Bruce Morrison (ed.)
- Published in print:
- 2011
- Published Online:
- May 2012
- ISBN:
- 9789888083640
- eISBN:
- 9789882209299
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888083640.001.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
Independent learning is not a new concept for language educators, but while teachers, curriculum designers and policy makers have embraced it as underpinning modern notions of education, it remains a ...
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Independent learning is not a new concept for language educators, but while teachers, curriculum designers and policy makers have embraced it as underpinning modern notions of education, it remains a dynamic and vibrant field for researchers and academics who aim to broaden its scope and deepen our understanding of how it may be applied most effectively both inside and outside the classroom. The contributors to this book use their experience of applying the concepts related to independent learning in various geographical, cultural and pedagogical tertiary-level learning contexts to present new perspectives on how independent learning can inform and support policy, teaching methodology, curriculum development and the nurturing of successful learners. While the first section of the book provides a view of the field from three broad curriculum development perspectives, the remaining chapters primarily focus on the experience of learners, teachers and curriculum developers in applying principles of learner autonomy, self-regulation and self-direction with various types of learner — each with their own identities, motivations, expectations and goals. These learner and teacher stories provide insights that are important for an understanding of some of the impacts an independent learning approach to language learning have on learners in various educational contexts.Less
Independent learning is not a new concept for language educators, but while teachers, curriculum designers and policy makers have embraced it as underpinning modern notions of education, it remains a dynamic and vibrant field for researchers and academics who aim to broaden its scope and deepen our understanding of how it may be applied most effectively both inside and outside the classroom. The contributors to this book use their experience of applying the concepts related to independent learning in various geographical, cultural and pedagogical tertiary-level learning contexts to present new perspectives on how independent learning can inform and support policy, teaching methodology, curriculum development and the nurturing of successful learners. While the first section of the book provides a view of the field from three broad curriculum development perspectives, the remaining chapters primarily focus on the experience of learners, teachers and curriculum developers in applying principles of learner autonomy, self-regulation and self-direction with various types of learner — each with their own identities, motivations, expectations and goals. These learner and teacher stories provide insights that are important for an understanding of some of the impacts an independent learning approach to language learning have on learners in various educational contexts.
Diane Poulin-Dubois and James N. Forbes
- Published in print:
- 2006
- Published Online:
- April 2010
- ISBN:
- 9780195170009
- eISBN:
- 9780199893300
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195170009.003.0011
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
This chapter examines how children's cognitive, social, and linguistic abilities interact to enable them to analyze action in events and learn novel verbs. It argues that “infants not only are ...
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This chapter examines how children's cognitive, social, and linguistic abilities interact to enable them to analyze action in events and learn novel verbs. It argues that “infants not only are competent in discriminating human actions and object motion but also understand that many different agents are capable of performing the same actions by the beginning of the second year.” However, these achievements are insufficient for verb learning and extension because toddlers must become aware of the intentions of the actor. Verb learning and extension first occur based on a superficial perceptual analysis of how the action looks, followed by learning and extension based more on what the actor intends to do.Less
This chapter examines how children's cognitive, social, and linguistic abilities interact to enable them to analyze action in events and learn novel verbs. It argues that “infants not only are competent in discriminating human actions and object motion but also understand that many different agents are capable of performing the same actions by the beginning of the second year.” However, these achievements are insufficient for verb learning and extension because toddlers must become aware of the intentions of the actor. Verb learning and extension first occur based on a superficial perceptual analysis of how the action looks, followed by learning and extension based more on what the actor intends to do.
Anna Maria and Miwanda Bagenda
- Published in print:
- 2011
- Published Online:
- March 2012
- ISBN:
- 9781861345981
- eISBN:
- 9781447302131
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861345981.003.0011
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
This chapter presents a participatory action research approach, which is used in the Salford Refugee and Asylum Seeker Participatory Action Research (RAPAR) project. It discusses the origins of the ...
