| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LEARNING EXPERIENCE": |
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Cultural Learning Experience, 2004.
A comparison of Asian and Western cultures in the work force through a cultural learning experience.
1,809 words (approx. 7.2 pages), 6 sources, MLA, $ 58.95
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Abstract
As America becomes increasingly more diverse, the society will be presented with the challenge of understanding our cultural differences. This paper develops and designs a learning project that compares cultural differences of two ethnic/cultural groups. For the purposes of this project the writer compares the differences between Asian and Western cultures. The project is based on the cultural impact of performance in work force, production, sales, customer services, etc. Before one can create a learning project, one must first understand the cultural backgrounds of both groups.
From the Paper
"Westerners tend to perform differently in the workforce than Asian workers. Westerners tend to be motivated by promotions and monetary incentives while Asian workers tend to want what is best for the entire company and their coworkers. In addition, jobs in the western workforce have higher turnover rates than those in the Asian workforce because Asian workers tend to stay with one company for a lifetime."
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Music in the Classroom and Learning Experience, 2000.
An extensive report on a study conducted on high school students to test the soothing and calming effects of music.
5,000 words (approx. 20.0 pages), 28 sources, $ 126.95
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Abstract
This study is an attempt to research the effect that music has on student learning and behavior. The paper uses the existing body of knowledge and practical observation to find out if the use of music in learning situations, used both as a supplement to interdisciplinary studies and as a ?background? can help students improve their learning and retention, provide a calming tone to the environment to set the tone for learning, as well as make learning and taking part in the institutional social experience more enjoyable for students. In other words, does the purposeful introduction of music into the classroom and institutional environment have a noticeably positive effect on the aforementioned three areas of the learning curriculum?
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The Importance of Listening and Conversation in the Learning Experience, 2002.
A discussion of the relation of communication to effective classroom experience.
3,825 words (approx. 15.3 pages), 9 sources, $ 135.95
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Abstract
Discusses the relation of communication to effective classroom experience. Need for teacher to be an effective listener; formal & informal learning process. Teaching as a complex process. Teacher-student relationship. Dynamic function of teacher conversation with students. Ethical issues & teaching. Responsibilities of teachers.
From the Paper
"This paper is a discussion of the importance of listening and using conversations as part of the learning experience. It uses Mary McCaslin and Thomas L. Good's text, Listening in Classrooms, as the primary reference and considers their principal thesis: that listening helps facilitate both the formal and the informal learning process and that the student-teacher relationship, built and enhanced through conversation and interchange, is the key to an effective classroom experience. The book attempts to provide specific techniques to build these relationships through listening, rather than simply suggesting that teachers hear what their students are saying. This exchange of communications, while apparently simple, is actually quite complex and requires a sophisticated degree of skill in order to be used well. Effective listening requires..."
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My Experiences at the University of Phoenix, 2002.
A personal account of a student's learning experiences at the University of Phoenix.
1,592 words (approx. 6.4 pages), 5 sources, MLA, $ 52.95
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Abstract
This paper is a self-assessment describing the writer's personal and learning experiences at the University of Phoenix. The essay is a reflection of the writer's attitude about independent self-directed learning, adult learning, his/her feelings about online learning, knowledge management and time management.
From the Paper
"I am a very creative person who was very active in my participation on the online adult program at the University of Phoenix. I do not consider myself a spectator, especially when it comes to my education. My Creative learning style opens many different areas, because creative people are usually always curious. Some of the downfalls of being a creative learner are constantly being misjudged as innocent or na?ve by other individuals. Adapting to the business ethics, and relating to professionals is sometimes difficult. Creative individuals usually attract a great deal of attention and recognition, which sometimes causes a great deal of conflict with co-workers who behave according to business standards."
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E-Learning With an M, 2006.
This paper examines a relatively new learning technique: Mobile (m)- learning, which is being developed to complement classroom learning by promoting thinking skills, processes and the application of learning in real world contexts.
1,008 words (approx. 4.0 pages), 5 sources, APA, $ 35.95
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Abstract
The writer of this paper explores the effectiveness as well as the development of the m-learning system. The m-learning project is 64 million Euro, three year, pan-European research and development program supported by the European Commission's Information Society Technologies program. The main distinction between electronic (e)-learning and m-learning is one of accessibility, affordability and portability. The m-learning project has demonstrated that this method of learning can be used as more than just a personal enhancement tool. This paper details how competitive and collaborative learning activities can be activated when conducted with a media board. This paper also discusses the downside of this new technology. According to experts, before the full potential of m-learning's rich content can be realized, the limited memory of mobile devices must be addressed.
