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Experiential learning (1984)

by D A Kolb
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Focus on formative feedback

by Valerie J. Shute - Review of Educational Research , 2008
"... This article reviews the corpus of research on feedback, with a focus on for-mative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, sup-po ..."
Abstract - Cited by 156 (7 self) - Add to MetaCart
This article reviews the corpus of research on feedback, with a focus on for-mative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, sup-portive, timely, and specific. Formative feedback is usually presented as infor-mation to a learner in response to some action on the learner’s part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some time has elapsed). Finally, several variables have been shown to inter-act with formative feedback’s success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues are discussed. This review concludes with guidelines for generating formative feedback.
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...tional cues and underlying meanings relevant to the task involved” (Dempsey et al., 1993, p. 38).sThe five stages are depicted in Figure 3 and are similar to other learning cycles (e.g., Gibbs, 1988; =-=Kolb, 1984-=-), particularly in relation to the importance of reflection.sAs described by Bangert-Drowns et al. (1991, p. 217), the five states of the learner receiving feedback include: 1. The initial or current ...

Exploring the role of visualization and engagement in computer science education

by Thomas L. Naps, Rudolf Fleischer, Myles Mcnally, Guido Rößling, Chris Hundhausen, Susan Rodger, Vicki Almstrum, Ari Korhonen, J. Ángel Velázquez-iturbide, Wanda Dann, Lauri Malmi - ACM SIGCSE Bulletin , 2003
"... Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies ..."
Abstract - Cited by 118 (25 self) - Add to MetaCart
Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies of visualization effectiveness, we motivate this position against the backdrop of current attitudes and best practices with respect to visualization use. We suggest a new taxonomy of learner engagement with visualization technology. Grounded in Bloom’s wellrecognized taxonomy of understanding, we suggest metrics for assessing the learning outcomes to which such engagement may lead. Based on these taxonomies of engagement and effectiveness metrics, we present a framework for experimental studies of visualization effectiveness. Interested computer science educators are invited to collaborate with us by carrying out studies within this framework.
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...different learning styles. Several learning style models have been presented in the context of computing education, for example, the Felder-Silverman learning model [16, 17] and Kolb's learning model =-=[36]-=-. These models classify learners in different categories and dimensions. For example, the Felder-Silverman model defines four different 2. dimensions of learning: visual/verbal, active/reflective, sen...

StyLE-OLM: Interactive Open Learner Modelling

by Vania Dimitrova - International Journal of Artificial Intelligence in Education , 2003
"... Abstract. There is a strong argument in Artificial Intelligence in Education which advocates that computer-based learning systems need to adapt to the needs of learners if they are to provide for effective personalised instruction (Self, 1999a). Diagnosing a learner's cognitive capacity is a cr ..."
Abstract - Cited by 104 (13 self) - Add to MetaCart
Abstract. There is a strong argument in Artificial Intelligence in Education which advocates that computer-based learning systems need to adapt to the needs of learners if they are to provide for effective personalised instruction (Self, 1999a). Diagnosing a learner's cognitive capacity is a crucial issue in building adaptive systems. We have explored an interactive open learner modelling (IOLM) approach which conceives diagnosis as an interactive process involving both a computer system and a learner that discuss and together construct the learner model. This paper outlines the architecture of an interactive open learner modelling system and illustrates the method in a terminological domain. We discuss an evaluative study of an IOLM demonstrator – a system called STyLE-OLM. The results from the study demonstrate potential benefits of the method for improving the quality of the learner model and providing a means for fostering reflective thinking. We argue that IOLM is a fruitful approach which may be employed in intelligent learning environments both for obtaining a better model of a learner’s cognitive state and engaging learners in reflective activities.

Personalizing the interaction in a web-based educational hypermedia system: The case of INSPIRE. User Modeling and User-Adapted Interaction

