| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LEARNING": |
|
|
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
»
Click here to show/hide summary
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."
| |
|
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
»
Click here to show/hide summary
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."
| |
|
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
»
Click here to show/hide summary
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. "
| |
|
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
»
Click here to show/hide summary
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.
| |
|
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
»
Click here to show/hide summary
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)."
| |
|
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
»
Click here to show/hide summary
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."
| |
|
Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, $ 49.95
»
Click here to show/hide summary
Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
| |
|
E-Learning, 2003.
An in-depth study of the implementation of e-learning in the corporate world, primary and secondary education, and in higher education.
6,429 words (approx. 25.7 pages), 26 sources, MLA, $ 148.95
»
Click here to show/hide summary
Abstract
Developments in information technology are constant, and their applications are ever-changing. Since the Internet's inception, continual advancements have altered the way in which people live, work, and communicate. One of the most up and coming trends in the field is instruction and learning through electronic means, e-learning. It is infiltrating business, as well as educational environments. The core of educational learning has traditionally been focused around a classroom setting. With the utilization of e-learning, that is changing. Classes and entire degree programs are now being offered online without the need for physical meetings or a central location. E-learning is altering informational exchange among students and between teachers and students. This paper first uncovers the ways in which businesses have been utilizing e-learning thus far. Like all aspects of IT, e-learning faces potential problems. Basic guidelines for proper e-learning implementation, learned from successful and unsuccessful programs, are then presented. Next, primary, secondary, and higher educational centers usage of e-learning is examined. It concludes with a discussion of the business of e-learning, aside from corporate training and education.
From the Paper
"While corporate America and American universities increase the market for e-learning, other potential business opportunities exist throughout the world. Many overseas markets remain virtually untapped. As many businesses have begun sending workers overseas as a result of corporate globalization, the need to find a platform on which to train them has been a boost to the e-learning market. Click2learn was one of the first companies to break into the market overseas by signing and agreement with CSS Group, a Russian technology distributor, to bring Click2learn's e-learning platform into the Russian market. This provides a significant advantage and cost savings to the Russian companies by allowing them to skip all of the previous training technologies and move straight into the more advanced e-learning market."
| |
|
Learning Styles and Distance Education, 2006.
A discussion regarding the link between learning styles and satisfaction.
12,285 words (approx. 49.1 pages), 74 sources, MLA, $ 236.95
»
Click here to show/hide summary
Abstract
This paper outlines the various central issues that relate to the many learning styles and student perceptions of these styles in terms of learning facility and educative value. This paper focuses on the what are the characteristic elements of the various learning styles which can be seen to be advantageous to learning in the distance education environment; and conversely what characteristics tend to act negatively in terms of learning in this environment.
Outline:
Introduction
An Overview of the Importance of Learning Styles in Contemporary Education
Distance Education
The Importance of Learning Styles in Distance Education
Learning Styles
Brief Review on General Tendencies in Research
Variables and Variations Affecting Learning Styles
An Overview of Cognitive Learning Styles
Kolb and Experiential Learning Styles
Case Studies
Conclusion
From the Paper
"This finding suggests that the field independent learner may be more suited to the distance learning environment and that the learning style that would be appropriate in this case would stress more imaginative and challenging teaching methods that would stimulate this particular learning style preference. Another cognitive style of learning that is important for the understanding of learning sties is the Holist-Analytic dichotomy. "The holists tend to view a situation as a whole, while the analytics tend to view a situation as a collection of parts and often stress only one or two aspects at a time. Intermediates will have the advantage of both styles." Liu Y. and Ginther D. (1999) A further cognitive distinction that is valuable in terms of assessing learning styles is the verbal-imagery dimension. A number of associations and generalizations as to learning style can be derived from studies of this distinction and preference among students. For example, "Generally, the imagers tend to be internal and passive, while the verbalizers tend to be external and stimulating." Liu Y. and Ginther D. (1999)"
| |
|
Workplace Learning, 2006.
A critical analysis of the behaviorism theory of learning and its relevance to current workplace learning.
3,928 words (approx. 15.7 pages), 11 sources, MLA, $ 107.95
»
Click here to show/hide summary
Abstract
This paper assesses the behaviorist's perspective on learning and its capacity to explain the human learning process within the workplace setting. The paper starts by introducing the development of the perspective of behaviorism on learning, comparing it with three other equally important theories of learning, namely, cognitivism, humanism and constructivism. Next, the paper critically assesses the learning theories of behaviorism and its application to current workplace settings and explains the shortcomings of behaviorism revealed by this study.
