Participatory and Appreciative Adult Learning and Reflection in Virtual Environments

2010 ◽  
pp. 435-450
Author(s):  
Simona Marchi ◽  
Emma Ciceri
Keyword(s):  
Adult Learning ◽  
Virtual Environments ◽  
Critical Reflection ◽  
Learning Processes ◽  
Learning Approach ◽  
Information Communication ◽  
Participatory Learning ◽  
Partnership Development ◽  
Individual Capacity ◽  
The Individual

Information Communication Technology, largely thanks to the development of web 2.0 resources, has encouraged the development of participatory learning processes beyond the logic of the individual learning/learners. Moreover, it has allowed the transition from a learning approach based on the development of individual capacity of critical reflection on experiences to an appreciative approach of learning, based on value creation, creativity, innovation, and based on the valorizationof the positive aspects of individual and collective experiences. These aspects will be approached with regard to the contribution offered by PAAR’s (participatory and appreciative action and reflection) theoretical and methodological perspectives and to the most recent contributions coming from learning in virtual environments. Eventually, we will suggest a facilitating model of learning partnership development in online environments.

scholarly journals Being a Teacher of Holistic Profession: A Perspective of Transformative Learning

2019 ◽  
Vol 1 (2-3) ◽  
pp. 472-487 ◽  
Author(s):  
Xudong Zhu ◽  
Jian Li
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Critical Reflection ◽  
Practical Experience ◽  
Learning Model ◽  
Learning Processes ◽  
The Core ◽  
Core Subject ◽  
Learning Development ◽  
Core Idea

This study explores how to be a teacher of holistic profession from a perspective of transformative learning. Cultivating holistic profession in transformative learning involves the process of changes in communicative and instructional learning, the process of learning practical experience, and the process of critical reflection. These transformative learning processes contribute to the construction of teachers’ holistic profession contextually. The rationales of applying a perspective of transformative learning concentrate on three major reasons. Cultivating teachers’ profession as one type of adult learning is the core subject of transformative learning. Development serves as core idea of teachers’ holistic professional consciousness. The learning transformation occurred from semi-profession to holistic profession. In this sense, the transformative learning model for teachers’ profession is initially proposed to identify a special lens to shape an explicit pathway of being a teacher of holistic profession. In this model, transformative learning involves identifying “learning being professional”. Transformative relationship focuses on “teaching being professional”. Transformative context view concentrates on contenting being professional. Transformative context view involves contenting being professional. The conclusion and remarks are offered to summarize the rewards of being a teacher of holistic profession.

Overview: Why and How Does Reflection Matter in Workplace Learning?

2020 ◽  
Vol 22 (3) ◽  
pp. 248-263
Author(s):  
Pierre Faller ◽  
Henriette Lundgren ◽  
Victoria Marsick
Keyword(s):  
Adult Learning ◽  
Reflective Practice ◽  
Human Resource Development ◽  
Human Resource ◽  
Workplace Learning ◽  
Critical Reflection ◽  
Meaning Making ◽  
Learning Processes ◽  
Reflective Practices ◽  
Learning From Experience

The Problem While reflection is central to adult learning processes and theories, its meaning and definitions vary. Authors approach reflection from different perspectives and assumptions. The Solution This article is a conceptual map to guide the reader through key definitions and perspectives discussed in upcoming articles. We provide a compass for reflection, critical reflection, reflective practice, and how these terms apply to learning from experience, meaning-making, and action in the workplace. We also show how different perspectives or lenses can impact a human resource development (HRD) practitioner’s approach to reflection and present several studies looking at reflection and reflective practices. The Stakeholders This article should help HRD practitioners and others engaged in supporting workplace learning to gain clarity about how to conceptualize reflection and reflective practices and become familiar with the different ways reflection is understood by authors of upcoming articles.

scholarly journals A CRITICAL REFLECTION OF BRONFENBRENNER´S DEVELOPMENT ECOLOGY MODEL

2016 ◽  
Vol 69 (1) ◽  
pp. 22-28
Author(s):  
Jonas Christensen
Keyword(s):  
Critical Reflection ◽  
Social Ties ◽  
Learning Processes ◽  
Spheres Of Influence ◽  
Group Context ◽  
Key Words Development ◽  
The Individual ◽  
Different Levels ◽  
Resilience Capacity ◽  
Resilience Science

This analysis is a theory based reflection out of the development ecology. When studying an organisation, transformation and spheres of influence of professions and in education, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual’s role in relation to other actors in order to define and understand the forces underlying the professional development. The focus on the individual might prevent the understanding of group wise development. Resilience capacity on a mental, intra level and an entrepreneurial way of building, developing and keeping networks gives the different levels in the Development Ecology model a broader understanding of what stimulates learning processes. Factors relating to both the inside of the individual and social ties between individuals in a group context in relation to global factors need to be discussed. Key words: development ecology, organisation, resilience, science education, social ties.