Table of Contents:
M-Learning Philosophy
Remote Field Trips
The Technical Challenge
References
From the Paper
"The m-Learning Project has demonstrated that m-learning can be used as more than just a personal enhancement tool. Competitive and collaborative learning activities can be activated when conducted with a Media Board. This tool allows users to divide their mobile phone/PDA screens into sectors containing various projects and communicators. Users send comments consisting of text, audio, pictures, and e-mails tailored to the sectors' different interests and levels. Comments may relate to solving problems competitively, communicating with team members collectively by phone, sending multimedia information to the Media Board, and editing the information on the Media Board into a complete multimedia presentation."
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The Experience of Being an ESL Student, 2005.
This paper discuses the experiences of an English Second Language (ESL/EFL) Japanese student as a base for examining language learning strategies, specially the relationships between language, culture and society.
3,240 words (approx. 13.0 pages), 17 sources, APA, $ 93.95
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Abstract
This paper explains that, because students come with specific purposes for learning, one of the best ways to keep them motivated is to help them feel progress towards their goals, which are identified by interviewing informally the student. The author points out the importance of engaging ESL learners in communicative (game type) or integrative (short/small activities form larger activities) activities using materials, which are authentic, thereby, aiding the learners in unpredictable spoken language outside the class. The paper relates that students of English conversation must understand the fundamental difference between learning about the language and learning to use it for verbal communication.
Table of Contents
Introduction
Background Information of Interviewee
Report and Commentary on the Information Collected in the Conversation
What are Main Reasons for Learning English for ESL/EFL Learners in Japan?
What Stereotypes Take Place for a Foreign Teacher While Teaching ESL in Japan?
What are Key Features and Problems of ESL Learning in Japan and How can They Be Resolved by ESL Teachers to Achieve Best Results?
What Type of Class is more Desirable for ESL Students?
Does "Cultural Background" Play Any Role in Learning ESL in Japan?
Conclusion
From the Paper
"The learner that I have interviewed generally has a strong first language model back at home in Japan. The interviewee had been in institution and educated at home from young till diploma level. Later, when he came to Australia with pursuing a degree in mind, he had a choice to either take an exam, TOFEL or take up a course with the duration of 3 months to learn English. This is because, his previous education did not meet the requirement of the university that he intended to enroll in. The requirement was that his previous education has to be taught in English for duration of more than 12 months."
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Gems Of Understanding In Service Learning, 2008.
A factual account of the experience gained in the role of administrator in a service organization.
3,186 words (approx. 12.7 pages), 5 sources, APA, $ 92.95
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Abstract
The paper examines how participation in the role of administration-operation in the St. Petersburg Free Clinic, a nonprofit organization, served to complement and enhance the understanding of the roles of a manager and leader. The study reflects upon particular "gems" gained from the service learning experience and includes a plan for maintaining the identified strengths.
Outline:
Beginning Reflections in the Development Department of the St. Petersburg Free Clinic
Description of the Service Learning
Gems in Service Learning
A Place for Everybody in Administration - Operations
St Petersburg Free Clinic's Ultimate Goals
Free Clinic Help, not a Handout Services
Those on the Street
At the Heath Center
Overall Opportunities
Raising Revenues
Personal Meaning and Success
Personal Learning
Civic and Social Responsibility
Plan to Continue to Grow
From the Paper
""There is a place for everybody at the Free Clinic, those in need of care and those that care." This motto of the St. Petersburg Free Clinic aptly denotes one of the primary gems gained during this writer's volunteer work in the department (fundraising and marketing) at St. Petersburg Free Clinic. Duties involved active participation in annual giving, special events, including planning, volunteer recruitment, development strategies of management for the organization."
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Subjectivity, Learning, and Educational Theory, 2006.
An argument for the pervasiveness of subjectivity in learning, in terms of the internal, personal experience and its interaction with socially constructed situations.
3,167 words (approx. 12.7 pages), 7 sources, APA, $ 91.95
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Abstract
Teaching, specifically in the realm of history/social studies, involves at the very least, an interaction between the subjectively constructed worlds of the student, the teacher, the school environment and the larger community. This paper explores the manifestations of subjectivity in education in light of the works of various theorists (Piaget, Vygotsky, Bandura, Dewey, and Bruner) and in terms of social constructivism, from a postmodern point of view.
From the Paper
"Teaching history should, of necessity, include a dialogue about the conflicts inherent in relating and using knowledge about the past. Professional historians spend a great deal of time citing the work of others in their monographs in a dialogic manner--the relation of past events is not only a matter of discovery, it is a matter of socially constructed dialogic interpretation, often coupled with fierce disagreement. It is possible to read whole books on the study of the study of history, anthropology, religion, psychology, political studies, and on and on and on. If one cares to pursue it further, there are almost certainly scholarly monographs existing solely to respond to what one theorist said about the study of the study of whichever branch you choose to delve into. "
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Observational Learning, 2002.
