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The Culture of Learning Continuum: promoting internal values in higher education
Studies In Higher Education
Abstract
This study endeavors to identify ways to promote a productive learning culture in higher education. Specifically, we sought to encourage development of internal values in students' culture of learning and examine how this can promote their understanding of scientific content. Set in a high enrolment undergraduate biology course, we designed a technology-enhanced learning-environment in which we gradually introduced features designed to promote this culture. These features included digital resources and socio-constructivist activities that reshaped students' and instructors' roles. In this paper we focus on the relation between this design and indications of internal values in students' learning processes. Data from 76 student interviews were analyzed phenomenographically using the Culture of Learning Continuum (CLC) conceptual framework developed in this study, which synthesizes perspectives from education, psychology and sociology. Findings indicate that the intervention succeeded in promoting an internal-value-based culture of learning, which enabled students to develop deeper understanding of scientific content.
... The design research study was led by Ornit Sagy between 2009Sagy between -2012. In addition to a quick summary of the story already told (which we describe in detail in Sagy & Kali, 2013;Sagy, Kali, Tsaushu, & Tal, 2016;Tsaushu et al., 2012), the following sections presents the story behind the scenes. Specifically, it illustrates how blending of analytical and creative mindsets enabled us to come up with a solution for a serious dilemma that emerged during the research. ...
... All three stages involved the use of a website that we designed to go along with the course, which included interactive visualizations, video recordings of the course lectures, self-feedback questions and links to relevant sections of an online version of the course textbook. This website was used differently at the three stages of the intervention (Sagy et al., 2016) (Figure 6). At the first stage (and first year of the study), the course was taught as it had been taught for years, through lecturing in a large hall. ...
... This new lens, which we called "the culture of learning continuum (CLC)" (Sagy et al., 2016), enabled us to find that students who learned in more advanced versions of the course referred to course features with much higher degrees of what we described in the CLC as internal values ( Figure 7). Specifically, they were more likely to seek personal growth, appreciate the formative nature of assessment, make efforts to learn (and not only succeed in the test), negotiate meaning with peers (rather than seek the "right" answer for the test), and take ownership of their own learning process. ...
The current article originated from an invitation I received to give a keynote about the role that design research can play in prompting innovation within teacher-researcher partnerships. As I was reflecting on my research from the past 20 years to prepare for the talk, it struck me that the published record of this work was missing what I had recalled as the most exciting aspect of conducting the research with the various teams involved. Although the publications present innovative learning environments, and ways to understand student learning within these environments, they fail to reveal the adventurous nature of design research. Especially missing from the formal articles are those "eureka moments", in which things that seemed confusing about the phenomena studied, all of a sudden became clear. Until these moments of revelation, we often pursued directions of research that frustratingly turned out as nonproductive. The moments of revelation, and the new research trajectories that had emerged from them, often made the frustrating part of the research worthwhile, and turned the research into a gratifying and exciting experience. Nonetheless, the non-linear parts of the stories in many of those research projects, which were full of dilemmas and dead-end trajectories, stayed behind the scenes and were never published. As a learning scientist, I became curious in retrospectively examining the learning processes that enabled us to eventually understand things in different, more productive ways in those research projects.
... Recent decades have seen a plethora of innovative instructional approaches in undergraduate education. These run the gamut of exciting educational technologies like touch screen interfaces to study engineering (Roschelle, Martin, Ahn, & Schank, 2017), future learning spaces that support collaborative learning (Beichner, 2014;Hod, 2017), learning community approaches that promote authentic learning (Bielaczyc, Kapur, & Collins, 2013), and restructuring large enrollment courses into inquiry based settings (Sagy, Kali, Tsaushu, & Tal, 2016). These developments are taking place within the context of the changing social and epistemological contract between society and institutions of higher education (Kandlbinder, 2012). ...
... Not all teaching and learning cultures are equal. To elucidate how they differ, Sagy et al. (2016) offered a conceptual framework that synthesized a number of interdisciplinary perspectives on the culture of teaching and learning based on their values. Specifically, the Cultures of Learning Continuum (CLC: Figure 1) brings together a wide range of research fields including education, educational psychology, and sociological studies. ...
... The first author of this article, along with a secondary researcher, conducted semi-structured interviews which lasted 30-40 min each. Student interviews were part of a data collection process that served two other studies (see Sagy et al., 2016;Tsaushu et al., 2012) and the six instructor interviews were added as part of the current study. For the purposes of full transparency, we report that the data corpus collected from the students was used in these aforementioned studies, however the particular analysis of this large data corpus as well as the additional instructor-generated data are unique to this study. ...
Instructional approaches in higher education that foster learning based on internal values are required with the enrollment of wider and more diverse audiences. The current study explores this challenge with a focus on the relationship between students’ learning cultures and the way instructors’ view them. We interviewed 76 students and six instructors at an established academic institution. Data comprised of 210 students’ and 146 instructors’ utterances that were analyzed using mixed methods. Findings revealed a mismatch of instructors’ conceptions about the learning culture of the typical student, potentially leading to compromises in their teaching practices. We provide evidence that reciprocal relations exist between cultures of teaching and learning, contributing to the wicked challenges of rethinking the role of teachers in reinforcing passive learning cultures in undergraduate education. Adoption of internal-based values teaching approaches can help break this feedback loop.
... We developed and implemented an alternative instructional model for the large-enrollment introductory course: Biology 1 (Bio 101). Given the constraints of the class size and syllabus, which we could not change, we substantially reduced the number of lectures and replaced them with shortterm small group learning and ongoing individual learning, both supported by educational technology developed especially for this course (Tsaushu et al. 2012;Sagy et al. 2016). ...
... In this paper, we focus on the third final phase of the course design. We briefly describe the three phases of the course based on Sagy et al. (2016). ...
... design of the instructional change(Sagy et al. 2016). ...
Our interpretative study that was carried out in a science and engineering oriented university examined the ways students in an introductory biology course perceived their learning in the course that was substantially changed to allow student-centered learning. The instructional change was framed by the view of learning as a sociocultural activity as well as a cognitive process that can take place face-to-face or through online interaction. Most of the lectures were substituted with individual learning and project-based, small-group learning that lasted one month. Data were collected through interviews with students and instructors, and through observations. In the paper, we show evidence for deep learning that was associated by the students and the instructors with short-term, meaningful activities in a setting that included collaborative peer learning; and replacing most lectures by small group learning that ended in a mini-conference. Deep learning was evidenced by the ways students reflected on how they organised and applied knowledge using deep learning strategies.