Table of Contents
Introduction
Behaviorism and Cognitivism
Behaviorism and Constructivism
Behaviorism and Humanism
Critically Analysis of Behaviorism to Current Workplace Learning
Classical Conditioning
Connectionism
Contiguity Theory
Contingency Schedule
Disequilibrium Hypothesis
Habit Family Hierarchy
Summary
Summary and Conclusion
From the Paper
"The school of Behaviorism primarily has two agents, that is, the teacher and the student. The teacher is obliged to set the path of learning by identifying, calculating and perceiving the objectives, while the student is compelled to achieve these objectives and also produce reactions derived from external/internal motivation. The assumption set forth by the behavioral scientists is that if the humans are given a particular controlled-environment, they can be trained to behave in a particular way, on a consistent basis. This theory had been initially tested with mice and the positive results of those studies motivated the researchers to enhance and broaden their theory to include humans. The outcome of the relationship between the teacher and the student has produced positive outcomes (David C. Leonard, 2002)."
| |
|
Theories on Learning, 1999.
An examination of learning theories, formed as a result of physiological research, which have have provided a basis for our understanding of what learning is and the activities that can help explain learning.
4,366 words (approx. 17.5 pages), 16 sources, $ 115.95
»
Click here to show/hide summary
From the Paper
"Education is the act of helping someone develop or improve on their physical fitness, and social relationship in the workplace. It involves the development of the intellect so as to acquire new skills and techniques with the aim of improving human development, productivity and efficiency. Education can be thought of as being a value added activity that once gained is not easily lost. To be ignorant of a process is to be uneducated. Workers therefore learn directly or indirectly as a result of education and this helps improve workplace performance and efficiency.
Learning enables us to adapt to our environment and we learn to anticipate and prepare for significant activities such as eating and handling sophisticated equipment. Learning theories which have been formed as a result of physiological research have provided a basis for our understanding of what learning is and the activities that can help explain learning."
|
| Term Paper # 60842 |
temporarily unavailable
|
|
| Term Paper # 102531 |
temporarily unavailable
|
|
|
|
Building and Managing and E-Learning Infrastructure, 2002.
Examines the concept of e-learning and what this technology is used for.
2,957 words (approx. 11.8 pages), 10 sources, MLA, $ 87.95
»
Click here to show/hide summary
Abstract
This paper identifies and analyzes the main concepts, ideas and strategies involved in building and managing e-learning structures. It explains that when exploring e-learning as a solution to help guide an organization's overall vision, values, mission and objectives, companies and schools must employ an e-learning strategy.
Abstract
The Basics of E-Learning
Strategies for E-Learning
The Advantages of E-Learning Infrastructure
Key Trends in Training
Preparing for an E-Learning Infrastructure
Building an Effective E-Learning Infrastructure
Managing E-learning Solutions
Conclusion
From the Paper
"The concept of e-learning has been around for decades, although only recent has it taken the spotlight (Broadbent, 2002, p. 42). E-learning is basically described as training that is executed through a network, usually over the Internet or a company intranet. In recent years, e-learning has evolved into an increasingly popular tool that is used in both the business and academic worlds. Courses online, interaction with fellow students and instructors, and access to research libraries are just some of the capabilities that are emerging (Rosenberg, 2002, p. 39)."
E-learning has a variety of uses. Companies can use e-learning solutions to train new employees to use their software or learn about their products. In the new era of globalization, companies need not worry about distance barriers, as employees around the world can use e-learning solutions. Universities are also using e-learning solutions that enable students to take classes from home on a variety of subjects. In many academic institutions today, students are earning their degrees online."
| |
|
Organizational Learning Orientation, 2007.
This paper investigates the correlation between corporate learning orientation and profit.
2,228 words (approx. 8.9 pages), 2 sources, MLA, $ 69.95
»
Click here to show/hide summary
Abstract
In this article, the writer notes that it has long been known that corporations with a positive learning orientation develop the knowledge contained within their organization better than others, and that their employees have generally more satisfaction in their jobs. The writer points out that many companies, such as HP and Dell, have leveraged organizational learning to create measurable profit. The writer maintains that what is not known, generally, is how well different learning orientations translate to the bottom line. The writer claims that it is important to discover this relationship, because organizations have choices to make concerning the learning orientation they will adopt, and should be given some guidance as to the estimated return on investment for each learning orientation. This research project is directed towards discovering this relationship between organizational learning orientation and corporate profit.
Outline:
Introduction
Organizational learning: Learning orientation
From the Paper
"In order to investigate the correlation between learning orientation and the bottom line, we must first define learning and then identify and define the various learning orientations of corporate organizations. By amalgamating the various theories of learning with a functionalist approach, we can simplify it and define it as acquired knowledge, both domain and procedural, which is applicable to solving current problems and transferable to future problems of the same or different types. In other words, we learn when we acquire information in human usable form (knowledge) which can be used to solve a current problem, or be applied to future problems, or when we become able to initiate a particular set of actions to resolve a current problem or future problems."
|
|
|