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This chapter presents a participatory action research approach, which is used in the Salford Refugee and Asylum Seeker Participatory Action Research (RAPAR) project. It discusses the origins of the project and its initial stages. The chapter shows how the project volunteers were developed, the author's experiences while working on the project, and the lessons that were learned while the study was being conducted.Less
This chapter presents a participatory action research approach, which is used in the Salford Refugee and Asylum Seeker Participatory Action Research (RAPAR) project. It discusses the origins of the project and its initial stages. The chapter shows how the project volunteers were developed, the author's experiences while working on the project, and the lessons that were learned while the study was being conducted.
Wolfgang Prinz, Miriam Beisert, and Arvid Herwig (eds)
- Published in print:
- 2013
- Published Online:
- August 2013
- ISBN:
- 9780262018555
- eISBN:
- 9780262312974
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262018555.001.0001
- Subject:
- Psychology, Cognitive Neuroscience
The emerging field of action science is characterized by a diversity of theoretical and methodological approaches which share the basic functional belief that evolution has optimized cognitive ...
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The emerging field of action science is characterized by a diversity of theoretical and methodological approaches which share the basic functional belief that evolution has optimized cognitive systems to serve the demands of action. This book brings together the constitutive approaches of action science in a single source, covering the relationship of action to such cognitive functions as perception, attention, memory, and volition. Each chapter, written by a different scientist in the field, offers a tutorial-like description of a major line of inquiry. Considered as one unit, the chapters reflect a rapidly growing field, and provide a forum for comparison and possible integration of approaches. After discussing core questions about how actions are controlled and learned, the book considers ecological approaches to action science; neurocognitive approaches to action understanding and attention; developmental approaches to action science; social actions, including imitation and joint action; and the relationships between action and the conceptual system (grounded cognition) and between volition and action.Less
The emerging field of action science is characterized by a diversity of theoretical and methodological approaches which share the basic functional belief that evolution has optimized cognitive systems to serve the demands of action. This book brings together the constitutive approaches of action science in a single source, covering the relationship of action to such cognitive functions as perception, attention, memory, and volition. Each chapter, written by a different scientist in the field, offers a tutorial-like description of a major line of inquiry. Considered as one unit, the chapters reflect a rapidly growing field, and provide a forum for comparison and possible integration of approaches. After discussing core questions about how actions are controlled and learned, the book considers ecological approaches to action science; neurocognitive approaches to action understanding and attention; developmental approaches to action science; social actions, including imitation and joint action; and the relationships between action and the conceptual system (grounded cognition) and between volition and action.
Max Boisot and Michel Fiol
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199669165
- eISBN:
- 9780191749346
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199669165.003.0010
- Subject:
- Business and Management, Organization Studies, Knowledge Management
The Learning Cube is a simple diagnostic tool that can be used to analyze and evaluate training programs. It comprises three dimensions: (1) abstraction-concreteness; (2) direction-autonomy; (3) ...
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The Learning Cube is a simple diagnostic tool that can be used to analyze and evaluate training programs. It comprises three dimensions: (1) abstraction-concreteness; (2) direction-autonomy; (3) individual-interactive. The Learning Cube is presented in outline, with a description of its dimensions and their meanings. Action learning, which encourages the learner and the trainer to share responsibility for developing a suitable learning strategy, is characterized by a combination of concreteness, autonomy, and interaction. This was the philosophy of the China-EEC Management Program (CEMP) initiated in 1984, which contrasted with traditional Chinese views of knowledge transfer. The CEMP situation is assessed in terms of the Learning Cube, and suggestions for reconciling action learning with traditional Chinese values and skills are presented.Less
The Learning Cube is a simple diagnostic tool that can be used to analyze and evaluate training programs. It comprises three dimensions: (1) abstraction-concreteness; (2) direction-autonomy; (3) individual-interactive. The Learning Cube is presented in outline, with a description of its dimensions and their meanings. Action learning, which encourages the learner and the trainer to share responsibility for developing a suitable learning strategy, is characterized by a combination of concreteness, autonomy, and interaction. This was the philosophy of the China-EEC Management Program (CEMP) initiated in 1984, which contrasted with traditional Chinese views of knowledge transfer. The CEMP situation is assessed in terms of the Learning Cube, and suggestions for reconciling action learning with traditional Chinese values and skills are presented.