... Researches are limited in the field of learning culture and management of student learning culture inside and outside the country. Research conducted in the field of learning culture has identified the dimensions of cultural differences (Hofstede, 1986), types of learning culture (Joseph, 2000;Patel & Patel, 2008), dimensions of learning culture (Euler, 2010), elements of strong school culture (Tichnor-Wanger et al., 2016), retrieving and promoting learning culture (Masitsa, 2005;Sagy, Kali, Tsaushu, & Tal, 2016) and components of learning culture (Osborn, Broadfoot, McNess, et al., 2003;Heo, Leppisaari & Lee, 2017). Some of them have described the state of the learning culture of the study population too (Lozano, 2017;Attaran & Abdoli, 2012;O'Brien, 1993). ...
... Masitsa (2005) examines the role of school principals in restoring the culture of learning in secondary schools and, using interviews with effective school principals, discusses management strategies and practices that lead to a return to positive school culture. Sagy, Kali, Tsaushu, & Tal (2016) also examined ways to promote a productive learning culture in higher education and to describe students' learning culture using the synthesis of theoretical contexts, a conceptual framework as a basis for analysis, and provided data analysis. Through the gradual introduction of tools and activity structures in the learning environment, scholars have shown that students can be supported to develop a culture of learning based on values. ...
... Conceptions of 'student excellence' are part of the broader conceptions of students and their learning that teachers have. These conceptions have an impact on the way they teach (e.g., Sagy et al., 2018;Trigwell et al., 1999), and are part of specific teaching and learning cultures (Sagy et al., 2019;Wood & Su, 2017). Therefore, we will explore conceptions of 'student excellence' in the context of teaching and learning cultures in higher education (Sagy et al., 2018(Sagy et al., , 2019. ...
... These conceptions have an impact on the way they teach (e.g., Sagy et al., 2018;Trigwell et al., 1999), and are part of specific teaching and learning cultures (Sagy et al., 2019;Wood & Su, 2017). Therefore, we will explore conceptions of 'student excellence' in the context of teaching and learning cultures in higher education (Sagy et al., 2018(Sagy et al., , 2019. ...
Honors programs and similar initiatives aimed at evoking excellence of students are increasingly promoted in higher education. However, there is a lack of conceptual clarity with regard to the concept of ‘student excellence’. The purpose of this article is to present a conceptual framework, called FACE (Framework for Analyzing Conceptions of Excellence), which provides a reflective tool for analyzing ideas on who is excellent, what is student excellence, why is student excellence important, and how is excellence taught. The content of FACE is based on literature on giftedness, motivation and excellence in higher education. FACE consists of a horizontal axis with inclusive and exclusive views at the extremes, and vertically distinguishes between possible answers to the ‘who’-, ‘what’-, ‘why’- and ‘how’-questions. FACE as a reflective tool can facilitate constructive debate among teachers that work together to develop educational programs aimed at evoking excellence of students.
... This is also perceived in the qualitative results, where primary care is either integrated and implicit or isolated and more explicit. However, well-established education programs should consistently emphasize these concepts throughout their curriculum by explicitly mentioning them in course descriptions and raising awareness of the interconnections between concepts and courses [32]. ...
Background
The policy shift towards person-centred integrated primary care systems drives interest in primary care across higher education programs. In Flanders, the Primary Care Academy (PCA) is established to support this policy shift. The PCA focusses on the concepts of goal-oriented care, self-management, and interprofessional collaboration to support the shift towards integrated care and to integrate them in curricula in order to strengthen and develop a futureproof health system. Therefore, the aim of this study is if and how lecturers implement these concepts in the curriculum and what they need for a successful implementation.
Methods
A sequential explanatory mixed method study design was used combining quantitative and qualitative data. A cross-sectional survey was sent to 276 Flemish health care education programs. Qualitative data was collected through focus groups in which lecturers participated.
Results
The results showed that 89% of the higher education programs address goal-oriented care, self-management, and interprofessional collaboration with regard to primary care. Further analysis of courses within the programs reveals that the concept of self-management is covered in only 58%, while goal-oriented care (73%) and interprofessional collaboration (80%) appear more frequently. The level at which the themes are addressed in the courses are often limited to an introduction.
The focus groups revealed that primary care is present in education programs, however lecturers are limited aware where primary care is integrated in their own and other programs. Lectures expressed a need for more collaboration between research, education and practice in developing educational content. When new concepts are introduced, lecturers want them to be translated into educational content, learning objectives and competencies.
Conclusions
The study shows that the concepts of goal-oriented care, self-management, and interprofessional collaboration are present in higher education programs to a varying degree. Lecturers are eager to implement these new primary concepts but they lack collaboration between education, research and practice. Lecturers indicate the need for a competence profile for primary care professionals as common framework to guide curriculum development.
Supplementary Information
The online version contains supplementary material available at 10.1186/s12875-024-02670-4.
... Εστιάζοντας περισσότερο στη μεταβλητή του χρονικού εύρους των εκπαιδευτικών προσεγγίσεων, ο στόχος για το φυτικό κόσμο φαίνεται πως είναι να μετακινηθούμε από εκπαιδευτικές επιλογές βραχυπρόθεσμου χαρακτήρα σε ένα εκπαιδευτικό συνεχές αντιμετώπισης του φαινομένου της τυφλότητας απέναντι στα φυτά μέσα στα σχολικά έτη. Αυτό το εκπαιδευτικό συνεχές (Sagy et al., 2018) αναμένεται να επιτύχει μεγαλύτερη αποτελεσματικότητα συγκριτικά με τις μεμονωμένες παρεμβάσεις που υλοποιούνται σε συγκεκριμένες σχολικές βαθμίδες. ...
