been an influential teacher. Single-loop and double-loop learning
QR Codes – What are they and how can I use them in my classroom? A QR Code is a type of barcode that is readable by dedicated QR barcode readers and camera telephones. The code consists of black modules arranged in a square pattern on a white background. The information encoded may be text, URL, or other data*. Like me, you may have seen these codes in newspapers and magazines, on promotional material, in the corner of posters and wondered what they were all about. A square that consists of black and white squares that looks like an out of focus pixilated image? What’s all that about? First, watch this short, fun video from a primary class in Queensland to get an idea of how QR Codes are being used in the classroom, and then keep reading. QR Codes can provide an alternative access format for students who need additional support in reading and writing. The way QR Codes can be used in the classroom is only limited by our own and our students’ imagination. More ideas? What do you need to get up and going with QR Codes? MacBook
Next Action: Refocus, Re-skill L&D to Support Modern Business Needs by David James “A resources-first approach—and just enough digital know-how—will mean helping people to do what they want to do, better, and helping them to perform more efficiently and overcome their challenges as they arise. This, in tandem with providing access to the collective knowledge and know-how from the most successful and expert employees within the organization, can support growth, galvanize culture, and purposefully increase capability.” Disruptive business models are providing convenience and value, challenging previously accepted relationships between business and consumers—and even disintermediating services altogether. Learning and development organizations (L&D) could do worse right now than to “help people do what they want to do, better.” But it is probably more likely that we in L&D will be disrupted from outside if we continue providing “solutions” that meet neither the requirements nor the expectations of how businesses and people work today. Want some examples of disruption?
Introduction to reflection, Brookfield's lenses, multimedia and further resources The perspective which underpins this lens is based on the premise that our own experiences as learners can influence our behaviour as teachers. This may have a positive or negative impact but the important point is that an ability to use our autobiographical lens will enable us to identify these personal drivers and therefore review our practices. In the following video Jenny Mackness presents her experience of blogging for reflective practice as an activity to facilitate the autobiographical lens. In the video we learn how Jenny has used the medium of blogging to examine her own personal pedagogies as an outcome of being an active participant within massive open online courses (MOOCs) Transcript of autobiograhical lens video "Blogging is a wonderful tool for reflective learning. "Stephen Brookfield has written that autobiographical self-reflection is fraught with dangers. "For me perhaps the best thing about blogging is that it is my own personal space.
Programming Your Brain: The Art of Learning in Three Steps | BitNative From time to time, I run into people who are interested in breaking into programming. Last night at the company holiday party a guy (we’ll call him Sam) walked up and introduced himself, asking for advice on how to move from his current role over to development. Sam’s attitude impressed me – those with a genuine desire to learn go places quickly. And on many occasions I’ve hired someone very green simply because I could sense a genuine interest in the craft and a hunger for knowledge. Obviously, the road to becoming a better developer begins with learning. Watch someone Thus, I personally watch videos or read books and blogs. Now, be forewarned that according to National Training Laboratories, the percentages on this diagram have no known source behind them, so take my references to the absolute percentages with a grain of salt. Watch someoneTry it yourself and experiment But that’s not the end of the road. Watch someoneTry it yourself and experimentTeach someone else Presto.