Margaret Attwood, Mike Pedler, Sue Pritchard, and David Wilkinson
- Published in print:
- 2003
- Published Online:
- March 2012
- ISBN:
- 9781861344496
- eISBN:
- 9781447302674
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861344496.003.0003
- Subject:
- Sociology, Urban and Rural Studies
Through a case study of a courageous effort to deconstruct the old system of local government and challenge it with a structure based on resident self-governance through neighbourhood committees, ...
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Through a case study of a courageous effort to deconstruct the old system of local government and challenge it with a structure based on resident self-governance through neighbourhood committees, this chapter illustrates the main principles and themes of whole systems development as they emerge from practice; shows that all whole systems development activities are a process of action learning; and develops a number of other themes and principles through the emerging story of Gladwell – working via ‘widening circles of inclusivity’ within multiple, overlapping systems, using action learning in the whole systems context, creating the space for leadership via ‘holding frameworks’ and ‘middle-ground frameworks’. The story that emerges is more an account of learning than a cause–effect change intervention.Less
Through a case study of a courageous effort to deconstruct the old system of local government and challenge it with a structure based on resident self-governance through neighbourhood committees, this chapter illustrates the main principles and themes of whole systems development as they emerge from practice; shows that all whole systems development activities are a process of action learning; and develops a number of other themes and principles through the emerging story of Gladwell – working via ‘widening circles of inclusivity’ within multiple, overlapping systems, using action learning in the whole systems context, creating the space for leadership via ‘holding frameworks’ and ‘middle-ground frameworks’. The story that emerges is more an account of learning than a cause–effect change intervention.
Margaret Attwood, Mike Pedler, Sue Pritchard, and David Wilkinson
- Published in print:
- 2003
- Published Online:
- March 2012
- ISBN:
- 9781861344496
- eISBN:
- 9781447302674
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861344496.003.0007
- Subject:
- Sociology, Urban and Rural Studies
Although in most cases this is an impossible aspiration, the key issue in designing whole systems development processes is to develop ways in which the actors can see, understand, and think through ...
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Although in most cases this is an impossible aspiration, the key issue in designing whole systems development processes is to develop ways in which the actors can see, understand, and think through their ways of working together on issues that cross organisational and community boundaries. This chapter examines the ways in which groups – both large and small – can meet differently to enable the principles of whole systems development to be practised; explores the leadership, design, and logistics of big events as one key mechanism for meeting differently; discusses the consultancy support needed to assist these ways of working; encourages one to reflect and learn from personal experiences of meeting differently; and explores the notion of ‘everyone in the room together’ as a metaphor for meeting differently as practised particularly through processes of action learning.Less
Although in most cases this is an impossible aspiration, the key issue in designing whole systems development processes is to develop ways in which the actors can see, understand, and think through their ways of working together on issues that cross organisational and community boundaries. This chapter examines the ways in which groups – both large and small – can meet differently to enable the principles of whole systems development to be practised; explores the leadership, design, and logistics of big events as one key mechanism for meeting differently; discusses the consultancy support needed to assist these ways of working; encourages one to reflect and learn from personal experiences of meeting differently; and explores the notion of ‘everyone in the room together’ as a metaphor for meeting differently as practised particularly through processes of action learning.
Margaret Attwood, Mike Pedler, Sue Pritchard, and David Wilkinson
- Published in print:
- 2003
- Published Online:
- March 2012
- ISBN:
- 9781861344496
- eISBN:
- 9781447302674
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861344496.003.0008
- Subject:
- Sociology, Urban and Rural Studies
In whole systems terms, follow-through is inextricably linked with the challenge of implementation, of getting things done and generating change in the long term. This chapter introduces and develops ...