Η ανάδειξη της σημασίας του φυτικού κόσμου από την εκπαιδευτική κοινότητα αποτελεί ένα ζήτημα μείζονος σημασίας λόγω του ρόλου των φυτικών οργανισμών στην προσπάθεια για βιώσιμη ανάπτυξη και του φαινομένου της «Τυφλότητας Απέναντι στα Φυτά». Οι μέχρι τώρα προτεινόμενες εκπαιδευτικές απόπειρες αντιμετώπισης του παραπάνω φαινομένου φαίνεται να αποδίδουν αποσπασματικά και σε μικρή κλίμακα. Σκοπός της παρούσας έρευνας είναι μέσα από βιβλιογραφική επισκόπηση να προσδιοριστούν τα χαρακτηριστικά αυτών των εκπαιδευτικών επιλογών και να προταθεί ένα εναλλακτικό διδακτικό πλαίσιο που θα επιφέρει μια μακροπρόθεσμη αναμόρφωση των υπαρχόντων νοητικών σχημάτων, αξιών και αντιλήψεων που σχετίζονται με τους φυτικούς οργανισμούς. Εξετάζοντας τα αποτελέσματα, η μετασχηματίζουσα μάθηση εντός ενός σύγχρονου, βιώσιμου σχολείου φαίνεται να αποτελεί μια τέτοια επιλογή που μέχρι τώρα δεν έχει διερευνηθεί επαρκώς.
... Realizing the modern education crisis [4] and society negativity [5], no planned value education program established on formal learning to foster intercultural understanding, comprehension, social cohesion, and inclusion [6,7], as well as need for value oriented programs focusing on cost-effective pedagogy due to the conflicting thinking modes in the population [8,9], I sought ways to fill the absence of a value-based design of its strategic functions relevant and engaging to realize education excellence, or optimization in the business term, to harmonize between organizational interest and society interest with professionalism and standards [10] and to the mediating effect of self-efficacy and awareness of a value-based education en route to ethical decision making [10] vital for refining value-based education strategies and identifying best practices, ensuring its efficacy in learning processes [12] and reconstructing societies and countries [13,14] for civilization. ...
The intersection of pedagogy and business models offers a compelling framework for enhancing educational outcomes through strategic innovation and operational efficiency. This is the first study that explores integrating value-based business models into pedagogy, proposing four models: Value Positioning (critical thinking, AI-oriented), Value Delivery (actionable thinking, inquiry-oriented), Value Capture (analytical thinking, sustainability-oriented), and Value Propo-sition (creative thinking, project-oriented). These models aim to foster student engagement, op-timize resource allocation, and drive institutional growth, aligning educational objectives with market demands to prepare learners for future workforce challenges. For instance, Business An-alytics courses, under the Value Delivery category, emphasize actionable thinking. It secures low to middle-level jobs but lacking global decision-making power in value positioning for Finland and the UK. Integrating principles of customer-centric design, continuous improvement, and competitive differentiation, educational leaders can create responsive and impactful learning environments. Value-based business models enhance educational practices by providing a structured and quantifiable approach to improving teaching and learning outcomes. A symbiotic relationship between pedagogical theories and business strategies can lead to innovative educa-tional practices, improved student graduation outcomes, and sustainable success for institutions and countries. This alignment ensures educational programs remain relevant to current market needs and adaptable to future challenges and opportunities.
... Realizing the modern education crisis [4] and society negativity [5], no planned value education program established on formal learning to foster intercultural understanding, comprehension, social 2 cohesion, and inclusion [6,7], as well as need for value oriented programs focusing on cost-effective pedagogy due to the conflicting thinking modes in the population [8,9], I sought ways to fill the absence of a value-based design of its strategic functions relevant and engaging to realize education excellence, or optimization in the business term, to harmonize between organizational interest and society interest with professionalism and standards [10] and to the mediating effect of self-efficacy and awareness of a value-based education en route to ethical decision making [10] vital for refining value-based education strategies and identifying best practices, ensuring its efficacy in learning processes [12] and reconstructing societies and countries [13,14] for civilization. ...
The intersection of pedagogy and business models offers a compelling framework for enhancing educational outcomes through strategic innovation and operational efficiency. This is the first study that explores integrating value-based business models into pedagogy, proposing four models: Value Positioning (critical thinking, AI-oriented), Value Delivery (actionable thinking, inquiry-oriented), Value Capture (analytical thinking, sustainability-oriented), and Value Propo-sition (creative thinking, project-oriented). These models aim to foster student engagement, op-timize resource allocation, and drive institutional growth, aligning educational objectives with market demands to prepare learners for future workforce challenges. For instance, Business An-alytics courses, under the Value Delivery category, emphasize actionable thinking. It secures low to middle-level jobs but lacking global decision-making power in value positioning for Finland and the UK. Integrating principles of customer-centric design, continuous improvement, and competitive differentiation, educational leaders can create responsive and impactful learning environments. Value-based business models enhance educational practices by providing a structured and quantifiable approach to improving teaching and learning outcomes. A symbiotic relationship between pedagogical theories and business strategies can lead to innovative educa-tional practices, improved student graduation outcomes, and sustainable success for institutions and countries. This alignment ensures educational programs remain relevant to current market needs and adaptable to future challenges and opportunities.
... Learning culture is also represented in a person's or group's beliefs, values, and behaviors regarding their own 'learning' in specific contexts (Sagy, Kali, Tsaushu, & Tal, 2018). The concept of learning culture demonstrates adopting a whole institution perspective on educational development that (i) integrates individual, pedagogical, and organizational aspects but (ii) prioritizes students' learning across all three dimensions. ...
The domains of teaching and learning in higher education have been experimented over the past few years for improvement in several aspects, including result orientation, competency development, and teaching and learning, all centered on the student. Since the concept of learning culture aims at overarching educational reform plan for the entire institution, learning is an essential part of not only the process of acquiring new information but also of modifying and reinforcing the information, actions, abilities, and values that one already possesses. The purpose of this study was to investigate the views held by professors, university administrators, and students regarding the efficiency of establishing a student-centered culture of learning in educational institutions. The sample size comprised 952 participants from Vietnam, including 232 educators and administrators and 720 pupils. The findings point out the importance of a learning culture in the promotion of sustainable development as well as the improvement of student learning standards and capabilities. These findings provide educators with implications for encouraging more of the fundamental values that underpin an educational culture throughout many stages of the learning process. Learning culture is something that teachers and administrators need to be aware of in order to fully comprehend its significance and role for students. It is important that learning culture be incorporated into school courses so that students' learning practices can be improved.
... Hence, the student-focused strategy can encourage students to actively interact and collaborate in the learning process resulting in a positive performance. Several authors have highlighted the importance of student-focused learning strategies as a way of promoting active student engagement in order to improve academic success and learning outcomes (Jovanovi c et al., 2017;Nkhoma et al., 2014) or to contribute to the internal value-based culture of learning, achieving a deeper understanding (Sagy et al., 2018). ...
