Learning experience Essay Example for Free

Learning experience Essay When I think about â€Å"Learning Experiences,† I think of every situation someone finds themselves in as a learning experience. People have not traditionally used that phrase in relating to more formal learning interventions – i. e. classroom, but from a learner’s perspective, both formally and informally, that’s exactly what is happening: learners are experiencing something that, hopefully, results in a change in thinking, understanding, or behavior afterwards. Learning experiences are a way to think about what a learning intervention might be (i. e. – its design) in the context of desired end goals and outcomes. This can then inform our choices about how communication channels and modes, learning activities, and resources come together to best support the end goals and outcomes, and also how these channels and activities may evolve over time. Certainly in this context, a learning intervention is something that is much more than what has traditionally been thought of as â€Å"content. † In thinking about what is currently thought of as learning content, I think of something akin to a page from. a textbook (that has its doppelganger in web-based training) with which one â€Å"reads† and then â€Å"interacts† with in some way. That definition of learning content and learner interaction represents a very narrow and limited view of what a learning experience can be and usually limits the type of learning to that of recognizing or memorizing specific facts, procedures, and concepts exemplified in the deployment of web- based, self-directed individual learning experiences commonly called e-learning. Learning content can be thought of much more broadly and inclusively. This could mean that learning content could actually include not only the â€Å"whats† but the â€Å"hows† of learning. For example, learning content in the context of learning experiences could contain a collection of specific content resources, content pointers, functional tools or tool pointers, activity descriptions, and assessments that, when brought together, embody a particular pedagogical model. In fact, the reverse could also be learning content – a pedagogical model describing the types of learning resources, tools, and activities needed to achieve learning outcomes. So you could think of learning content as collections of pedagogical models and collections of resources that participate in shaping an individual’s learning experience that are aligned with learning outcomes and positive actions that stem from the experience. Another facet of learning content is the artifacts produced during the learning experience. Besides the description above, learning content models should also be collaborative or cooperative with resources and activities supporting the learners working together to produce a learning artifact. A learning artifact could  be anything based on an authentic learning activity or experience such as a model, computer code, diagram or even the ubiquitous PowerPoint presentation. As these artifacts are created and evaluated during the learning process, they then become learning resources that can be used iteratively for others in similar or more advanced experiences. These ideas allow us to merge knowledge management and single/double loop organizational learning into our concept of learning content. Conceptually, this represents a shift from the typical view of content managed by a typical content  management system, with the assumption that when content is simply presented to a learner that he or she will just â€Å"learn† from it – that somehow learning (and especially learning to do or understand) is transmitted from the content to the learner. With that view of content and of the learner’s experience, then it’s no surprise that critics of the pedagogical merits of SCORM view it as being â€Å"limited. † When I think about learning experiences in the context of this effort by ADL, I define them as a model that will allow higher order learning outcomes to be realized. This can occur by expanding on our  understanding of learning content to include specific collections of learning resources, tools, and activities guided by pedagogical models. This is sometimes conceived as a problem-based, collaborative-based approach shaped and tailored to meet specific learning goals but I believe it is even much more than that. Learning experiences as currently being thought of by ADL will be able to provide an interoperable and reusable means for design and/or self organization of learning activities that are pedagogically sound, allowing the attainment, assessment, and tracking of higher order learning outcomes.

Literature for Use in Classroom Essay -- Education Educating Children

Literature for Use in Classroom Donna E. Norton's purpose in her book is "intended to help adults discover ways to share their enchantment with books, our literary heritage, and an appreciation for literature that will last a lifetime" (v). Teachers share that same goal. In selecting literature for a classroom, teachers need to take in account the following: the school's standards and benchmarks, the adopted sequential curriculum, the age of the students, their stages of language, cognitive, personality, and social development. Teachers need to have the literature curriculum set for the year, but flexible enough to meet the needs of the students in the classroom.   Ã‚  Ã‚  Ã‚  Ã‚  Using the schools' standards is the first step in deciding how to use literature in the classroom. Standards tell what students should know and be able to do at each grade level in order to graduate and become productive lifelong learners. Standards exist in each content area with benchmarks written and aligned developmentally with each content area and grade levels. This criteria is what teachers use daily in their teaching process to make sure students are learning what is expected. During all this time, teachers need to continue to ask what is it that students know and should be able to do? The most important consideration may be that "children are the ultimate critics of what they read, and you should consider their preferences when evaluating and selecting books to share with them" (137). Teachers need to visualize the student's picture or perception of literature choices to best teach. Just teaching the material does not ensure that students will choose to l earn.   Ã‚  Ã‚  Ã‚  Ã‚  Looking at, or meeting the needs of all students, teachers must use a variety of literature material and instructional techniques. "The general characteristics of children at each developmental stage provides clues for appropriate literature. Certain books can benefit children during a particular stage of development, helping the children progress to the next stage" (5). Child development is defined through "the language, cognitive, personality, and social development of children" (5).   Ã‚  Ã‚  Ã‚  Ã‚  "A literature program should have five objectives" (110). 1). to "help students realize that literature is for entertainment and can be enjoyed throughout life" (110) 2). to assist students in "acquainting children with t... ...r-pencil tests. Today, evaluation procedures can take place through obsevations, conferencing, oral and written assignments, student self and peer evaluation, and process or performance assessment. Teachers should plan to use a variety of evaluation techniques. Evaluation in literature, should include not only evaluation of student progress and teacher instruction, but also of the texts or books used.   Ã‚  Ã‚  Ã‚  Ã‚  The different types of literature used in a classroom includes the following: traditional literature, modern fantasy, peotry, contemporary realistic fiction, historical fiction, multicultural literature and non fictions biographies and or informational books. Teachers may set a yearly literature instructional plan by themes and or the above types of literature. The literature units may go accross the curriculum and align with all subjects. A picture wordless book may be used with an art unit. The theming may go from a personal context in literature looking at heritage integrated with social studies. During the year, student interest and abilities may determine the direction and content of instructional units. Most important units must be relevant and meaningful to students.

