In the dynamic landscape of higher education, fostering self-regulated learning (SRL) is crucial for empowering students to take control of their educational journey. This contribution explores the innovative approach of Me:Learning, a omprehensive toolset designed to enhance metacognitive knowledge and skills through the gamification of learning experiences.
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This study explored what contributes to successful family foster care from the perspective of young people by asking them about their most positive memory of family foster care. Forty-four Dutch adolescents and young adults (aged 16–28) participated in this study and shared their most positive memory in a short interview. Their answers were qualitatively analyzed using reflexive thematic analysis, supplemented with an analysis of the structure of their memories. The thematic analysis resulted in the themes Belongingness, Receiving support, Normal family life, It is better than before, and Seeing yourself grow. The structural analysis showed that young people both shared memories related to specific events, as well as memories that portrayed how they felt for a prolonged period of time. In addition, young people were inclined to share negative memories alongside the positive memories. These results highlight that, in order to build a sense of belonging, it is important that of foster parents create a normal family environment for foster children and provide continuous support. Moreover, the negative memories shared by participants are discussed in light of a bias resulting from earlier traumatic experiences. Accepted Version. Published Version Article at Sage: https://doi.org/10.1177%2F1359104520978691
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This article reports on a literature review on empirical research investigating learning for vocations in the context of vocational education. We included 36 studies in which learning for vocations is empirically studied. Learning for vocations is characterised based upon prevalent research traditions in the field and framed from the perspective of vocational education and organised learning practices. This framing and characterisation directed the search terms for the review. Results show empirical data on vocational learning and illustrate how learning processes for the functions of vocational education - vocational identity development, development of a vocational repertoire of actions, and vocational knowledge development - actually take place. The review further shows that, empirical illustrations of learning processes that occur in the context of vocational education and organised learning practices are relatively scarce. The findings can be typified in relation to our theoretical framework in terms of three learning processes, that is learning as a process of (a) belonging, becoming, and being, (b) recontextualization, and (c) negotiation of meaning and sense-making. We argue that more empirical research should be carried out, using the functions of vocational education and the three learning processes to better understand vocational learning.
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This dissertation presents the results of a research project on unraveling the dynamics of facilitating workplace learning through pedagogic practices in healthcare placements. Supervisors are challenged to foster safe learning opportunities and fully utilize the learning potential of placement through stimulating active participation for students while ensuring quality patient care. In healthcare placements, staff shortages and work pressure may lead to stress when facilitating workplace learning. Enhancing pedagogic practices in healthcare placements seems essential to support students in challenging experiences, such as emotional challenges. This dissertation proposes approaches for optimizing learning experiences for students by highlighting the value of day-to-day work activities and interactions in healthcare placements, and shedding light on agency in workplace learning through supervisor- and student-strategies.
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Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development.
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Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive constructivism focuses on the active role of the learner, and on real-life learning. Social-learning theories, comprising the socio-historical, socio-cultural theories as well as the situated-learning and community-of-practice approaches, emphasise learning as being a process within and a product of the social context. Critical-learning theory stresses that this social context is a man-made construction, which should be approached critically and transformed in order to create a better world. We propose to view these different approaches as contributions to our understanding of the learning-environment relationship, and their educational impact as questions to be addressed to educational contexts.
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In this article, we elaborate on the role of dialogical learning in identity formation in the context of environmental education. First, we distinguish this kind of learning from conditioning and reproductive learning. We also show that identity learning is not self-evident and we point out the role of emotions. Using Dialogical Self Theory, we then suggest that individuals do not have an “identity hierarchy” but a dialogical self that attaches meaning to experiences in both conscious and unconscious ways. We describe the learning process that enables the dialogical self to develop itself, and we elaborate on the characteristics of a good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning. https://doi.org/10.3390/resources5010011 https://www.linkedin.com/in/helenkopnina/
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De arbeidsmarkt is continu in ontwikkeling, leidend tot een steeds veranderende vraag naar competenties en banen. Dit vraagt naast beroepsgerichte vaardigheden en kennis over veerkracht en wendbaarheid van professionals. Van de student wordt daarom verwacht dat die zich ontwikkeld in zelfgereguleerd (ZGL) leren. ZGL gaat over regie van het eigen leerproces: studenten bepalen zelf hoe tot leerresultaten te komen, deze te evalueren en sturen het leerproces zelf bij. Voor opleidingen is het de vraag hoe ze ZGL kunnen begeleiden en bevorderen. Dit behoeft inzicht in leergedrag, patronen hierin en bewustzijn over hoe deze inzichten gebruikt kunnen worden om ZGL te ondersteunen en het leerproces te begeleiden. In dit onderzoek is geïnventariseerd of de data die studenten in de elektronische leeromgeving (ELO) achterlaten een indicatie kan geven over het leerproces en ZGL van de student. Om de ingewikkelde patronen uit de data te halen, zijn de data uit de ELO met behulp van AItechnieken geanalyseerd. Hiermee kon het leerproces van studenten in verschillende categorieën worden onderverdeeld. De categorieën geven een eerste indicatie over het ZGL van de student. Verder onderzoek is benodigd, ook om te onderzoeken wat dit betekent voor de ondersteuning van studenten in hun leerproces.
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New learning theory, underpinning the idea of teaching for self-directed learning, provides new conceptions of learning: the self-regulation of learning, the construct-character of knowledge, the social nature of learning, and a dynamic model of intelligence. What conceptions teachers hold may be related to their tolerance of uncertainty. We constructed a Learning Inventory, and administered this to teachers in Dutch senior secondary education, where an innovation is heading for more independent learning. We found empirical confirmation of the five dimensions underlying teachers' conceptions of learning, both for student learning and for their own learning. Tolerance of uncertainty explained the other four dimensions in conceptions of student learning, but not in teachers' conceptions of their own learning. Teachers generally endorse the process-oriented conceptions, although some differences are noted between teachers' conceptions of student learning and their own learning.
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The central aim of this thesis was to increase understanding of designing vocational learning environments at the school–work boundary. Four studies were conducted, focusing on learning environment designs at the school–work boundary and on design considerations of the actors involved in their construction, both from the world of school and the world of work.
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