Purpose
Traditional teaching strategies are making way for a more collaborative learning style, where students play active roles in their learning process. This work focuses on the discussant role activity in the market research subject in a business administration bachelor's degree as a way of empowering students' role. The discussant activity fosters critical thinking and debate between classmates while also encouraging communication and relational skills.
Design/methodology/approach
Drawing on expectation-disconfirmation theory, this study analysed students' expectations and perceptions before and after the discussant activity. Data were collected through two surveys carried out in class at the beginning and at the end of the course.
Findings
The empirical findings show that interactions in the classroom during the activity contribute to students' final evaluation of the activity and positively affect cross-curricular and subjective learning performance.
Originality/value
Activities that recreate real-life experiences help students in the acquisition of certain key competencies related to their future inclusion in the labour market.
... Based on preceding statement, it can be concluded that cultural transformation can occur only through a continuous learning process. Culture is a collection of shared beliefs, values, behaviors, customs, and attitudes that define an individual Sagy. et al. (2018) These cultural values affect culture that develops within a society; thus, if you want to determine a culture's identity, you can do so by examining its cultural values. Certain cultures will demonstrate their character if they attract the attention of non-members (Fitriyani. et al. (2019). Cultural transformation can be interpreted in ...
... This research adopts a sociocultural perspective to explore the learning cultures of emergency remote teaching (ERT) at a small Australian university during the COVID-19 pandemic when face-to-face classes were halted for one trimester. As defined by Sagy et al. (2018), a learning culture consists of "the beliefs, values, and behaviors a person or a group of people have with regard to their own 'learning' in specific contexts" (p. 418), and a productive learning culture is one in which students drive their own learning. ...
This research applies sociocultural learning theory to describe the learning cultures that academics at a small Australian university cultivated during synchronous emergency remote teaching (ERT) at the start of the COVID-19 pandemic. We sought to understand how academics fostered learning when thrust into a new technological environment that required them to revise face-to-face teaching approaches while managing students’ stress, anxiety, and expectations. The research combined a focus group with three small-group interviews. While the prospect of ERT initially concerned many participants, it generated growth in their teaching knowledge and ability. Our findings indicate that the assumptions of sociocultural learning theory provide helpful bases and practical ideas upon which academics can plan and deliver teaching to cultivate productive learning cultures during crises that require remote teaching.
... La libertad de elegir desde una conciencia formada, desde una toma de posesión del propio aprendizaje, crea el ambiente idóneo para que florezca el aprendizaje significativo a lo largo de toda la vida, aquel aprendizaje que nos permite activar, controlar y apropiarnos de nuestra propia historia (Ben-Horin et al., n.d.;Sagy, Kali, Tsaushu, & Tal, 2018;Sánchez-Maroño et al., 2014). Los maestros, por su parte, tienen la responsabilidad de coadyuvar, orientar y acompañar a los estudiantes en sus procesos de apropiación y el equilibrio de sus aprendizajes entre sus valores internos y los valores normativos propios de la sociedad. ...
Las pedagogías emergentes hacen su aparición en el escenario de los ambientes virtuales de aprendizaje en tiempos de gran incertidumbre. Las pedagogías emergentes apoyan el proceso educativo de las personas principalmente por medio de la promoción del aprendizaje continuo con tecnología y recursos educativos abiertos ante de grandes volúmenes de información y en contextos de redes de comunicación. Las metodologías activas para el aprendizaje coadyuvan en la gran labor de educar a partir de iniciativas provenientes de diversos lugares del mundo; así, el design thinking para resolver problemas, el llamado teachback para aprender a través de la conversación, el flipped learning para el acompañamiento y la independencia, la gamification para aprender a través de juegos y las social media para el aprendizaje en red, se hacen cada vez más recurrentes en las prácticas pedagógicas. Por otra parte, la evaluación de los aprendizajes comienza a considerar cada vez más la relevancia de las analíticas de aprendizaje, el blockchain, así como las insignias para acreditar el aprendizaje, en un contexto de evaluación discreta y formativa. Finalmente, las consideraciones éticas en torno al uso y la apropiación de las TIC en educación se hacen cada vez más necesarias para establecer los nexos entre pedagogía y tecnología; de esta manera, el aprendizaje basado en el contexto y, por lo tanto, también situado en el contexto de las historias personales, otorgando especial prevalencia al aprendizaje desde las emociones y los valores, requiere de todos los actores del proceso educativo que se acompañe el proceso de los niños y jóvenes desde una adecuada construcción del conocimiento desde una correcta argumentación en torno a sus intereses y necesidades.
... (41) El profesor entrena el pensamiento científico liderando discusiones que permiten pasar de una cultura basada en valores externos a una que promueve lo propio. (42) la argumentación es clave en la expresión de una racionalidad flexibile con disponibilidad al cambio, (43) como proceso discursivo es un elemento vinculante entre los sujetos y el conocimiento. ...
El desarrollo de la tecnología y el internet ha tenido implicancias profundas a nivel educativo, social, cultural y económico. Las pedagogías emergentes surgen gracias a un diálogo enriquecedor entre las tecnologías y la educación, estas prácticas innovadoras se van actualizando continuamente, adaptándose a los contextos de cambio y dinamicidad del estudiante. Este texto pretende dar a conocer diferentes metodologías y estrategias educativas apoyadas por las TIC como herramientas potenciadoras de un aprendizaje colaborativo, abierto, interactivo, creativo y flexible que invita a los estudiantes a aprender a aprender durante toda la vida. Ejemplo de lo anterior son el design thinking, teach-back, aprendizaje invertido, gamificación y uso de las redes sociales, también se plantean nuevos enfoques de evaluación como la evaluación discreta, las analíticas, el blockchain y las insignias digitales que buscan potenciar la retroalimentación, reflexión y motivación de los estudiantes. Finalmente, se analiza el rol del contexto, las emociones, la argumentación y los valores internos en el aprendizaje en comunidad. Palabras clave Estudiante, tecnología, aprendizaje continuo, redes, acceso, innovación, colaboración. Pedagogías emergentes y actualización de mi práctica docente Aprender con tecnología requiere una integración curricular y metodológica, como los entornos inmersivos (1) y aprender con tecnologías amplificadoras de la mente. (2) Aprender con recursos educativos abiertos permite a los estudiantes recibir educación de calidad. (3) Al respecto, Shaffer propone el uso del "libro de texto crítico", de autoría múltiple y legalmente maleable, que favorece el pensamiento crítico y la creación de nuevos conocimientos. (4)
... Culture is a collection of beliefs, values, behavior, customs, and attitudes that distinguish between one to another individual ( Sagy et al., 2018). The values affect the tradition that develops in a society, so if you want to see the identity of a tradition can be seen based on cultural values. ...