This essay discusses observational learning, which is a learning theory based on the work of Albert Bandura.
650 words (approx. 2.6 pages), 4 sources, $ 26.95
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Abstract
This paper explains that Bandura demonstrated through a variety of experiments that the application of consequences was not necessary for learning to take place. The author points out that learning was simply possible through the process of observing someone else's activity.
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Origins and Principles of Organisational Learning, 1999.
A contemporary review of the contributing research, theory, principles and practices which which underpins organisational learning and the learning organisation.
5,844 words (approx. 23.4 pages), 19 sources, MLA, $ 140.95
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Abstract
This paper surveys the main contributors to the theory and practice of organisational learning. It begins with a brief discussion on the origins of organisational learning and the environmental conditions, which have contributed to the recent rise in popularity in the methods and practices of the learning organisation. The contributions of Senge, (1990), Pedler M, Burgoyne J & Boydell T, (1996), Argyris C & Schon D, (1978, 1996) and Dixon N, (1999) to the organisational learning debate are compared and contrasted in order to gain an overview of the principles and practices involved.
From the Paper
"Personal mastery is the cornerstone of the learning organisation as depicted by Senge, (1990). It is seen as the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively. In this sense personal mastery is not about the acquisition of particular sets of skills and knowledge; rather it embodies two underlying processes which facilitate a more fundamental and transferable learning namely clarifying what is important and learning how to see reality more objectively. In practice the application of these processes at an individual level produces a ?creative tension? resulting from the juxtaposition of vision (what is important and desirable) and a clear perspective of reality (the current position). Such creative tension produces a force with the energy necessary to bring the two together."
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Designing Online Learning Management Systems, 2009.
A research proposal examining online learning management systems, specifically the computer supported collaborative learning (CSCL) model and how it assists learning.
1,362 words (approx. 5.4 pages), 14 sources, APA, $ 45.95
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Abstract
This research proposal paper discusses online learning management systems. It suggests that the combining of pragmatic and proven theoretical concepts that lead to long-term retention of knowledge are possible through the use of learning management systems frameworks. The paper focuses on the computer supported collaborative learning (CSCL) model and how it assists learning.
Table of Contents:
Literature Review
Research Design and Methodology
Data Gathering
From the Paper
"In addition to CSCL being the independent variable that is tracked through a test/re-test methodology for its effects on learning, the two dependent variables in this study will also be measured and tested for statistical significance. The first is students' attitude toward the study of the specific subject of interest measured by questionnaires designed by the researcher. These questionnaires looked at factors such as students' perception of their achievement in the specific study area and students' attitude toward learning the subject after using CSCL. The second dependent variable is the students' achievement in the subject of interest as measured by their pre- and post-test results. Through both pre-and post-class testing these two dependent variables will be measured and introduced into the statistical analysis at the conclusion of the analysis."
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Lifelong Learning, 2007.
An overview of the definition and principles of lifelong learning.
3,109 words (approx. 12.4 pages), 13 sources, MLA, $ 90.95
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Abstract
This paper looks at how lifelong learning is a term that refers to a variety of programs to keep the modern worker up to speed on changes in his or her field and to make education an ongoing process. It discusses how lifelong learning is a reality for many and a goal for many more, while even more people may have no idea what it means even if they participate in it to some degree. The paper also examines how lifelong learning has a clear economic benefit when applied to job situations and to the needs of companies and how it benefits the individual in many ways, some economic, some social, and some in terms of personal self-actualization.
Outline:
Introduction
What is Lifelong Learning
Lifelong Learning--Context and Frameworks
Organizational Learning and Learning Cultures
Work Based Learning
Lifelong Learning and Community Development
Lifelong Learning and Civic Participation
Learning Society: Myth or Reality?
Conclusion
From the Paper
"Collaborative learning involves interpersonal processes by which a small group of students work together to complete an academic problem-solving task meant to promote learning. Under the collaborative learning approach, collaborative activities lead to emergent knowledge, which is the result (not summation) of interaction of the understandings of those who contribute to its formation (Whipple, 1987, p. 5). Collaborative activities enhance learning by allowing individuals to exercise, verify, solidify, and improve their mental models through discussions and information sharing during the problem-solving process. "
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Instructional Technology and Learning Disabilities, 2008.
An analysis of the role of instructional technology in the teaching of children with learning disabilities.
