Search Results for: Learning By Doing

Beyond Learning by Doing

Beyond Learning by Doing

Author: Jay W. Roberts

Publisher: Routledge

ISBN: 9781136945816

Category: Education

Page: 141

View: 920

"EXPERIENTIAL EDUCATION "This book brings a thoughtful and refreshing perspective on experiential education. Educators interested in outdoor learning, service learning, and place-based learning will find in Roberts' analysis a critical understanding of what learning by doing means." Dilafruz Williams, Portland State University What is experiential education? What are its theoretical roots? Where does this approach come from? Offering a fresh and distinctive take, this book is about going beyond "learning by doing" through an exploration of its underlying theoretical currents. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of "learning by doing" and "direct experience" in the educational process. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book allows readers to see how the approaches connect to larger conversations and histories in education and social theory, placing experiential education in social and historical context. Combining a critical philosophical approach with practical examples from the field, Beyond Learning by Doing gives readers both an excellent summary of the theoretical histories of experiential education and a thesis-driven argument about the current state of the field and its future possibilities and limitations Jay W. Roberts is Associate Professor of Education and Environmental Studies, Earlham College"-- Provided by publisher.

Twenty-first Century Learning by Doing

Twenty-first Century Learning by Doing

Author: Judith Meloy

Publisher: Springer Science & Business Media

ISBN: 9789462090989

Category: Education

Page: 175

View: 450

Qualitative research has emerged from a twentieth century ‘paradigm war’ at the doctoral level to become a significant and real opportunity for undergraduate, masters’, and doctoral students at colleges and universities around the world. ESL researchers, first generation college students, and individuals identifying themselves as “quants” are discovering the capacity of their own thinking as they learn about and simultaneously undertake qualitative research for their theses. This book is the result of a general query; it is composed almost entirely of the thoughts, concerns, and wisdom of sixty-nine current and recently defended doctoral students across the process of learning about and choosing to do qualitative research for the dissertation. The correspondents’ thinking serves as a thoughtful companion to the process of learning by doing. This book is not a “how to” book. Rather it is a series of candid, thoughtful and insightful reflections re-presented in a variety of formats, e.g. whole letters, “interviews”, etc. This is also not a book to read from beginning to end; readers can begin anywhere – with a particular correspondent, who is introduced at the beginning, or with a particular topic, using the tables of content or subject indices. Finally, this book is not a textbook providing readers with “correct answers” and “the” way to do things, although much of what the correspondents have to offer will keep learners new to qualitative research from having to ‘reinvent the wheel.’ Twenty-first Century Learning by Doing evidences the vulnerability and power of both the human heart and intellect as each grapples with complexities and ambiguities that epitomize the work learning and doing qualitative research is.

Learning by Doing in Markets, Firms, and Countries

Learning by Doing in Markets, Firms, and Countries

Author: Naomi R. Lamoreaux

Publisher: University of Chicago Press

ISBN: 0226468321

Category: Business & Economics

Page: 364

View: 199

Drawing out the underlying economics in business history, this text focuses on learning processes and the development of competitively valuable asymmetries. It shows that organizations learn that this process can be organized effectively, which can have major implications for how competition works.

Learning about Learning

Learning about Learning

Author: Samuel A. Malone

Publisher: CIPD Publishing

ISBN: 0852929897

Category: Learning

Page: 350

View: 559

Coverage includes educational psychology, personal development, accelerated learning, study skills, memory, the brain, nutrition, and training and development.

Increasing Returns and Economic Analysis

Increasing Returns and Economic Analysis

Author: Kenneth J. Arrow

Publisher: Springer

ISBN: 9781349262557

Category: Business & Economics

Page: 457

View: 262

Selected papers from many leading Australian, American, Asian, British and European economists of an international conference at Monash University sparked by the first Australian visit by Kenneth J. Arrow, Nobel Laureate in Economics. Part 1 extends the recently emerged New Classical Economics which uses inframarginal analysis to formally examine classical economic problems of specialization with insights on trade, growth, and many other issues. Part 2 analyses the implications of increasing returns and the associated non-perfect competition on some macro problems like the effects of nominal aggregate demand on output and the price level. Part 3 analyses the relationships of information, returns to scale, and issues of resources and trade.

New Media and Learning in the 21st Century

New Media and Learning in the 21st Century

Author: Tzu-Bin Lin

Publisher: Springer

ISBN: 9789812873262

Category: Education

Page: 216

View: 454

This volume brings together conceptualizations and empirical studies that explore the socio-cultural dimension of new media and its implications on learning in the 21st century classroom. The authors articulate their vision of new-media-enhanced learning at a global level. The high-level concept is then re-examined for different degrees of contextualization and localization, for example how a specific form of new media (e-reader) changes specific activities in different cultures. In addition, studies based in Singapore classrooms provide insights as to how these concepts are being transformed and implemented by a co-constructive effort on the part of researchers, teachers and students. Singapore classrooms offer a unique environment to study the theory-practice nexus in that they are high achieving, implicitly grounded in the eastern cultural values and well-equipped with ICT infrastructure. While these studies are arguably the state-of-the-art exemplars that synergize socio-cultural and technological affordances of the current learning environments, they also serve as improvable ideas for further innovations. The interplay between theory and practice lends support to the reciprocal improvements for both. This book contributes to the continuing debate in the field, and will lead to better learning environments in the 21st century.