Mol2vec: Unsupervised Machine Learning Approach with Chemical Intuition

2017 ◽  
Author(s):  
Sabrina Jaeger ◽  
Simone Fulle ◽  
Samo Turk
Keyword(s):  
Machine Learning ◽  
Language Processing ◽  
Supervised Machine Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Unsupervised Machine Learning ◽  
Feature Representations ◽  
Machine Learning Approach ◽  
The Individual ◽  
Vector Representations

Inspired by natural language processing techniques we here introduce Mol2vec which is an unsupervised machine learning approach to learn vector representations of molecular substructures. Similarly, to the Word2vec models where vectors of closely related words are in close proximity in the vector space, Mol2vec learns vector representations of molecular substructures that are pointing in similar directions for chemically related substructures. Compounds can finally be encoded as vectors by summing up vectors of the individual substructures and, for instance, feed into supervised machine learning approaches to predict compound properties. The underlying substructure vector embeddings are obtained by training an unsupervised machine learning approach on a so-called corpus of compounds that consists of all available chemical matter. The resulting Mol2vec model is pre-trained once, yields dense vector representations and overcomes drawbacks of common compound feature representations such as sparseness and bit collisions. The prediction capabilities are demonstrated on several compound property and bioactivity data sets and compared with results obtained for Morgan fingerprints as reference compound representation. Mol2vec can be easily combined with ProtVec, which employs the same Word2vec concept on protein sequences, resulting in a proteochemometric approach that is alignment independent and can be thus also easily used for proteins with low sequence similarities.

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

Reformation und politisch-gesellschaftliche Emanzipation

2014 ◽  
Vol 74 (2) ◽  
pp. 118-126 ◽  
Author(s):  
Bernd Oberdorfer
Keyword(s):  
Civil Society ◽  
Learning Processes ◽  
Priesthood Of All Believers ◽  
Pluralistic Society ◽  
Protestant Churches ◽  
The Reformation ◽  
The Individual ◽  
The Church ◽  
Modern Sense

AbstractThe relevance of the reformation for the development of modern liberty rights is much debated. Although the Protestant Reformers fought for the »Freedom of a Christian« against religious patronization, they were not tolerant in a modern sense of the term. However, the Reformation released long-term impulses which contributed to the origin and formation of a modern civil society, e. g. the respect for the autonomy of the individual over against the church, the passion for education, the emphasis on the »universal priesthood of all believers«, and the appreciation of civil professions. Long historical learning processes were necessary, though, until the Protestant churches acknowledged and adopted modern liberty rights, a participatory democracy and a pluralistic society as genuine forms of expression of a Protestant ethos.

THE WORK HARD ETHIC OF TEACHER (ETOS KERJA KERAS GURU) DALAM PEMBELAJARAN SEBAGAI PILAR PENDIDIKAN YANG BERKARAKTE

2013 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Sutarman Sutarman
Keyword(s):  
Learning Process ◽  
Learning Approach ◽  
Information Communication ◽  
Teaching Process ◽  
Teacher Needs ◽  
Strong Motivation ◽  
Communication And Technology

Teacher isn‘t one of all source of science in learning process. So, if the teacher needs survive in his or her contribution in the learning teaching process, they must do some innovations. Its means, the teacher  must have work hard ethic in doing to do the innovation, learning approach, chosing the metode and media. In order to make the learning teaching process run well, therefore the teacher is not only has mastered his or her competence but also has mastered the emotion quotion, spiritual quotion and has mastered the information, communication and technology. Beside that, the teacher who has work hard ethic,  is the teacher who has optimism. It means, in doing his task of the learning teaching process must have the strong motivation. So, the teacher will get the best achievement.

scholarly journals Crowd behaviour during high-stress evacuations in an immersive virtual environment

2016 ◽  
Vol 13 (122) ◽  
pp. 20160414 ◽  
Author(s):  
Mehdi Moussaïd ◽  
Mubbasir Kapadia ◽  
Tyler Thrash ◽  
Robert W. Sumner ◽  
Markus Gross ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Human Subjects ◽  
High Stress ◽  
Three Dimensional ◽  
Real Life ◽  
Social Conventions ◽  
Emergency Situations ◽  
Crowd Behaviour ◽  
The Individual

Understanding the collective dynamics of crowd movements during stressful emergency situations is central to reducing the risk of deadly crowd disasters. Yet, their systematic experimental study remains a challenging open problem due to ethical and methodological constraints. In this paper, we demonstrate the viability of shared three-dimensional virtual environments as an experimental platform for conducting crowd experiments with real people. In particular, we show that crowds of real human subjects moving and interacting in an immersive three-dimensional virtual environment exhibit typical patterns of real crowds as observed in real-life crowded situations. These include the manifestation of social conventions and the emergence of self-organized patterns during egress scenarios. High-stress evacuation experiments conducted in this virtual environment reveal movements characterized by mass herding and dangerous overcrowding as they occur in crowd disasters. We describe the behavioural mechanisms at play under such extreme conditions and identify critical zones where overcrowding may occur. Furthermore, we show that herding spontaneously emerges from a density effect without the need to assume an increase of the individual tendency to imitate peers. Our experiments reveal the promise of immersive virtual environments as an ethical, cost-efficient, yet accurate platform for exploring crowd behaviour in high-risk situations with real human subjects.

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