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1.
Abstract Networked learning aims to foster students’ knowledge construction processes as well as the quality of knowledge construction. In this respect, it is crucial to be able to analyse both aspects of networked learning. Based on theories on networked learning and the empirical work of relevant authors in this domain, two coding schemes are presented to analyse the nature of learning processes and the quality of knowledge construction in networked learning. The coding schemes were used to analyse the learning processes and learning results of students in an MSc course on land use planning at Wageningen University in which networked learning played an important role. The inter-rater reliability of both instruments appeared to be satisfactory. The relation between the two coding schemes is discussed and recommendations for future research and educational practice are formulated. 相似文献
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This research focuses on the study of the processes of collaborative solving of information problems and their impact on group learning outcomes. Forty-nine pairs of students solved three learning tasks with learning goals of increasing complexity: information selection, information interpretation, and interrelating concepts. We analysed two types of data: group work processes and group learning outcomes. The group work processes were assessed using eight dimensions, and group learning outcomes were evaluated in two ways: quality of the group written product, and shared correct knowledge. Findings reveal the significant influence of some aspects of the group work processes (such as searching for information, processing information, shared task regulation, the construction of shared knowledge, and emotional climate) in the group learning outcomes. Results also show that this influence is most evident in tasks with more complex learning demands. Finally, some educational proposals for school education are provided. 相似文献
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LEARNING THROUGHOUT WORKING LIFE: A RELATIONAL INTERDEPENDENCE BETWEEN PERSONAL AND SOCIAL AGENCY 总被引：1，自引：0，他引：1
ABSTRACT: Individuals actively and continually construct the knowledge required for their working lives. Two outcomes arise from this constructive process: (i) individual change (i.e. learning) and (ii) the remaking of culturally-derived practices comprising work. These arise through a relational interdependence between the contributions and agency of the personal and the social. The relationship is interdependent because neither the social nor personal contributions alone are sufficient. The social experience is important for articulating and providing access to work performance requirements. However, personal factors such as individuals' capacities, subjectivities and agency shape how workers interpret and engage with what they experience and, consequently, how they learn and remake practice throughout their working life. This case is elaborated through a discussion about learning with considerations of intersubjectivity, personal epistemologies, pedagogy and curriculum as experience. 相似文献
5.
Enhancing project-oriented learning by joining communities of practice and opening spaces for relatedness 总被引：1，自引：1，他引：0
R. Pascual 《European Journal of Engineering Education》2010,35(1):3-16
This article describes an extension to project-oriented learning to increase social construction of knowledge and learning. The focus is on: (a) maximising opportunities for students to share their knowledge with practitioners by joining communities of practice, and (b) increasing their intrinsic motivation by creating conditions for student's relatedness. The case study considers a last year capstone course in Mechanical Engineering. The work addresses innovative practices of active learning and beyond project-oriented learning through: (a) the development of a web-based decision support system, (b) meetings between the communities of students, maintenance engineers and academics, and (c) new off-campus group instances. The author hypothesises that this multi-modal approach increases deep learning and social impact of the educational process. Surveys to the actors support a successful achievement of the educational goals. The methodology can easily be extended to further improve the learning process. 相似文献
6.
在职业教育教学中进行"从经验中学习",有利于学生掌握工作过程知识,有利于提高学生自主学习的能力,有利于增加学生的就业机会。当前在我国高职院校开展"从经验中学习",还存在着将工作过程知识理解为简单的操作性经验,学生所学内容缺乏工作知识含量等方面问题。高职院校应深度挖掘工作过程知识,开发课程与教学内容;开发与设计学习型实训场所与岗位;建立专兼职相结合的教师"实践共同体",实现培养学生综合职业能力的目的。 相似文献
7.
Sanna Ruhalahti Anne-Maria Korhonen Päivi Rasi 《Educational research; a review for teachers and all concerned with progress in education》2017,59(4):373-390
Background: Knowledge construction and technology have been identified as critical for an understanding of the future of teacher education. Knowledge is discovered, applied and created collaboratively from authentic starting points. Today’s new mobile and blended learning environments create increased opportunities for such processes, including learner-centred approaches, authenticity and dialogical knowledge construction. However, teaching still requires appropriate learning design and structuring. The presented study explored, and was designed and implemented, using the ‘Dialogical Authentic Netlearning Activity’ (DIANA) pedagogical model, which is seen as one of the learning designing models for existing digital, open and mobile learning environments.Purpose: The purpose of this study was to identify the challenges and opportunities inherent in the adoption of the DIANA model and to examine student-teachers’ reflections concerning authentic and dialogical knowledge construction. The focus is on the learning process.Sample: Participants were 63 student-teachers who were following the study module ‘Networks in Vocational Education’ at the School of Professional Teacher Education, in Hämeenlinna, Finland.Design and methods: This qualitative study uses a deductive content analysis to discern relationships between the data and the existing theory. The data for this study were drawn from an online questionnaire and participants’ self-reflective accounts.Findings: The results indicate that achieving deep-oriented learning through dialogical actions is the most challenging part of using the DIANA model. Some of the students had difficulty understanding the concept of ‘authenticity’.Conclusions: The findings of this study suggest enhancing learner-centred scaffolding and guidance, particularly at the outset of the learning process. In addition, methods that develop dialogical skills and competences ought to be integrated into teacher education as extensively as possible, in order to make collaborative work and problem-solving genuinely dialogical and equal. 相似文献
8.
