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Book part
Publication date: 21 May 2019

John N. Moye

This chapter reviews the strategies, methods, and techniques used in this system of curriculum design to configure effective curricula, which translate the content and…

Abstract

Chapter Summary

This chapter reviews the strategies, methods, and techniques used in this system of curriculum design to configure effective curricula, which translate the content and structure of a discipline into credible and trustworthy techniques of curriculum design. The impact of these design strategies is discussed as a method to facilitate, promote, and enhance learning through a differentiated design of the curriculum in any discipline.

The systematic design of curriculum presented in this text seeks to provide order and accessibility to the intended learning. The systematic configuration of the dimensions of the curriculum by adapting frameworks from the best evidence of how humans learn as codified in the theories of learning, instruction, and environmental influences achieves this goal. This approach removes the intellectual, psychological, and sociologic impediments to learning so that learners can achieve the intended goals without having to decipher the intended learning, reconcile differences between the articulated learning and the learning strategies, and overcome the social constraints imposed by a dissonant or hostile learning environment. The goal of a curriculum in this process is to structure, facilitate, and support the learning experience through evidence-based curriculum design.

The theories adapted as design templates represent the collective intelligence of the profession and the differences in perspective affirmatively differentiate the structure and processes of learning to configure the dimensions of a curriculum to align with the intellectual structure of the discipline (Gardner, 1999). This deliberate and disciplined configuration of the curricular dimensions strives to develop an “ideal” curriculum, which optimizes engagement with learning to ensure intellectual accessibility, promotes learning achievement through effective instructional processes, and enhances the learning performance of the learner by capitalizing on the drivers and constraints to learning generated by the structure of the learning environment. Collectively, these strategies seek to align the psychophysics of the human learning process with the structure and intended learning of each discipline.

Details

Learning Differentiated Curriculum Design in Higher Education
Type: Book
ISBN: 978-1-83867-117-4

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Article
Publication date: 1 December 2015

Yanhui Han* , Shunping Wei and Shaogang Zhang

In the field of education in China, a large number of learning management systems have been deployed, in which vast amounts of data on learners and learning processes have…

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4081

Abstract

In the field of education in China, a large number of learning management systems have been deployed, in which vast amounts of data on learners and learning processes have been stored. How can one make use of these data? How can one transform the data into information and knowledge that inform decision-making in teaching and optimize learning? These questions have become a matter of concern for educators and learners. Learning analytics helps to unlock the value of the learning process data, so that the data can become an important basis for prudent decisions and process optimization. 'Learning analytics' was listed in the 2013 NMC Horizon Report as one of the emerging technologies that will have a great impact on learning, teaching and innovative research in higher education in two to three years. The report notes that learning analytics aims to decipher trends and patterns in the teaching and learning process from educational big data. In this paper, an online course on the Moodle platform is used for the research. The study examines reflection on online teaching and learning based on massive records of the learning process from the perspective of a tutor employing learning analytics. It is a brand new form of reflection on teaching and learning. The analysis of interactive course forums can help tutors to focus on key teaching and learning activities, and achieve more accurate analysis than with conventional face-to-face teaching activities. The research indicates that learning analytics is effective in supporting tutor reflection on interactive online teaching and learning.

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Asian Association of Open Universities Journal, vol. 10 no. 2
Type: Research Article
ISSN: 1858-3431

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Article
Publication date: 1 September 2012

Chung Sheng-Hung

This paper focuses on the integration of the learning objects and knowledge map as the learning sequence suggestion in the mobile learning environment and explains the…

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1444

Abstract

This paper focuses on the integration of the learning objects and knowledge map as the learning sequence suggestion in the mobile learning environment and explains the technologies involved, the applications and the issues of usability, accessibility, evaluation and effectiveness. Mobile learning has open up new path for learning support and opportunities to reach wider audience (learner) for education. This research focuses on using the knowledge map to store the characteristics of each learning object via concept schemas and represent the corresponding learning accessibility in the mobile learning environment. The proposed architecture provides a medium for the learning accessibility of learners through mobile applications and wireless portable devices such as smart phones, PDAs and tablet PCs. The approach using the combination of "touch" and "observe" spatial learning objects provides an intelligent solution to creating, sharing and improving the efficiency of mobile learning. The proposed mobile learning environment architecture consists of knowledge map components mainly, navigation, concept schemas and learning object path. By using these knowledge structures, this study may enhance and enrich the concept and activity of adaptive learning in different individuals and communities. The spatial knowledge map constructed was useful in identifying the characteristics of the learning objects (e.g., learning object 1: lesson with navigating sentences, learning object 2: lesson with navigating sentence and code explanation, etc) and automatically matches the most appropriate learning contentand path suitable for learners. The architecture of the platform discussed in this study using the learning objects approach and knowledge map would facilitate a more widespread use of mobile learning, including courses or modules delivery of individualised learning path and learning style analysis.