This research aims to reveal the dominant factors of Minangkabau (the ethnic group native to the highlands of West Sumatra, Indonesia) migrants mainly engaged in merchandise. The Minangkabau hold firmly their customs and traditions which founded upon Islamic law as described in the saying “adat basandi syara’; syara’ basandi kitabullah” (tradition founded upon Islamic law, Islamic law founded upon the Holy Quran). This research was conducted in Ipuh sub-sub-district, Bengkulu province, Indonesia, those 150 respondents of Minangkabau merchants as the samples. The location was selected due to Ipuh sub-district is located near West Sumatra borders, so that the tradition strongly influence the Minang migrant merchants. To answer the research questions, the variables used were independent and dependent. The independent variable is the entrepreneurial spirit, while, the dependent variable is economic factors, adat (in this case, the term used is tradition), descendant, education, and independence. The research used a quantitative method by using multiple linear regressions. The result found that cultural variables influence the entrepreneurial spirits of Minangkabau merchant migrants because they uphold their traditions wherever they are. The insignificant influence of education, economic factor, heredity, and independence are insignificant. To conclude, matrilineal tradition has influenced the entrepreneurial spirits of Minang merchants and the matrilineal tradition can increase entrepreneurs among women.
... Despite these limitations, the CLO Executive Education program experience illustrates how critically reflective blogging, a well-established instructional strategy, can be applied to a new audience of adult learners. As educators seek to infuse values-based learning into courses and programs for adults (Otter & Paxton, 2017;Sagy, Kali, Tsaushu, & Tal, 2018;van Bussel, Justice, Bang, & Damirón-Alcántara, 2018), the use of established approaches such as critically reflective blogging enable adult learners to step into a relatively safe space and regenerate the values-based aspects of learning. Renovation can serve as innovation. ...
This study explored the use of critical reflection blogs to integrate civic-mindedness into an executive education program at a large public university in the south Atlantic region of the United States. Although there is a robust literature on the use of blogs for critical reflection in degree programs, far less attention has been given to blogging in nondegree executive education programs. Participants ( n = 10) were senior executives participating in a nondegree preparatory program for an emerging C-suite role. Blog postings submitted over an 8-month period were analyzed using theory-driven content analysis to explore the extent to which reflective blogging contributed to the regeneration of civic-mindedness among well-educated, seasoned professionals. Study findings identified a variety of themes related to examining one’s own assumptions about civic-mindedness and how those themes could be translated into initiatives for organizational transformation. Study limitations and implications for other adult learning programs are also discussed.
... Enabling graduates to be competent in regional and global social, economic, research and development has been the expectation of higher education for many decades, though that aim has been challenged recently. The higher education is diverse that of other sectors of the education continuum (Astin, 1999;Sagy, Kali, Tsaushu, & Tal, 2018). In addition to wide-ranging traditional degree and advanced degree programmes, there are some other programmes, which are recently introduced focusing on career, vocational or technical needs. ...
In spite of recent developments in the higher education in Sri Lanka, it has undergone a tremendous transition that somehow resulted in a crisis. The review of this issue through a critical narrative analysis shows that some of the issues hidden behind more conspicuous ones like increasing gender-based violence and ragging are more detrimental. The hardening challenge is that many students in public-funded universities have lost enthusiasm to learn, as there is no conducive environment, and further this is crystallized due to lack of quality in pedagogy, narrow and shortsighted perspectives of the contribution of universities to the contemporary world. These issues would challenge the existing higher education process in Sri Lanka, which in turn signals the policymakers including academics to work fast with care and to search for innovative strategies to tackle with them while minimizing the severe impact of existing issues on higher education. Abstract-In spite of recent developments in the higher education in Sri Lanka, it has undergone a tremendous transition that somehow resulted in a crisis. The review of this issue through a critical narrative analysis shows that some of the issues hidden behind more conspicuous ones like increasing gender-based violence and ragging are more detrimental. The hardening challenge is that many students in public-funded universities have lost enthusiasm to learn, as there is no conducive environment, and further this is crystallized due to lack of quality in pedagogy, narrow and shortsighted perspectives of the contribution of universities to the contemporary world. These issues would challenge the existing higher education process in Sri Lanka, which in turn signals the policymakers including academics to work fast with care and to search for innovative strategies to tackle with them while minimizing the severe impact of existing issues on higher education.
The development of faculty members is always associated with, and embedded within, the culture in which the activities take place; teachers engaging in faculty development activities also bring their own values, norms, beliefs, and experiences to their interactions with students and colleagues alike. Taking culture into account includes the promotion of cultural competence and humility, as well as equity, inclusion, and diversity, in capacity building programs which can take on various formats, be they face-to-face or hybrid, such as workshops or seminars, mentoring or coaching, or learning in the workplace or communities of practice. In this chapter, the authors discuss understandings of culture and how to address cultural differences in delivering faculty development programs in local, national, and international contexts. The framework of organizational culture, which examines culture at the macro, meso and micro level—from the system and environment to individual levels—are also used to explore cross-cultural faculty development and dissect practical and research implications.
The purpose of this research is to examine whether, and how, an asynchronous online learning community pedagogical approach can address students’ challenge of integrating disciplinary ideas into an interdisciplinary understanding. A quasi-experimental research design was conducted in which 51 undergraduate students were allocated into two groups who learned a similar asynchronous online interdisciplinary course. The two groups differed in the learning mode in which the courses were designed and taught: a learning community (LC) mode for the experimental group, versus an individual learning (IL) mode for the control group. We used a designated rubric to compare the quality of students’ interdisciplinary understanding, as expressed in a synthesis essay each student wrote. Findings show that students’ abilities to synthesize disciplinary ideas were significantly higher in the LC group. Since synthesis of disciplinary ideas is the goal and essence of interdisciplinarity, we view these findings as indicating a higher quality of interdisciplinary understanding among the LC mode students. This work demonstrates and delineates the potential of the LC approach to promote the development of interdisciplinary understanding in higher-education asynchronous online environments.