为意义建构学习设计教学--学习与教学概说 总被引：1，自引：0，他引：1
教育心理学研究教学如何影响学习。教学与学习是彼此互相联系的过程,从而促成学习者发生改变。学习可以比喻为“反应增强”或“知识获得”或“知识建构”．这三种比喻所建议的教学方法都有它的优势所在。学习时发生着三种记忆．即感觉记忆,短时记忆（工作记忆）和长时记忆;与之相配备的三种基本学习过程分别是选择、组织和整合。教学必须帮助学习者选择相关的信息．组织信息和整合信息。也就是说,有意义学习依赖于在学习中的积极认知加工或知识建构。 相似文献
9.
论促进知识建构的学习环境设计 总被引：8，自引：0，他引：8
本文从理解知识和知识建构的概念出发,分析了知识建构的特点,比较了知识建构与传统学习的差异,阐述了知识建构的方式,从建构主义学习环境设计理论的角度讨论了有效促进知识建构的学习环境设计方法。文章认为,有效促进知识建构的学习环境设计必须围绕活动、情境、资源、工具、支架、学习共同体和评价等七大基本要素来进行。这一学习环境设计方法为知识建构提供了一种思考和实践框架,有益于教师帮促学习者运用高阶思维开展有意义的学习,实现高阶能力的发展。 相似文献
10.
This research is aimed to assist individual learners to construct knowledge in online learning through providing them with
customized supportive services. The services go beyond simply presenting course materials, but supply a diverse range of technological
facilities, tools and services to assist individual learners to progress in the learning process. In this paper, the theoretical
background for facilitating construction of knowledge by individual learners is built at the first, through the review of
constructivist theories for learning and the objectivist ones. Then, a general conceptual model to describe any number of
practices in learning and teaching online is built. It will be used to customize online learning environments to cater for
various different learning demands. The services to support the individual’s knowledge construction are identified based on
the relevant theoretical background. After that, software agents are proposed to customize the supportive services for individual
learners based on their particular learning characteristics. Next, the implementation of these services is investigated and
a system prototype is reported. Finally the preliminary research result and the further work are presented. 相似文献
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高校对大学生负有引领思想、指导学习、创新知识的重要使命。大学生党支部是党在高校建立的基层组织,是高校党建与思想政治工作的重要组成。信息化背景下,青年学生树立终身学习的目标是构建学习型社会的重要基础。文章探讨了高校构建大学生学习型党支部的科学内涵、重要意义和具体策略,试图为推动高校党建工作不断与时俱进提供一点思考。 相似文献
12.
In this paper, we critically analyze how the concept of negative knowledge contributes to the understanding of professionals’
expert practice and learning. Negative knowledge is experientially acquired knowledge about what is wrong and what is to be
avoided during performance in a given work situation. In terms of its theoretical foundation, the concept relates to constructivist
theorization and metacognition. Building on existing conceptions of negative knowledge, we systematically relate the concept
to research on expertise and learning from errors. The concept of negative knowledge augments existing theories of professional
knowledge by emphasizing knowing about what to avoid as part of experts’ effective actions. During routine actions, negative
knowledge enhances professionals’ certainty of how to proceed and increases the efficacy through the avoidance of impasses
and suboptimal problem-solving strategies. Quality and depth of reflective processes after actions are related to the development
of negative knowledge. The potential of negative knowledge for the investigation of professional learning is discussed through
reference to recent empirical work.
Re-submitted for publication in: Vocations and Learning: Studies in Vocational and Professional Education. 相似文献
13.
围绕学风建设,做好新时期高校政治辅导员工作 总被引：1，自引：0，他引：1
金更欢 《广东技术师范学院学报》1999,(2)
学风是校风的重要组成部分。创建优良学风是当前高校开展学生综合素质教育的内在要求。知识经济时代的来临,赋予学风新的内涵。高校政治辅导员工作是创建优良学风的关键一环,围绕学风建设,政治辅导员必须做好以下几方面的工作：坚持正确的政治方向,教书育人;从新生入学抓起,打好基础;抓好班级建设,促进学风;做好在学生中发展党员的工作,以点带面。还应重视校园文化建设．营造良好精神氛围。 相似文献
14.