Work Force Diversity

Executive Summary: We've looked at the challenges that Indian companies face because of diversity, both at the workplace and the marketplace. Wave also seen the ways companies can use, to not only manage existing diversity but also to promote it and gain a competitive advantage in the market. Probably, the most important aspect that comes out from the study is that diversity is finally all about human beings, and how they differ from each other.Any company that understands Its key stakeholders well – Its employees, TTS shareholders, its partners and most importantly, its customers, can thrive in the most diverse of environments. â€Å"The next time some academics tell you how important diversity Is, ask how many Republicans there are In their sociology department† – Thomas Swell I: Diversity in the context of an Indian Business Organization The objective of this article is twofold. Firstly it tries to identify the various elements of diversity, as it exists in a modern Indian Business corporation.Secondly It looks at he methods that the companies can employ, not only to understand and cope with the diversity but also to leverage it towards building wholesome business relationships. Diversity in many ways Is closely connected to another term that we see commonly used today, which is ‘Change'. Managing diversity is an essential part of change management. If Indian companies have to thrive in today's changing global marketplace. It has to learn to manage diversity, both within the company and without. Managing Workforce DiversityDiversity is defined as the personification of various cultures within a social or business environment. The fundamental principles of any culture include their value systems, beliefs, habits, and lifestyle. The varied inclusions consist of individuals from different ethnic backgrounds, cultures, and religious beliefs; without regard to their gender, age, or lifestyle. Diversity Includes dimensions that expand t he criteria outlines in the U. S. Government equal opportunity and affirmative action mandates (Anonymous, 2005).Diversity In the workplace has become the number one targeted objective In organizations globally. Effectively managing diversity in areas such as religion, culture, stress, age, gender, race, and sexual orientation is the key to achieving global success in the workplace. Work Force Diversity By motivates at the workplace and the marketplace. We've also seen the ways companies can use, each other. Any company that understands its key stakeholders well – its employees, diversity is, ask how many Republicans there are in their sociology department† – f diversity, as it exists in a modern Indian Business corporation.Secondly it looks at relationships. Diversity in many ways is closely connected to another term that we marketplace, it has to learn to manage diversity, both within the company and their gender, age, or lifestyle. Diversity includes dimension s that expand the criteria (Anonymous, 2005). Diversity in the workplace has become the number one targeted objective in organizations globally. Effectively managing diversity in areas such as

Justification For A Qualitative Methodological Approach

3.0 Introduction Following a critical overview of the literature, this chapter outlines the research methodology. It will provide a justification for a qualitative methodological approach and specification of methods employed. Highlighting the appropriateness of interviews and focus groups in relation to the methodology and overall research. It will also provide recognition of their relative strengths and limitations. 3.1 Methodology/Methodological approach Research methodology and methodological approaches that is, the structured process of conducting research and the overall concepts and theories which underpin research respectively (Bryman, 2008), occupy a central position in the research process as they are both shaped by and translate the researcher’s epistemological position. Epistemology then refers to a researcher’s philosophical stance about the nature, derivation and scope of knowledge (Gilbert, 2008). These positions are seldom ‘spelt out’ but rather understood in the matter of research methodology and approach (Sarantakos, 2005). As this research is exploratory in nature that is, it sought to explore and examine decision-making, morality and ‘sense-making’ amongst human participants I was naturally orientated towards an interpretivist epistemological position. The central thesis of interpretivism is that knowledge, its origin and interpretation is founded on human subjectivities and as such complemented my own world view that knowledge is indeedShow MoreRelatedMixed Methods Critique1252 Words   |  6 PagesThe use of mixed methods is currently increasing in social science research since it emphasizes methodological pluralism, and provides a broader and more credible understanding of the research problem than the use of a single method (Tashakkori and Teddlie 2010). 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I thought that collection of the information should be through a combination of qualitative surveys, interviews and analysis’ alongside a quantitative aspect of a ‘Binary Square Matrix’. From research, I identified these method to systematically recognise and analyse, quantitatively and qualitatively the trending causes. 2) ReviewingRead MoreEssay on Nursing/Medicine Research Report Critique2299 Words   |  10 Pagespractices. The research paper that will be critiqued is â€Å"Comparison of Communication Outcomes in Traditional versus Simulation Strategies in Nursing and Medical Students†. The aim of this critique is to evaluate the Substantive and Theoretical, Methodological, Ethical, Interpretive as well as the Presentation and Stylistic Dimensions of the research paper mentioned above. Following the evaluation of these aspects will be a conclusion. 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Based to implementing the Ernie Reyes West Coast World Martial Arts Association’s program; the program implementer must commence by learning about the martial arts school program; its mission statement, goals, and objectives must be understood. These elements are capital when interested to implementing an organizational program. 1