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Asian Association of Open Universities Journal, vol. 7 no. 1
Type: Research Article
ISSN: 1858-3431

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Article
Publication date: 23 August 2021

The authors assessed the following six popular online theories: Cognitivism, connectivism, heutagogy, social learning, transformative learning theories and Vygotsky’s zone…

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106

Abstract

Purpose

The authors assessed the following six popular online theories: Cognitivism, connectivism, heutagogy, social learning, transformative learning theories and Vygotsky’s zone of proximal development (ZPD). The theories were selected because of their relevance to improving online instruction.

Design/methodology/approach

To compare them, the authors reviewed literature on adult learning theories from the following databases: Academic Search Premier, ERIC and ProQuest. They chose the most relevant articles about each theory published between 2007 and 2017, summarized them and extracted relevant information.

Findings

The theories suggest various pointers to help course designers to improve online learning. Based on cognitivism, instructors can use media-based instruction designed especially for the working memory. Similarly, connectivism informs instructors to design instruction integrated with technology. Heutagogy also promotes the integration of technology with online learning and encourages self-directed learning. Meanwhile, social learning theory informs instructors to design group discussions and activities to foster collaboration. The other three theories - cognitivism, connectivism and heutagogy – promote the integration of technology.

Originality/value

The authors said the paper was useful as it provided a theoretical framework for adult instructors and theory designers. The paper was a follow-up to another study by the sane authors of online theories. There are also research implications. While pedagogical frameworks are well-established for online learning, studies on learner motivation would establish a wider understanding of richer design formats, the authors say.

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Human Resource Management International Digest , vol. 29 no. 6
Type: Research Article
ISSN: 0967-0734

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Article
Publication date: 9 August 2021

Bijaya Mishra and Jagan Mohan Reddy

This paper aims to provide an overview of the Organization Learning and Learning Organization concepts obtaining the perspectives of Professor Mary M. Crossan and presents…

Abstract

Purpose

This paper aims to provide an overview of the Organization Learning and Learning Organization concepts obtaining the perspectives of Professor Mary M. Crossan and presents an evolution of her immense contribution to the field over the past two decades.

Design/methodology/approach

A conversation with thought-leader, Professor Mary M. Crossan.

Findings

How different “character configurations” and “processes” enhance organization learning across levels in the organization.

Originality/value

The discussion with Professor Mary M. Crossan reveals her take on the evolution of the organizational learning framework and the significant role of the “Leader’s Character” in shaping organizational learning. Exploring this evolution provides the context and impetus to researchers and practice leaders to verify.

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The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

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Article
Publication date: 5 August 2021

Anders Örtenblad

To convince readers that the time is ripe to start certifying the learning organization and to outline what would be needed to accomplish such a certification.

Abstract

Purpose

To convince readers that the time is ripe to start certifying the learning organization and to outline what would be needed to accomplish such a certification.

Design/methodology/approach

This is an argumentative piece based on the author’s almost 30 years of experience from researching and authoring the learning organization.

Findings

It is argued that the idea of the learning organization is still “fluffy” and that it is not universally applicable as is. It is suggested that a broad, inclusive definition of the learning organization is taken as the starting point for the process of contextualizing the idea to reach a set of “contextualized standards”, which could be used when certifying the learning organization.

Research limitations/implications

Researchers are encouraged – in cooperation with practitioners – to sculpture one “contextualized standard” of the learning organization for each single industry. Such contextualized standards outline what, exactly, that could be demanded from organizations within the particular industry that want to become learning organizations.

Practical implications

There is a need for one – or some – non-profit association/s that could start to certify the learning organization on the basis of a set of contextualized standards. There may also be a need for consultants assisting organizations to transform themselves into learning organizations in accordance with these contextualized standards.

Originality/value

This is the first time (at least in writing) that it is suggested that the learning organization is certified.

Details

Development and Learning in Organizations: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1477-7282

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Article
Publication date: 16 August 2021

Steven Tam

This paper gives executives new perspective on how well employee learning is being managed in their small and medium-sized enterprises (SMEs).

Abstract

Purpose

This paper gives executives new perspective on how well employee learning is being managed in their small and medium-sized enterprises (SMEs).