Although computer-supported collaborative learning has been successfully applied in educational settings to improve group learning performance, most such systems still lack effective strategies for knowledge representation which could help reduce discussion time. In this study, concept mapping, already applied as a tool to help visualize and organize existing or newly learned knowledge, is incorporated to address this problem in a newly developed concept map and computer-supported collaborative learning system (CMCLS). It was designed as a quasi-experiment study and was carried out with 77 university students. The system was first used by the groups of students to illustrate their knowledge and achieve consensus during a learning activity, after which their performance and feelings of satisfaction with this innovative approach were evaluated. Patterns of learning within the proposed framework were explored. The learning behaviors, including the actions and interactions with peers of the participants during the learning activity were recorded. Finally, lag-sequential analysis was used to compare the interactions and the differences in the behavior patterns of the two groups, one using the newly developed CMCLS consensus map-embedded approach and a control group which did not use this approach. The results showed significant improvement in the learning achievement of students using the novel approach, as well as a higher degree of perceived usefulness and satisfaction. The novel consensus map-embedded approach was useful for knowledge construction and for assisting with integration of the team members’ results to produce the final ER diagram. 相似文献
15.
Monika Nerland 《Studies in Continuing Education》2018,40(3):242-256
ABSTRACTThe dynamics of knowledge in society have transformed the conditions of professional work and learning. Professional expertise has become increasingly specialised, and practitioners are challenged to keep up with rapid developments in their fields. At the same time, the complexity of professional work requires the integration of different forms of knowledge and knowing. Against this background, the knowledge settings in which learners engage and the practices and resources these offer are of vital importance. This article addresses professional education as embedded in profession-specific ‘machineries of knowledge construction’, that is, the set of practices and arrangements through which knowledge and ways of knowing in a profession are generated. It is argued that such machineries span settings in education and work. Examples from research in three professional programmes are used to discuss how students are introduced to epistemic practices and resources in selected knowledge settings. Analytical attention is given to the dynamic interplay between people, practices, knowledge resources and educational arrangements as well as to how connections to work and the epistemic machinery are made. Taking these linkages into account is important for our understanding of what learning entails in different areas of expertise and how this may change over time. 相似文献
16.
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed. 相似文献
17.
现有学习系统呈现的是一种离散和孤立的教学思维,缺乏学习者与内容的深度互动,缺乏信息聚合机制,缺乏群体思维操作,缺乏分工合作与整合工具,信息、知识、行动、情感、价值缺乏有机联系。新型学习系统构建强调从数据到智慧——知识创新的多维构面剖析,从习得到建构——学习过程的多重隐喻整合,从个体到群体——教学主体的双向互动回归,从认知到发展——学习系统的整观取向诉求。协同学习系统构建有三个基本取向:整观思维、协同机制、场域联动。协同学习系统以协同观与知识管理为基础,观照知识社会中个体与集体的知识建构和协调发展,为知识时代的教育教学系统变革提供了理论和方法的支持。 相似文献
18.
从活动理论看学校学习 总被引：6，自引：0，他引：6
本简要概述了活动理论对维果茨基思想的继承、发展及活动理论自身的发展情况，以活动理论的视角分析传统的学校学习中存在的问题并提出解决的途径，包括通过作为学习目标的知识向学习任务的转化，使学习成为一种探究性的活动，学生通过积极参与和主动建构获得新知识，了解知识的意义；同时关注学习过程中的个体和共同体；注重学习和教学过程的动态性和非预定性。 相似文献
19.
Stephen Billett 《Vocations and Learning》2008,1(2):149-171
Individuals’ dispositions have long been held to direct and energise cognition in ways that shape how they experience and
respond to events in the social world. Therefore, a consideration of these dispositions is likely to be helpful in understanding
the inter-psychological processes between individual and social world that frame contemporary socio-cultural accounts of learning.
Here, the specific concern is to elaborate the sources, legacies and potency of individuals’ dispositions in the learning
of occupational practice through these processes. Having reviewed ideas about the dispositional underpinnings of individuals’
construal and construction of the knowledge required for work, these conceptions are exercised through illuminating the roles
dispositions play in the process of constructing the knowledge required for an occupational practice (i.e. hairdressing).
The study reported here combines workplace ethnography and problem-solving tasks to identify the source of these subjectivities,
how they shape individuals’ cognitive processes at work tasks and their learning through participation in vocational practice.
In all, it identified how individuals’ dispositions arise through socially-shaped life histories or ontogenies, albeit in
person-dependent ways. The participants’ conceptions, preferences and procedures that shape their learning and the enactment
of their practice were found to be products of earlier socially-derived experiences, thereby making them personally-subjective.
These personally-subjective dispositions were identified as shaping how these individuals engage in work, learning and the
ongoing remaking of work activities, because they influence inter-psychological processes that comprise the immediate experiences
that constitute the enactment of these activities. So, this suggests that the sociogeneses of knowledge and learning likely
includes personally unique social contributions that arise through ontogeny. 相似文献
20.
杨青 《扬州大学学报(高教研究版)》2007,11(5):56-58
新形势下高校党建工作还存在思想政治建设实效性不足、党委领导核心作用发挥不够、党务工作者素质有待提高等问题。为此,必须从加强基层组织建设,强化思想政治工作;提高认识,促进党建工作与学校中心工作有机结合;积极探索,加强党务工作者队伍建设;多管齐下,构建高校党建工作创新体系等方面强化高校党建工作。 相似文献