26,086 words (approx. 104.3 pages), 70 sources, APA, $ 249.95
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Abstract
This paper discusses learning in children with learning disabilities. It discusses the need for interventions and how they are more likely to succeed and to bring about successful outcomes if applied early and carried out by teaching experts. The paper specifically focuses on the role of instructional technology and how this can aid teaching children with learning disabilities.
Table of Contents:
Introduction
Section One
Learning Disabilities and Variations in Younger Children
Definitions and Overview
The Problematics of a Definition of Learning Disorder
Definitions and General Characteristics
Towards a Working Definition of LD
Overview of Learning Disabilities and Related Disorders
LD Characteristics and the Differentiation of Student Learning Needs
Characteristics and Variables
ADHD
The Issue of Multiple Intelligences
Dyslexia
Co-occurrence
Section 2
Learning Technologies and Learning Disabilities
Introduction: Overview of Learning Technologies
Advantages of Technology in Instruction
Control and Manipulation in Learning Among Sixth Graders
UDL
Other Aspects and Advantages of Technological Instruction
Technology, Confidence and Self-image
Instructional Technologies and Learning Disabilities
A Brief Overview of Theoretical Concerns
Theory and Instructional Technology for Learners with Disabilities
Various Assistive and Instructional Technologies
Specific Areas: Listening
Speech and Language
Reading
Writing
Language
Mathematics
Computers
Conclusions
From the Paper
"There is little doubt the advent of new technical innovations and computer assisted methods will increase and that there will be more methods of helping the learning disabled student on the market in the future. There is also no doubt that these technological means and methods do play a very important role in helping the learner in the modern educational context - and particularly the sixth grade student and other young adolescents."
"However what should be continually borne in mind is that technology changes the environments in which we work and learn. These changes should be researched and studied so that the impact of technology does not usurp those positive aspects from previous teaching methods and techniques that have proven to be of worth. There is a tendency in the excitement about new technologies in some quarters to, as it were, to " throw the baby out with the bath water". In other words, while technology undoubtedly brings great advances in the field of learning disabilities, it should also be treated with caution and 'interrogated' so that only the most effective and helpful technologies are employed."
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Blended Learning, 2007.
This paper explores blended learning as a teaching methodology for grades K-12.
2,050 words (approx. 8.2 pages), 27 sources, APA, $ 64.95
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Abstract
This paper explains that blended learning describes learning or training events or activities where e-learning is integrated into traditional forms of training by using many methods and resources that are derived from multiple information sources. The author points out that the unstructured learning environment, which characterizes blended learning, allows students to learn in the way that best suits them. The paper relates that on-line learning can be used in all grades but this use varies greatly depending on the grade and the teacher's own abilities to maximize the use of the computer and the Internet.
Table of Contents:
What is Blended Learning?
Characteristics of Blended Learning
Blended Learning K-12
Conclusion
From the Paper
"Blended learning must take place in both an on-line and off-line setting. The dual setting of on-line and off-line learning are combined to administrate the sharing of content, establishing and continuing communication, and stimulating interaction. The web enhances learning in that it aids in the pragmatic goals as well as augmenting the pedagogical goals. Another feature is that there is both structured and unstructured learning. Unstructured learning can take place on-line through both synchronous and asynchronous conversations (ie. on-line chats and also message boards)."
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Cooperative Learning, 2002.
A discussion of cooperative learning including its history, the current status of the theory and a classroom implementation plan.
6,969 words (approx. 27.9 pages), 18 sources, MLA, $ 157.95
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Abstract
This paper examines the concept of cooperative learning, the instructional use of small groups in which students work together to maximize their own and each other's learning through reaching shared goals. Through a literature review it evaluates the advantages of cooperative learning over competitive learning, grades, test scores, etc. and other methods. It looks at the general theory and provides a general implementation plan for applying it to today's classroom.
Outline
Introduction
History of Cooperative Learning
Current Status of Cooperative Learning Theory
Specifying the Precise Elements of Cooperative Learning That Maximize Learning Outcomes
Distinguishing Cooperative Learning Methods From Other Methods
Implementation of Cooperative Learning Strategies in The Classroom
The General Implementation Plan
Specific Example of Classroom Lesson
Summary
From the Paper
"It should be noted that structures can be used over and over again. They can also be used with almost any subject area and in a variety of grade levels. Every structure incorporates positive interdependence, individual accountability, and simultaneous interaction. Further, it is important that teachers understand that in terms of implementing cooperative learning strategies, these instructional models should not take over the whole classroom. There should still be individualized instruction throughout the day; however, all students can benefit in some way by listening to and working with others during at least some of the class period."
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