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1.
Tertiary educators are being directed by government policy: to develop a learning environment where participants become more than passive receivers of knowledge and to skill the workforce through technical skills and competency‐based education. Professional development is needed for compliance, and to develop and maintain generic, productivity, and technical attributes relevant to the profession. Profession and career development, for continued employability and professional recognition, involves “skilling for the workforce” through enriched self‐directed and lifelong learning. The article examines what could be a tertiary education response on the part of universities. This is through developing a learning environment which addresses the various motivating policies and common educational drivers in professional practice. It further examines the suitability of Work‐Integrated Learning (WIL), as a recognised integrative learning environment, to provide a foundation for effecting self‐directed professional development. 相似文献
2.
Snezana Dabic 《International Journal of Lifelong Education》2013,32(6):613-624
This article explores issues of literacy and identity of skilled migrants in an educational context in Australia as a learning society. First, it concentrates on forms of knowledge imposed on the learner and looks at how new discourses shape the self. Next, it tests the validity of the four pillars of education in the life of the learner. The paper then discusses the notion of lifelong learning and its appeal to (or existence for) the migrant learners. Finally, it poses important questions about Self–Other dichotomy, emergent voices and a sense of integration. The analysis suggests that further education and employability are closely linked to acquiring discourses set by the education policy designers and the workplace. Without mastering both, passports to further/higher education or professional and other jobs are not issued. The paper argues that literacy skills that incorporate new discourses penetrate and shape existing identities, giving them a sense of new selves, but do not necessarily empower the agency, as the self in control of one’s life. However, hope is not lost, as shown by the group of dedicated educators whose efforts to support the migrant‐learners lead to meeting their goals in work and education of their choice. When embraced by the society, these learners gain a genuine sense of belonging and move away from the position of being Self/Other marginalised. The article concludes by drawing together issues of literacy, identity, knowledge and lifelong learning that interconnected, if harnessed and used wisely, ultimately emancipate and give a decision‐making voice to migrant citizens. Thus they become knowledge workers whose acceptance and personal satisfaction, I firmly believe, contribute to a freer and happier global society. 相似文献
At the boundary life blossoms.
James Gleick, Chaos
3.
Abstract The pressure to increase access to higher education while reducing costs raises serious questions with regard to the purpose and goals of the traditional research‐intensive university. Moreover, there is considerable rhetoric about reinventing universities based on adoption of communications and learning technologies without clearly defining or articulating educational goals. In contrast to the big industrial model of distance education, an approach to distance education is described that is consistent with the traditional goals and values of creating knowledge through a critical community of learners. This approach, or model, is labeled “little distance education,” and its characteristics are defined. Meeting the needs of a new market for continuing professional education available at a distance is also discussed. 相似文献
4.
Terry Hyland 《Educational studies》2006,32(3):299-306
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind. 相似文献
5.
Anne Nevgi Päivi Virtanen Hannele Niemi 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):937-947
The paper focuses on the question of how to advance collaboration through the Web and support lifelong learning. First, the theoretical framework and architecture of a new web‐based tool, the ‘IQ Team’, is introduced. IQ Team is an interactive online assessment and support system to learn social skills needed in cooperative work, and belongs in an interactive online assessing and tutoring system, ‘IQ Form’, developed for the Finnish Virtual University. IQ Team has three main elements: (1) interactive self‐evaluation test banks, (2) online tutoring sets and (3) learning diaries. In the creation of IQ Team, the validation process was conducted with two samples (n = 259 and n = 275). The online students’ social skills in different groups were explored, and the feedback data from different user groups were analysed. The online students scored high values for social skills, and no differences were discerned between university, Open University and technical students. The qualitative data (n = 35) were collected in order to get users’ feedback of the tool. The qualitative data consisted of interviews, open‐ended questions and online discussions. The users of IQ Team reflected that the tool benefited them to become aware of their group work skills and developed their collaborative learning skills. IQ Team provides a powerful tool for online instruction and communication in higher education and in the Open University to promote joint‐regulated learning. 相似文献
6.