Der vorliegende Aufsatz beschreibt die Umstellung eines VWL-Grundlagenkurses auf ein Flipped Classroom-Modell – unter Anwendung eines Design Based Research-Ansatzes. Nach einer kurzen Beschreibung der Ausgangssituation, die zur Umstellung des Kurses führte, werden die wesentlichen Elemente eines Flipped Classroom-Modells erläutert, sowie die theorie- und evidenzbasierten Entscheidungen zur konkreten Gestaltung des Flipped Classroom. Im Ergebnis zeigt sich, dass die durch den DBR-Ansatz vorgegebenen Struktur die Designer einer Intervention dazu zwingt, ihre Überlegungen zur Wahl der jeweiligen Unterrichtselemente ebenso zu reflektieren wie auch ihren konkreten Entwurf zu dokumentieren. Letzteres erleichtert den Wissens- bzw. Erkenntnistransfer an andere Lehrende als Anwender. Schließlich hilft die iterativ angelegte DBR-Struktur bei einer fortlaufenden Qualitätssicherung der entwickelten Unterrichtsmodelle.
Fast-moving changes to society as part of the digital age are posing new educational challenges that require students to be flexible, adaptive, and growth-oriented. Humanistic knowledge building communities (HKBCs) are a growth promoting pedagogy, suitable to address these challenges. Yet, the way that students’ identities as knowledge builders are transformed remains undertheorized. In this study, we rise above existing frameworks of fixedness versus fluidity to elucidate how students develop growth orientations. Using a grounded approach, we examined a graduate course, coding 322 relevant utterances that were expressed by the course participants over the semester. This resulted in a five dimensional framework of fixedness versus growth that was used to describe the personal transformation of students within the HKBC. The changes that students made over time were shown to occur at statistically significant levels. This study suggests that learning communities should focus on the complementary nature of collective idea-advancement and personal growth promotion if they are to address the challenges of preparing students for life in a rapidly changing world.
Design-based research (DBR) methods are an important cornerstone in the methodological repertoire of the learning sciences, and they play a particularly important role in CSCL research and development. In this chapter, we first lay out some basic definitions of what DBR is and is not, and discuss some history of how this concept came to be part of the CSCL research landscape. We then attempt to describe the state-of-the-art by unpacking the contributions of DBR to both epistemology and ontology of CSCL. We describe a tension between two modes of inquiry-scientific and design-which we view as inherent to DBR, and explain why this has provoked ongoing critique of DBR as a methodology, and debates regarding the type of knowledge DBR should produce. Finally, we present a renewed approach for conducting a more methodologically-coherent DBR, which calibrates between these two modes of inquiry in CSCL research. Definition & Scope DBR is one of a cluster of terms used to describe various intersections between design and research, especially in the realm of academic research in either education or in human-computer interaction. In this section, we attempt to define what we mean by design-based research and contrast it with other definitions. DBR methods were originally defined (Design-Based Research Collective [DBRC], 2003; Hoadley, 2002), like the earlier concept of design experiments (Brown, 1992; Collins, 1990,1992), as a research method or related methodology which used a blended form of design activities and research activities to produce design-relevant, empirically supported knowledge. Designed interventions in DBR are tested iteratively in a context of use, and the iterations become settings to collect data that support or refute inferences about underlying theoretical claims. At the same time, the iterations are used for increasing the fit between the theory, the design, and the enactment or implementation so as to best test the theoretical conjectures. Unlike earlier definitions associated with design experiments (notably Brown's, 1992), DBR methods were claimed to be not merely related to hypothesis generation, but a scientific enterprise in their own right. This approach stemmed from a very practical problem described earlier by Simon (1969) in his seminal book-The Sciences of the Artificial-namely, that
Seeking to promote science communication, civic engagement, and informal education, citizen science is a genre of research that connects scientists and non-scientists around projects involving science. This meeting point creates opportunities for potential benefits to both sides. Scientists may advance their research and obtain prestigious funding while non-scientists stand to gain enjoyment, new skills, and knowledge. To learn more how these inspiring outcomes can be promoted, we conceptualize citizen science and its myriad stakeholders as an ecology. We complement this metaphor with the term mutualism to express our desire for interactions in which all parties benefit from their involvement and propose a Mutualistic Ecology of Citizen Science (MECS) as an analytic framework that can potentially contribute to the design and conceptualization of learning in citizen science projects. In this chapter, we operationalize this framework, using four lenses that span several disciplines to look at potential benefits to different participants.
ABSTRACT
This study compared the effectiveness of teaching and learning meth- odologies based on knowledge
transfer (lecture) with approaches that emphasized self-directed learning (Problem-Based Learning
[PBL] and Reflective Learning [RL]), in a sample of 230 undergraduate students and eight professors.
A mixed-methods study was carried out in a university school of nursing: quantitative methods were
used to analyse the outcomes achieved by university students and compared the effectiveness of the
various methods based on the students’ final examination scores; and qualitative analysis evaluated
the factors that affected student learning in each of the three study arms: lecture, PBL and RL. The
quantitative results show a better score for RL compared to PBL and the traditional lecture format.
Qualitative findings indicate that self-directed methodologies result in higher-quality outcomes in
student acquisition of content knowledge. We con- cluded that simultaneous use of diverse
instructional techniques constitutes the best instructional approach. It could be useful in the
future to design instruments to evaluate specific skills asso- ciated to each technique.
Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes.
The emergent design-based research (DBR) paradigm is often criticized for having unclear methodologies for warranting claims. This paper proposes a mechanism - the Design Principles Database, which can augment claims made via DBR studies, by enabling researchers to systematically connect these claims to a network of other DBR studies. The potential of the Design Principles Database to support DBR is illustrated by analysis of a particular DBR study focused on peer-evaluation. The analysis shows three phases in which the Design Principles Database supported the researchers in the process of conducting the peer-evaluation study. In the first phase, the researchers articulated design principles based on a literature review and contributed these principles to the database. In the second stage, they designed a peer- evaluation activity based on these principles, enacted and revised the peer-evaluation activity in a three-iteration study. In the third phase, they incorporated the lessons they learned through these iterations back to the database. The analysis of this process indicates that the Design Principles Database can contribute to the development of theory on one hand, and to design practice on the other.