Design/methodology/approach

The study adopted a rigorous mixed-method approach through questionnaires and semi-structured interviews, from categorizing a sample of Hong Kong SMEs into appropriate growth stages (inception, high-growth or maturity) to exploring their respective learning practices in their workplaces.

Findings

The most popular learning practices in SMEs at each growth stage are compared accordingly with the most/least important learning practices perceived by their employees from another set of results (citation to be added). Differences or mismatches are noted for reporting.

Research limitations/implications

Additional samples of SMEs, including those in other countries, are encouraged to broaden the horizon.

Practical implications

The findings help SME executives understand the dynamics of employee learning in their workplaces across growth stages. Knowing what learning practices are offered by the firm and what learning practices are valued by the employee will practically improve the firm’s training/learning strategies to benefit organizational development.

Originality/value

It is among the first studies examining SME learning with firm growth as well as sorting the learning practices into some traceable patterns for managerial convenience.

Details

Development and Learning in Organizations: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1477-7282

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Article
Publication date: 1 September 2021

Samantha Flynn, Chris Hatton and the Coronavirus and people with learning disabilities study team

This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern…

Abstract

Purpose

This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern Ireland, Scotland and Wales.

Design/methodology/approach

Data were collected directly from 621 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 378 adults with learning disabilities. The data were collected between December 2020 and February 2021 and concerned the use of health and social care services since the start of the first COVID-19 national lockdown in March 2020.

Findings

Access to and use of health and social care services significantly reduced for adults with learning disabilities across the UK during the COVID-19 pandemic between March 2020 and February 2021, with many people not receiving any services at all during that period. Similar patterns were seen across England, Northern Ireland, Scotland and Wales. However, data suggest some variations between countries for some services.

Practical implications

Future pandemic planning must ensure that access to these essential services is not completely lost for adults with learning disabilities and their family carers, as it was in some cases during the COVID-19 pandemic in 2020.

Originality/value

This is the largest study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. The authors primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study.

Details

Tizard Learning Disability Review, vol. 26 no. 3
Type: Research Article
ISSN: 1359-5474

Keywords

Content available
Article
Publication date: 27 July 2021

Rob E. Carpenter

The aim of this article is to present a viewpoint from learning as individual and group cognition for the benefit of organization learning scholarship.

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164

Abstract

Purpose

The aim of this article is to present a viewpoint from learning as individual and group cognition for the benefit of organization learning scholarship.

Design/methodology/approach

Conceptual viewpoint of the author.

Findings

The results demonstrate that perspective of intentionality is important for understanding how learning as cognition develops into organizational learning.

Practical implications

Organizations that recognize perspective as the agency by which learning as cognition develops organizational learning have a better opportunity to remain competitive.

Originality/value

This paper provides a basis to advance understanding on how perspective influences learning as cognition as a developmental process for organizational learning.

Details

Development and Learning in Organizations: An International Journal, vol. 35 no. 6
Type: Research Article
ISSN: 1477-7282

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Article
Publication date: 14 July 2021

Gregoris Demetriou, George Papageorgiou and Andreas Efstathiades

The purpose of this research is the modeling of the relationship of Learning Style and Learning Source Preferences to Organizational Learning Capability (OLC).

Abstract

Purpose

The purpose of this research is the modeling of the relationship of Learning Style and Learning Source Preferences to Organizational Learning Capability (OLC).

Design/methodology/approach

A survey questionnaire gave us data from 274 employees in the hotel industry in Cyprus, which was chosen because it is a labor-intensive industry with big economic impact on the National Domestic Product (as per Cyprus Investment Promotion Agency this is more than 20%). SPSS and AMOS were used to analyse the proposed model.

Findings

The findings provided evidence to support the position that the proposed model demonstrates that OLC is affected by the Individual Learning Preferences (ILP) which are the learning style preference and the learning source preference of individual workers.

Research limitations/implications

The study did not consider the effect of learning style and learning source preferences on the different departments of a hotel. Further, a longitudinal study with more organizations within the hotel sector, or other economic sectors, was outside the scope of this study.

Practical implications

The proposed model can be used by organizations to reflect on how learning source and learning style preferences can affect the OLC.

Originality/value

What relevant research did not explore enough, is the learning preferences of individuals in their work environment and not as often seen, the learning styles or learning (dis)abilities of students in a school environment. Therefore, this research fulfills the need to study learning preferences in the business context and examines their effects on OLC.

Details

Development and Learning in Organizations: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1477-7282

Keywords

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