Lifelong learning is intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. In today's climate of continual change and innovation, lifelong learning is a critical educational goal. In order to prepare people for lifelong learning, educational opportunities must develop their capacity for self‐direction, metacognitive awareness, and disposition toward lifelong learning. Several instructional features facilitate the development of metacognitive and self‐directed learning skills, and the disposition to lifelong learning: (1) student autonomy, responsibility, and intentionality; (2) intrinsically motivating learning activities; (3) enculturation; (4) discourse and collaboration among learners; and (5) reflection. This article describes and presents examples of how three teaching methodologies—problem‐based learning, intentional learning environments, and cognitive apprenticeship—employ these instructional features. 相似文献
7.
Michael Wehmeyer Carolyn Hughes Martin Agran Nancy Garner Danna Yeager 《International Journal of Inclusive Education》2013,17(4):415-428
Student‐directed learning strategies involve teaching students to modify and regulate their own behaviour. Teaching students to self‐regulate behaviour has been identified as one means of promoting self‐determination, and promoting and enhancing self‐determination has become a valued outcome internationally. In addition, however, student‐directed learning strategies could prove important for including students with disabilities in general education classrooms by reducing the student's dependency upon others in the classroom setting. Four students with intellectual disability were supported to select an educational goal on which they wanted to work and were taught to self‐monitor their progress toward that goal in general education classrooms. Their progress toward the goal was evaluated through data collection activities and by using the Goal Attainment Scaling process. In general, students achieved their self‐selected goals. The potential contribution of student‐directed learning strategies to inclusion and promoting self‐determination are discussed. 相似文献
8.
Ingrid Nix Ali Wyllie 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):101-112
Many institutions encourage formative computer‐based assessment (CBA), yet competing priorities mean that learners are necessarily selective about what they engage in. So how can we motivate them to engage? Can we facilitate learners to take more control of shaping their learning experience? To explore this, the Learning with Interactive Assessment (LINA) project, a small‐scale study, trialed a selection of online, interactive question features designed to increase motivation, particularly of work‐based learners, and to enhance learners' ability to self‐regulate their own learning experience. We present initial findings on learner perceptions of: (1) a confidence indicator tool—for learners to indicate their confidence that their answer will be correct before answering a question; (2) a learning log—for learners to insert reflections or view system‐recorded information about their learning pathway; and (3) question feedback—for displaying a range of author comments. Themes emerged relating to motivational, behavioural and cognitive factors, including risk taking and skills in self‐assessment. A serendipitous finding highlights learners' frequently not reading onscreen feedback and presents perceptions on when feedback becomes most useful. Motivators and barriers to engagement and self‐regulation are discussed in relation to principles of best feedback practice. 相似文献
9.
Bob Koster Jurriën Dengerink Fred Korthagen Mieke Lunenberg 《Teachers and Teaching》2013,19(5-6):567-587
This article reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards‐based procedure of (self‐)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In our research, we used 25 completed portfolio's made by teacher educators participating in the standards‐based procedure of (self‐)assessment and professional development. We found that teacher educators, participating in this procedure, prefer the development of their knowledge and skills over the development of their attitudes and beliefs. For their professional development, the teacher educators experiment with new activities within the work‐situation and interact with colleagues within their professional community, more than that they study theory or reflect on their work. The participating teacher educators experience a positive impact at the personal level (change in cognition and behavior). More than one‐third of them share outcomes with others. Above, they report a more positive self‐esteem and more enthusiasm for teacher education. This article may motivate other countries or institutions to invest in the professional development of teacher educators. Further research is necessary on the essence of the professional qualities of teacher educators and the relation of their professional development with student learning. 相似文献
10.
Growing pressure to restructure and reform tertiary education is encouraging university academics to use innovative practices that assist students to develop ‘employable’ skills. The hybrid approach described in this paper stimulated students to be self‐directed adult learners who maximized their learning of content and skills by means of problem‐based learning and action research strategies. The lecturer also operated as a reflective practitioner and role model by using an action research approach. This paper demonstrates the value of student empowerment, communication and leadership in autonomous learning groups. It outlines methods by which academic teaching staff can build continuous improvement into a university unit’s curriculum design and processes. These can be powerful additions to lecturers’ teaching strategies and to students’ learning experiences. 相似文献
11.
Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum 
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下载免费PDF全文 Thomas I. Nathaniel Jordan C. Gainey Jessica A. Williams Bianca L. Stewart Michael C. Hood Leanne E. Brechtel Rakiya V. Faulkner Jasmine S. Pendergrass Leigh‐Ann Black Scott K. Griffin Christopher E. Troup Jayne S. Reuben Asa C. Black Jr. 《Anatomical sciences education》2018,11(5):478-487
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists. 相似文献
12.
Valerie A. Clifford 《高等教育研究与发展》1999,18(1):115-128
This article explores the possibilities for the development of autonomous learners within the confines of an institutional education setting. Student participation in setting curriculum, in collaborative learning, and self‐ and peer‐assessment are discussed as fundamental aspects of learner‐controlled learning. They are reviewed in the context of a university research methodology unit aimed at developing autonomous researchers/learners. Outcomes for the students taking the unit included increased motivation; excitement; confidence; in‐depth learning; an appreciation of new ways of learning; respect for their peers as co‐learners and experiences of self‐reflection and self‐assessment. The study indicates that if autonomous learning is to be encouraged in universities, staff need to develop new conceptions of teaching and learning and new skills, as they move from the role of knowledge expert to that of resource person and facilitator. Students need to develop new learning strategies, as they move from being passive learners to becoming autonomous learners. 相似文献
13.
Nigel Fancourt 《British Journal of Religious Education》2005,27(2):115-125
This article explores the place of self‐assessment in religious education in the light of general research into self‐assessment, particularly as part of assessment for learning. In particular, it analyses the problems of ‘enculturation’ of learners into classroom assessment practice in religious education. The distinction between assessment of learning and assessment for learning is described and, applied to the distinction between learning about religions and learning from religion. The four types of self‐assessment are set out, with an analysis of the challenges facing teachers in getting pupils to apply common current assessment criteria to their own work. Overall, four problems arise from pupils using current assessment criteria. They are identified as: (i) the issue of ‘plasticity’, (ii) the timing of self‐assessment processes, (iii) the problem of assessment of affective qualities, and (iv) the confusion between self‐assessment and learning from religion. Finally, the implications of these problems for both further research and for pedagogy are discussed. 相似文献
14.
K.J. Topping A. Thurston A. Tolmie D. Christie P. Murray E. Karagiannidou 《Research in Science & Technological Education》2013,31(1):91-106
The use of cooperative learning in secondary school is reported – an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12–14 years in nine secondary schools, taught by 12 self‐selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self‐esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre‐test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications. 相似文献
15.
Bev Williams 《Teaching in Higher Education》2013,18(1):85-98
Professional undergraduate nursing education programmes share the goal of preparing competent graduates who will successfully make the transition to the world of professional nursing practice. Furthermore, society demands continued professional accountability for competence in an era of exponential knowledge proliferation and technological change. One way to meet this demand is for every practicing professional to engage in continuing professional nursing education. If professional nurses are to maximize continuous learning, they need to be able to manage and monitor their own learning. This means that professional nurses engaged in continuous learning should have the ability to be self directed. The use of problem-based learning (PBL) as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate the development of nursing students' abilities to become self-directed in learning. The theoretical links between PBL and self-directed learning are discussed. 相似文献
16.
James C. Fisher 《Educational gerontology》2013,39(2):137-146
An examination of the relationship between the attitudes of two populations of older adults and their participation in education‐related activities reveals statistically significant associations in both populations between Anomia and Zest and Participation in Educational Activities, and between Life Satisfaction, Mood Tone, and Zest and Self‐Directed Learning Participation. These findings indicate that self‐directed learning participation is correlated with a person's affirmation of self and its accomplishments, sense of satisfaction and pleasure, and a high level of enthusiasm and ego involvement in activities. The correlation between Anomia and Zest and Participation in Educational Activities reinforces the need for a strong social dimension in education‐related activities among older adults in order to mitigate the effects of personal isolation or anomia. The findings also call for an understanding of nonpartidpation in education‐related activities as an expression of anomia, alienation, or power‐lessness. Practitioners are encouraged to consider how educational programs may effectively bridge the gap of powerlessness and alienation experienced by many older adults. 相似文献
17.