The study reported here is a secondary analysis of data collected in 10 schools as part of Israel's participation in two international studies: IEA's SITES Module 2, focusing on innovative pedagogical practices at the classroom level, and the OECD/CERI case studies of ICT and organizational innovation, focusing on ICT-related innovations at the school system level. We identify and analyze two patterns of ICT-based curricular innovations: "islands of innovation" and "school-wide implementations." In the analysis of both patterns we focus on (a) the levels and domains of innovation reached in schools; (b) the communication agents and school variables affecting the diffusion of the innovation; and (c) the role of internal and external factors affecting the diffusion of the innovation. In the discussion we elaborate the potential value of sustainable islands of innovation models as agents of innovation, and the similarities and differences between both patterns of ICT implementation in schools.
A National Research Council report, Scientific Research in Education,
has elicited considerable criticism from the education research community,
but this criticism has not focused on a key assumption of
the report—its Humean, regularity conception of causality. It is argued
that this conception, which also underlies other arguments for
“scientifically-based research,” is narrow and philosophically outdated,
and leads to a misrepresentation of the nature and value of
qualitative research for causal explanation. An alternative, realist approach
to causality is presented that supports the scientific legitimacy
of using qualitative research for causal investigation, reframes
the arguments for experimental methods in educational research,
and can support a more productive collaboration between qualitative
and quantitative researchers.
For more than a decade, reports from expert panels have called for improvements in science education. There is general agreement
that science courses consisting of traditional lectures and cookbook laboratory exercises need to be changed. What is required
instead is "scientific teaching," teaching that mirrors science at its best-experimental, rigorous, and based on evidence.
This
Policy Forum
explores the reasons for the slow pace of change in the way science is taught at research universities and offers recommendations
for faculty, staff, and administrators at research universities, funding agencies, and professional organizations in order
to accelerate the reform of science education. To help faculty initiate change in their own classrooms, this forum includes
extensive resources to guide the transition to tested, effective instructional methods, which include group-learning in lectures,
inquiry-based laboratories, and interactive computer modules.
This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."
Describes how motivational processes influence a child's acquisition, transfer, and use of knowledge and skills. Recent research within the social-cognitive framework illustrates adaptive and maladaptive motivational patterns, and a research-based model of motivational processes is presented that shows how the particular performance or learning goals children pursue on cognitive tasks shape their reactions to success and failure and influence the quality of their cognitive performance. Implications for practice and the design of interventions to change maladaptive motivational processes are outlined. It is suggested that motivational patterns may contribute to gender differences in mathematics achievement and that empirically based interventions may prevent current achievement discrepancies and provide a basis for more effective socialization. (79 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated the effects of external reinforcement on intrinsic motivation in a puzzle-solving task in 96 undergraduates. Results support previous findings that money decreases intrinsic motivation while verbal reinforcements tend to enhance it. The beginning of a cognitive evaluation theory is discussed. It is concluded that although there is an apparently discrepant prediction between this theory and J. Adam's inequity theory, the theories are not conceptually discrepant. (15 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which "academic" students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio.
Dynamic inquiry learning emphasizes aspects of change, intellectual flexibility, and critical thinking. Dynamic inquiry learning is characterized by the following criteria: learning as a process, changes during the inquiry, procedural understanding, and affective points of view. This study compared the influence of open versus guided inquiry learning approaches on dynamic inquiry performances among high-school biology students. We hypothesized that open inquiry students who engage in the inquiry process from its initial stage, participating in the decision making process of asking inquiry questions and planning all aspects of the inquiry, will outperform students who experienced guided inquiry, in terms of developing dynamic inquiry performances. Students were divided into two groups: guided and open inquiry learning approaches. Both groups were followed throughout their 2-year inquiry learning process. The data sources included interviews, students' inquiry summary papers, logbooks, and reflections. A quantitative content analysis of the two groups, using a dynamic inquiry performances index, revealed that open inquiry students used significantly higher levels of performances in the criteria “changes during inquiry” and “procedural understanding.” However, the study's results indicated no significant differences in the criteria “learning as a process” and “affective points of view.” The implementation of dynamic inquiry performances during inquiry learning may shed light on the procedural and epistemological scientific understanding of students conducting inquiries. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1137–1160, 2009
This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning. More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject. Conversely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions. The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire. These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities. The results complete a chain of relations from teacher thinking to the outcomes of student learning. Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching. Numerous studies have shown correlations between students' deeper approaches to learning and higher quality learning outcomes. The results reported here link these two sets of studies. They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmission teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching.
Design-patterns and design-principles represent two approaches, which elicit design knowledge from successful learning environments and formulate it as design guidelines. The two approaches are fairly similar in their strategies, but differ in their research origins. This study stems from the design-principles approach, and explores how learning is affected by curriculum-materials designed according to two main design-principles: (a) engage learners in peer instruction, and (b) reuse student artifacts as resource for further learning. These principles were employed in three higher-education courses and examined with 385 students. Data analysis was conducted in two trajectories: In the “bird’s eye view” trajectory we used a “feature” unit of analysis to illustrate how learning was supported by features designed according to the two design-principles in each of the courses. In the “design-based research” trajectory we focused on one feature, a web-based Jigsaw activity, in a philosophy of education course, and demonstrated how it was refined via three design iterations. Students were required to specialize in one of three philosophical perspectives, share knowledge with peers who specialized in other perspectives, and reuse the shared knowledge in new contexts. Outcomes indicated that the design in the first iteration did not sufficiently support student ability to apply the shared knowledge. Two additional design-principles were employed in the next iterations: (c) provide knowledge representation and organization tools, and (d) employ multiple social-activity structures. The importance of combining several design-principles for designing curricular materials is discussed in terms of Alexander’s design-pattern language and his notion of referencing between design-patterns.
