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Learning Engineering Applies the Learning Sciences
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Jim Goodell, Janet Kolodner, Aaron Kessler
These factors point to learning-to-learn competencies that can be developed in and by learners. Learning engineering teams should keep in mind that productive mindsets and behaviors can be reinforced or undermined by their designs. Helping learners understand that many aspects of successful learning, such as strategy and effort, are under their own control fosters agency to learn. A productive mindset may be encouraged by giving process-focused feedback in an environment that treats mistakes as an opportunity to reflect and learn.
Narrative methodology
Published in Viv Cook, Caroline Daly, Mark Newman, Work-based Learning in Clinical Settings, 2021
The learners’ accounts and the tutor responses also illustrate how engaging with narrative in professional learning contexts provoked ‘meta-learning’. The participants began to reflect on the learning processes they experienced and projected explanations on to what had happened within the online community. Narrative methods can enable participants and tutors as well as researchers to participate in interpreting their own orientation to their learning, to further understand their roles as peer learners and to consider how professional formation is brought about by interaction between peers in a diverse range of socio-cultural contexts. Engaging with narrative affects participants’ identities as learners. By narrating, these learners learn to examine the contemporary social and technological resources they work with at a meta level. The need for a focus on meta-learning in learning environments supported by technologies has been highlighted by Levy (2006), who suggests that development within the ‘process’ domain of knowledge (learning to learn) impacts positively on e-learners’ progress within the subject or content domain.
Aesthetics
Published in Alan Bleakley, Medical Education, Politics and Social Justice, 2020
Hegel’s Master : Slave formula says there is no master without the slave. In other words, the slave affords the master’s raison d’être. This gives the slave a paradoxical power. Without customers there are no shopkeepers. Without the populus or multitude there are no politicians. And without medical students there are no medical educators. Medical students have power because they provide the medium through which medical educators can continually transform and develop their pedagogies. Jacques Rancière’s (1991) The Ignorant Schoolmaster posits a pedagogical thought experiment: what if the teacher knew the same as, or even less than, the pupils? How would “teaching” and learning progress once “teaching” is made redundant? The point is to bring our focus back to the resources that are provided by learners and the potential for adapting content-heavy curricula into “learning to learn” processes. “Teaching” then becomes “facilitation of learning”, as explored in Chapter 14. More radical approaches to such a pedagogy develop collaborative inquiry as the primary mode of learning (what do we need to know and how can we best learn this?) and criteria-based self and peer assessment as the most democratic ways of judging whether or not learning has taken place, and if expertise is being acquired.
Positive intercultural management in the fourth industrial revolution: managing cultural otherness through a paradigm shift
Published in International Review of Psychiatry, 2020
Christoph Barmeyer, Claude-Hélène Mayer
Ethnorelative views and orientating oneself in different cultural contexts requires continuous analysis and rethinking of one’s own situations, that is, a constant active observation of one’s own behaviour. Likewise, meta-cognition (Earley & Ang, 2003) enables individuals to ponder which available strategies are helpful and which are not and thus to learn from experience. It is described as ‘knowledge and control of cognition’ (Ang & van Dyne, 2008, 4) or ‘learning to learn’ (Earley, Ang, & Tan, 2006, 6) and describes the ability to train and implement cognitive strategies for the acquisition and development of coping strategies (Ng & Earley, 2006, 7). Thereby, meta-cognition becomes am important competence in intercultural competence and supports the individuum to manage him-/herself in dynamic social systems whilst actively participating to mindfully create and balance social systems.
Results of an occupational self-analysis program in people with acquired brain injury. A pilot study
Published in Brain Injury, 2020
Ana Judit Fernández-Solano, María Elena Del Baño-Aledo, María Rodríguez-Bailón
Participants were very happy to work in peer groups. This allowed them to learn about the successes and experiences of others. In addition, realizing that they were not the only ones with a specific difficulty implementing a task gave them the courage to go for it. … when I am here and another person is doing something I am also learning, I learn from them.(Alberto, 69years old)Of course, sometimes you believe that it is only you who is having a bad time and you feel bad, but when you come here and share your plight with others, that helps … I have seen people like me with my limitations and we are not alone in the world, we think we are but we are not. There are more people with difficulties that solve things that happen to them … The group definitely helps.(Ester, 46 years old)
To accept or decline academic remediation: What difference does it make?
Published in Medical Teacher, 2019
Catherine Coelho, Daniel Zahra, Kamran Ali, Christopher Tredwin
Most, if not all, students enrolled on a university degree program would quite rightly feel that they have mastered the ability to study having achieved the necessary entry qualifications. Most students will have grasped what “learning to learn” means for them. However, a proportion of students may find the transition to university education challenging, or at a later point find themselves struggling or performing poorly (Paul et al. 2009). To prevent underperforming students from becoming underperforming clinicians it is essential that early intervention and academic remediation is provided (Cleland et al. 2013). Remedial interventions in medical education have primarily focused on helping a student pass a single re-sit assessment Cleland et al. 2013; Audétat et al. 2013). Previous research on medical students and postgraduate doctors (Guerrasio et al. 2013) has shown that remediation can be used successfully to achieve improvements in learners’ medical knowledge; clinical skills; clinical reasoning; time management and organization; interpersonal skills; communication skills; professionalism; and mental well-being. Further clarity is required to gauge the long-term impact of remediation by following up learners longitudinally during an educational program to explore the differences in performance of students who accept or decline an offer of remediation.