Carrie A. Wachter Morris Casey A. Barrio Minton 《Counselor Education & Supervision》2012,51(4):256-269
Professional counselors are responsible for providing crisis assessment, referral, and intervention ( Council for Accreditation of Counseling and Related Educational Programs, 2009 ); however, little is known about their preparation and experiences in these areas. This study examined new professional counselors' (N= 193) crisis intervention preparation, crisis intervention self‐efficacy, and crisis intervention experiences. Although participants had limited crisis preparation during their master's programs, most engaged in crisis intervention during their field experiences. Implications for continuing education and counselor education are explored. 相似文献
18.
Chi‐hung Clarence Ng 《教育心理学》2008,28(4):439-456
The hypothesis in this study was that different types of multiple‐goal learners would have different patterns of learning. A sample of 797 adult distance learners enrolled in different programs offered by a distance learning university in Hong Kong completed a questionnaire assessing their goals, use of strategies, motivational beliefs, and attitudes towards the course they were doing. Two‐stage cluster analyses found a group of single‐goal learners (mastery focused) and three groups of multiple‐goal learners with different focuses in their goal profiles: performance focus, work focus, and multiple focuses. These four clusters of learners differed in terms of use of learning strategies, regulatory strategies, motivational beliefs, and attitudes towards the course. Learners focusing on work‐related goals or performance goals achieved better examination results than did those focusing on multiple goals or solely on mastery goals. 相似文献
19.
A Teacher Professional Development Program on Using a Constructivist Multimedia Learning Environment
This paper describes a professional development program using an interactive multimedia program to develop teachers' understanding
of a constructivist epistemology in science education. The aim of this study was to describe teachers' reflections on and
perceptions of a series of professional development workshops and how teachers changed their classroom practices after having
participated in the workshops. The software, developed with the cooperation of teachers and students, is based on the Birds of Antarctica database (Maor & Phillips, 1996). This database was designed as an interactive program which requires teachers to use a constructivist-oriented
approach to teaching and learning in order to promote the development of inquiry skills particularly higher-order thinking
skills. A series of workshops for teachers was conducted to empower them to become comfortable with using computers in science
classrooms and to enable them to enhance their understanding of, and ability to use, personal and social constructivist approaches.
Teachers' perceptions of the process of learning with the multimedia program and their reactions to their experiences were
assessed using a new instrument, the Constructivist Multimedia Learning Environment Survey (CMLES). The results of the study suggest that teachers who participated as learners in the professional development program
became familiar with a constructivist-oriented multimedia learning environment; understood the context, problems, and issues
faced by students in the classroom; and were better able to facilitate students' needs and understanding in this learning
environment.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
20.
Joanna C. Dunlap 《Performance Improvement Quarterly》2005,18(1):5-33
ABSTRACT In a climate of continual change and innovation, lifelong learning is a critical professional development objective which has a direct impact on organizations' effectiveness and ability to compete and innovate. To help learners continually upgrade their skills and knowledge so they can effectively address emerging organizational and professional needs and opportunities, educators must prepare learners for their professions using teaching methodologies that develop learners' capacity for and disposition toward lifelong learning. Problem‐based learning (PBL) is one such method. PBL uses professional problems of practice as a starting point, stimulus, and focus for student activity, and one of PBL's stated educational outcomes is students' use of lifelong learning skills. This study examined the changes in students' use of lifelong learning skills while participating in a PBL project. Twenty‐six undergraduate university computer science students completed a 15‐week C++ programming course. Using guided reflective journal responses as process data, students were observed to increase their application of lifelong learning skills during their PBL experience. Design and research recommendations are shared. 相似文献