By Jennifer A. Moon
This instruction manual acts as a necessary consultant to figuring out and utilizing reflective and experiential studying - even if or not it's for private or expert improvement, or as a device for learning.
It takes a clean examine experiential and reflective studying, finding them inside an total theoretical framework for studying and exploring the relationships among varied approaches.
As good because the idea, the booklet presents sensible rules for utilizing the types of studying, with instruments, actions and photocopiable assets which are included at once into school room practice.
This booklet is vital interpreting to steer any instructor, lecturer or coach desirous to increase instructing and studying.
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Additional resources for A handbook of reflective and experiential learning : theory and practice
Holding a conception of knowledge as constructed does not make life easier but, in fact, complicates it because it means that everything is potentially questionable and, as a result, there are more areas of uncomfortable cognitive dissonance to be managed. In a sense, this may reinforce Perry's notion of commitment as an unsophisticated response to an initial recognition of the complexity implied by the view of knowledge as constructed. ' Barnett (1997) puts the developing sophistication of knowledge into a broader context of how we might wish higher education students to function.
These descriptors had been developed and agreed by representatives from many disciplines. There was no deliberate involvement of educational theory at their inception, but in the words used to describe student learning there is considerable evidence of the changing views of the conception of learning discussed above. There were references, for example, to learners being increasingly able to handle unpredictable or ill-structured material, to their ability to make judgements on the basis of analysis of evidence, to their understanding of the constructed nature of knowledge and of their increasing independence from `authority'.
In speech/written conventions/in action etc. ± there are social conventions governing these); . therefore the manner in which there is learning from the representation of learning (see earlier in this chapter). We can make a major generalization that as humans, the more there is similarity in our life experiences, the more likely it is that we will share or at least comprehend each other's constructs. There are other factors in learning (covered in the following three chapters) to which the social paradigm is relevant.
A handbook of reflective and experiential learning : theory and practice by Jennifer A. Moon