In this study we describe a mechanism for supporting a community of learning scientists who are exploring educational technologies
by helping them to share and collaboratively build design knowledge. The Design Principles Database (DPD) is intended to be
built and used by this community to provide an infrastructure for participants to publish, connect, discuss and review design
ideas, and to use these ideas to create new designs. The potential of the DPD to serve as a collaborative knowledge-building
endeavor is illustrated by analysis of a CSCL study focused on peer-evaluation. The analysis demonstrates how the DPD was
used by the researchers of the peer-evaluation study in three phases. In the first phase, design principles were articulated
based on a literature review and contributed to the DPD. In the second phase, a peer-evaluation activity was designed based
on these principles, and was enacted and revised in a three-iteration study. In the third phase, lessons learned through these
iterations were fed back to the DPD. The analysis indicates that such processes can contribute to collaborative development
of design knowledge in a community of the learning sciences. Readers of ijCSCL are invited to take part in this endeavor and
share their design knowledge with the community.
The article highlights and problematizes some challenges that are faced in carrying out design-based research. It states that the emerging field of learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition and development. A fundamental assumption of many learning scientists is that cognition is not a thing located within the individual thinker but is a process that is distributed across the knower, the environment in which knowing occurs and the activity in which the learner participates. In other words, learning, cognition, knowing and context are irreducibly co-constituted and cannot be treated as isolated entities or processes.
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.
Design studies provide evidence for the effectiveness of specific supports for learning in technology-enhanced environments, and suggest guidelines for the design and use of such features. The Design Principles Database is a public collaborative knowledge building tool that helps capture and synthesize this knowledge using "design principles" as a basic construct. In this chapter we highlight eight pragmatic design principles from the Design Principles Database, which are most likely to support learning, and provide evidence that shows how learning is supported by features in technologies that apply these principles. We discuss the advantages and limitations of design principles to guide a design process,
his article is about classroom assessment--not the kind of assessments used to give grades or to satisfy the ac- countability demands of an external authority, but rather the kind of assessment that can be used as a part of instruction to support and enhance learning. On this topic, I am especially interested in engaging the very large num- ber of educational researchers who participate, in one way or another, in teacher education. The transformation of as- sessment practices cannot be accomplished in separate tests and measurement courses, but rather should be a central concern in teaching methods courses. The article is organized in three parts. I present, first, an historical framework highlighting the key tenets of social efficiency curricula, behaviorist learning theories, and "sci- entific measurement." Next, I offer a contrasting social- constructivisbconceptual framework that blends key ideas from cognitive, constructivist, and sociocultural theories. In the third part, I elaborate on the ways that assessment prac- tices should change to be consistent with and support social-
Arguments are put forward in this paper in favour of research which has as its aim the finding and systematizing of forms of thought in terms of which people interpret significant aspects of reality. The kind of research argued for is complementary to other kinds of research; it aims at description, analysis and understanding of experiences. The relatively distinct field of inquiry indicated by such an orientation is labelled phenomenography.
A fundamental distinction is made between two perspectives. From the first-order perspective we aim at describing various aspects of the world and from the second-order perspective (for which a case is made in this paper) we aim at describing people's experience of various aspects of the world.
Research in a variety of disciplines, sub-disciplines and “schools of thought” has provided us with experiential descriptions, that is, content-oriented and interpretative descriptions of the qualitatively different ways in which people perceive and understand their reality. It has, however, seldom been recognized that these various research efforts share a common perspective in their view of phenomena and a unifying scientific identity has in consequence not been attained. The focussing on the apprehended (experienced, conceptualized,) content as a point of departure for carrying out research and as a basis for integrating the findings is seen as the most distinctive feature of the domain indicated.
Conceptions and ways of understanding are not seen as individual qualities. Conceptions of reality are considered rather as categories of description to be used in facilitating the grasp of concrete cases of human functioning. Since the same categories of description appear in different situations, the set of categories is thus stable and generalizable between the situations even if individuals move from one category to another on different occasions. The totality of such categories of description denotes a kind of collective intellect, an evolutionary tool in continual development.
Teacher and student are an archetypal role pair in virtually any society. When teacher and student come from different cultures, such as in the context of economic development programmes, many perplexities can arise. These can be due to different social positions of teachers and students in the two societies, to differences in the relevance of the curriculum for the two societies, to differences in profiles of cognitive abilities between the populations of the two societies, or to differences in expected teacher/student and student/student interaction. This paper focuses in particular on these interaction differences. It relates them to the author's 4-D model of cultural differences among societies, based on research on work-related values in over 50 countries. Differences in expected teacher/student and student/student interaction are listed with reference to the four dimensions of Individualism versus Collectivism, large versus small Power Distance, strong versus weak Uncertainty Avoidance, and Masculinity versus Femininity. Some effects of language differences between teacher and student are also discussed. The burden of adaptation in cross-cultural learning situations should be primarily on the teachers.
The interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences is the definitive introduction to this innovative approach to teaching, learning, and educational technology. This dramatically revised second edition incorporates the latest research in the field, includes twenty new chapters on emerging areas of interest, and features contributors who reflect the increasingly international nature of the learning sciences. The authors address the best ways to design educational software, prepare effective teachers, organize classrooms, and use the internet to enhance student learning. They illustrate the importance of creating productive learning environments both inside and outside school, including after-school clubs, libraries, museums, and online learning environments. Accessible and engaging, the Handbook has proven to be an essential resource for graduate students, researchers, teachers, administrators, consultants, educational technology designers, and policy makers on a global scale.
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
The executive summary provides an overview of some of V&C's key recommendations regarding next steps in the effort to mobilize the biology community. It is, in essence, a call for national service. A publication discussing these recommendations and action items in more depth will be available later this year. Meanwhile, we highly recommend reading the Executive Summary of V&C, the NAS report (NAS, 2010), and a seminal article by Labov et al. (2010) summarizing the synergy created by these several reports on the changing nature of studies in biology and concomitant need to change biology education. Then, take action! Our hope is to see the formation of a community of biologists, similar to that forming in geology (Manduca et al., 2010): one that will advance biology undergraduate education so it truly reflects the discipline it serves.
This article provides one example of a method of analyzing qualitative data in an objective and quantifiable way. Although the application of the method is illustrated in the context of verbal data such as explanations, interviews, problem-solving protocols, and retrospective reports, in principle, the mechanics of the method can be adapted for coding other types of qualitative data such as gestures and videotapes. The mechanics of the method we outlined in 8 concrete step. Although verbal analyses can be used for many purposes, the main goal of the analyses discussed here is to formulate an understanding of the representation of the knowledge used in cognitive performances and how that representation changes with learning This can be contrasted with another method or analyzing verbal protocols, the goal of which is to validate the cognitive processes of human performance, often as embodied in a computational model
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