by Kyparisia A. Papanikolaou, Maria Grigoriadou, Harry Kornilakis, George D. Magoulas , 2003
"... Abstract. In this paper we present an Adaptive Educational Hypermedia prototype, named INSPIRE. The approach employed in INSPIRE emphasizes the fact that learners perceive and process information in very different ways, and integrates ideas from theories of instructional design and learning styles. ..."
Abstract - Cited by 99 (16 self) - Add to MetaCart
Abstract. In this paper we present an Adaptive Educational Hypermedia prototype, named INSPIRE. The approach employed in INSPIRE emphasizes the fact that learners perceive and process information in very different ways, and integrates ideas from theories of instructional design and learning styles. Our aim is to make a shift towards a more “learning-focused ” paradigm of instruction by providing a sequence of authentic and meaningful tasks that matches learners ’ preferred way of studying. INSPIRE, throughout its interaction with the learner, dynamically generates learner-tailored lessons that gradually lead to the accomplishment of learner’s learning goals. It supports several levels of adaptation: from full system-control to full learner-control, and offers learners the option to decide on the level of adaptation of the system by intervening in different stages of the lesson generation process and formulating the lesson contents and presentation. Both the adaptive and adaptable behavior of INSPIRE are guided by the learner model which provides information about the learner, such as knowledge level on the domain concepts and learning style. The learner model is exploited in multiple ways: curriculum sequencing, adaptive navigation support, adaptive presentation, and supports system’s adaptable behavior. An empirical study has been performed to evaluate the adaptation framework and assess learners ’ attitudes towards the proposed instructional design.
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... Honey and Mumford (1992) has been adopted as the basis of determining the presentation of the educational material on each of the performance levels. Based on Kolb's theory of experiential learning (=-=Kolb, 1984-=-), Honey and Mumford suggest four types of learners: Activists, Pragmatists, Reflectors, and Theorists. According to the proposed instructional design framework, in the generated lessons of INSPIRE, t...

Learning styles: an overview of theories, models, and measures

by Simon Cassidy - Educ. Psychol , 2004
"... Although its origins have been traced back much further, research in the area of learning style has been active forÐat a conservative estimateÐaround four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of research ..."
Abstract - Cited by 92 (0 self) - Add to MetaCart
Although its origins have been traced back much further, research in the area of learning style has been active forÐat a conservative estimateÐaround four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of researchers working in the area. Also of note is the variety of disciplines from which the research is emerging. Increasingly, research in the area of learning style is being conducted in domains outside psychologyÐthe discipline from which many of the central concepts and theories originate. These domains include medical and health care training, management, industry, vocational training and a vast range of settings and levels in the ®eld of education. It is of little wonder that applications of these concepts are so wide ranging given the centrality of learningÐand how best to do itÐto almost every aspect of life. As a consequence of the quantity of research, the diversity of the disciplines and domains in which the research is conducted, and the varied aims of the research, the topic has become fragmented and disparate. This is almost certainly how it must appear to practitioners and researchers new to the area, with its complexities and convolutions dif®cult to comprehend and assimilate. As such, it is perhaps timely to present an account of the central themes and issues surrounding learning style and to consider the instruments available for the measurement of style. This paper aims to provide such an account, attempting to clarify common areas of ambiguity and in particular issues surrounding measurement and appropriate instruments. It aims to bring together necessary components of the area in such a way as to allow for a broader appreciation of learning style and to inform regarding possible tools for measurement. It is anticipated that such an account will promote research in the ®eld by presenting it as more accessible and by developing a greater appreciation for the area across disciplines and in researchers and practitioners new to the area.

The design and implementation of a mobile learning resource

by Mike Sharples, Dan Corlett, Oliver Westmancott - Personal and Ubiquitous Computing , 2002
"... Abstract: The convergence of mobile communications and handheld computers offers the opportunity to develop technology that will assist individuals and groups to learn anytime, anywhere. We describe the theory-informed design, implementation and evaluation of a handheld learning device. It is intend ..."
Abstract - Cited by 79 (5 self) - Add to MetaCart
Abstract: The convergence of mobile communications and handheld computers offers the opportunity to develop technology that will assist individuals and groups to learn anytime, anywhere. We describe the theory-informed design, implementation and evaluation of a handheld learning device. It is intended to support children to capture everyday events such as images, notes and sounds, to relate them to web-based learning resources, to organise these into a visual knowledge map, and to share them with other learners and teachers. A working prototype system, for children aged 9–11, is discussed and evaluated, as an exemplar of personal mobile systems for life-long learning.
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...arry out experiments and explorations and interpret the results [18]. Learning is most successful when we are in control, carrying out an active and continuing cycle of experimentation and reflection =-=[19]-=-. A theory of learning which combines these aspects within an all-encompassing framework is Pask’s Conversation Theory [18]. Conversation Theory is an elaborate and difficult construct that spans epis...

Range Management

by L. Smith, Invasive Plant Species, Ross L. Smith , 1975
"... The nation of The Bahamas is an archipelago vulnerable to plant invasion. Small island nations share characteristics such as isolation and high endemism, which make them the most susceptible to loss of biodiversity resulting from invasions of non-native plants. Biological invasion is particularly pr ..."
Abstract - Cited by 53 (2 self) - Add to MetaCart
The nation of The Bahamas is an archipelago vulnerable to plant invasion. Small island nations share characteristics such as isolation and high endemism, which make them the most susceptible to loss of biodiversity resulting from invasions of non-native plants. Biological invasion is particularly prominent on islands because of reduced numbers of, and in some cases, extinction of, native plants. Because The Bahamas is overrun by alien invasive plants, it is critically important to address this problem. The implementation of innovative and dynamic management practices is key to controlling invasive plants and establishing stable ecosystems. This report examines existing laws, best management practices, regulations and protocols of the Bahamas as a background for establishing a management model. A model is proposed that may be useful to The Bahamas, and issues related to effectuating this management model are discussed. This paper also examines several invasive plant species in the Bahamas archipelago. Using the Bahamas Environment Science and Technology Commission categories (species recommended for eradication, species recommended for control, and other potentially invasive plants), this writer provides relevant information and pictorial images to make identification of plants easier for persons engaging in ridding the country of invasive weeds.
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...ctiveness.sSuccessful collaborative learning, or team learning, comprises a series ofscollective steps through the experiential learning process, as developed in Experientials11sLearning Theory (ELT; =-=Kolb, 1984-=-) beginning with the individual learning styles of the teamsmembers, and taking into account the environment in which the team learns (e.g., learningsspaces and team dynamics).sIn fact, by looking at ...

INSPIRE: An INtelligent System for Personalized Instruction in a Remote Environment

by Kyparisia A. Papanikolaou, Maria Gfigoriadou, Harry Kornilakis, George D. Magoulas - Technical University Eindhoven , 2002
"... In this paper we present the architecture of an Adaptive Educational Hypermedia System, named INSPIRE. This particular system, throughout its interaction with the learner, dynamically generates lessons that gradually lead to the accomplishment of the learning goals selected by the learner. The le ..."
Abstract - Cited by 51 (3 self) - Add to MetaCart
In this paper we present the architecture of an Adaptive Educational Hypermedia System, named INSPIRE. This particular system, throughout its interaction with the learner, dynamically generates lessons that gradually lead to the accomplishment of the learning goals selected by the learner. The lessons are generated according to the leamer's knowledge level, learning style and follow his/her progress. The adaptive behavior of the system, the functionality of the various modules and the opportunities offered to learners for intervention are presented.
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...(adaptive presentation technique). Thus, learners’ preferences that usually guide systems’ adaptation, [3], are determined based on their learning style. Following thestheory of learning styles, [4], =-=[9]-=-, [12], how much individuals learn, i.e. the effectiveness of instructional manipulations, is mainly influenced by the educational experiences geared toward their particular style of learning. This ap...

Learning styles: Concepts and evidence

by Harold Pashler, Mark Mcdaniel, Doug Rohrer, Robert Bjork - Psychological Science in the Public Interest (Wiley-Blackwell , 2009
"... SUMMARY—The term ‘‘learning styles’ ’ refers to the concept that individuals differ in regard to what mode of instruc-tion or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals ’ learning style and tai-loring ins ..."
Abstract - Cited by 50 (0 self) - Add to MetaCart
SUMMARY—The term ‘‘learning styles’ ’ refers to the concept that individuals differ in regard to what mode of instruc-tion or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals ’ learning style and tai-loring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of infor-mation presentation they prefer (e.g., words versus pic-tures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the

Key elements of interprofessional education Part 2: Factors and processes and outcomes

by Ivy Oandasan, Scott Reeves - 000 – 000 Parsell, G., & Bligh, J.(1998). Interprofessional learning. Postgraduates Medical Journal , 2005
"... This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical cons ..."
Abstract - Cited by 44 (2 self) - Add to MetaCart
This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical constructs related to IPE. Part 1 of this series discusses the learning context for IPE and considers questions related to the ‘‘who, what, where, when and how’ ’ related to IPE. Through a systematic literature review that was conducted for Health Canada in its move to advance Interprofessional Education for Patient Centred Practice (IECPCP), this paper provides background information that can be helpful for those involved in an interprofessional initiative. A historical review of IPE sets the international context for this area and reflects the work that has been done and is currently being initiated and implemented to advance IPE for health professional students. Much can be learned from the literature related to the pedagogical approaches that have been tried and the issues that need to be addressed related to the learner, the educator and the learning context which this paper examines.
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...nce the success of initiatives. Classic theories of adult education (Knowles, 1980), reflection on practice (Schön, 1987), problem-based learning (Barrows & Tamblin, 1980) and experiential learning (=-=Kolb, 1984-=-) are examples of approaches that should be considered. In addition, the use of teamwork models can contribute to the use of teaching strategies on an IPE initiative (e.g., Gilbert et al., 2000). An a...

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