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In whole systems terms, follow-through is inextricably linked with the challenge of implementation, of getting things done and generating change in the long term. This chapter introduces and develops the idea of change architecture; develops the links between change architectures, the Five Keys, and the other important principles for leading change; reiterates and develops the role and purpose of action learning within whole systems processes; emphasises the continuing importance of creating ‘memories of the future’ through scenario building and wider inclusion; and connects to the last two chapters on the newer forms of organising and working towards local solutions with wider whole systems. Sustaining real long-term change seems notoriously difficult. Despite the fine rhetoric from the world of Management (and MMV), change efforts often amount to little more than restructurings, single events, disconnected initiatives, and bouts of episodic ‘sheep-dip’-type training programmes.Less
In whole systems terms, follow-through is inextricably linked with the challenge of implementation, of getting things done and generating change in the long term. This chapter introduces and develops the idea of change architecture; develops the links between change architectures, the Five Keys, and the other important principles for leading change; reiterates and develops the role and purpose of action learning within whole systems processes; emphasises the continuing importance of creating ‘memories of the future’ through scenario building and wider inclusion; and connects to the last two chapters on the newer forms of organising and working towards local solutions with wider whole systems. Sustaining real long-term change seems notoriously difficult. Despite the fine rhetoric from the world of Management (and MMV), change efforts often amount to little more than restructurings, single events, disconnected initiatives, and bouts of episodic ‘sheep-dip’-type training programmes.
Edmund T. Rolls
- Published in print:
- 2019
- Published Online:
- July 2019
- ISBN:
- 9780198845997
- eISBN:
- 9780191881237
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198845997.003.0005
- Subject:
- Neuroscience, Behavioral Neuroscience, Molecular and Cellular Systems
The medial orbitofrontal cortex projects reward-related information to the pregenual cingulate cortex, and the lateral orbitofrontal cortex projects punishment and non-reward information to the ...
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The medial orbitofrontal cortex projects reward-related information to the pregenual cingulate cortex, and the lateral orbitofrontal cortex projects punishment and non-reward information to the supracallosal anterior cingulate cortex. These projections provide the reward outcome information needed for action-outcome goal value dependent instrumental learning by the cingulate cortex. The orbitofrontal cortex also projects reward-related information to the striatum for stimulus-response habit learning. Via the striatal route, and further in part via the habenula, the orbitofrontal cortex provides information about rewards and non-rewards that reached the brainstem dopamine neurons, some of which respond to positive reward prediction error, and the serotonin (5HT) neurons. The orbitofrontal cortex is therefore perhaps the key brain region involved in reward processing in the brain. The orbitofrontal cortex also has projections that can influence autonomic function, in part via the insula.Less
The medial orbitofrontal cortex projects reward-related information to the pregenual cingulate cortex, and the lateral orbitofrontal cortex projects punishment and non-reward information to the supracallosal anterior cingulate cortex. These projections provide the reward outcome information needed for action-outcome goal value dependent instrumental learning by the cingulate cortex. The orbitofrontal cortex also projects reward-related information to the striatum for stimulus-response habit learning. Via the striatal route, and further in part via the habenula, the orbitofrontal cortex provides information about rewards and non-rewards that reached the brainstem dopamine neurons, some of which respond to positive reward prediction error, and the serotonin (5HT) neurons. The orbitofrontal cortex is therefore perhaps the key brain region involved in reward processing in the brain. The orbitofrontal cortex also has projections that can influence autonomic function, in part via the insula.
Ray Guillery
- Published in print:
- 2017
- Published Online:
- October 2017
- ISBN:
- 9780198806738
- eISBN:
- 9780191844317
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198806738.003.0012
- Subject:
- Neuroscience, Behavioral Neuroscience, History of Neuroscience
In this chapter, the extent to which actions and perceptions depend on each other is explored particularly for the visual system. Viewing the world through a mirror or a lens that displaces or ...
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In this chapter, the extent to which actions and perceptions depend on each other is explored particularly for the visual system. Viewing the world through a mirror or a lens that displaces or inverts images provides examples of our ability to learn new sensorimotor consistencies. The use of sensory prostheses that replace one sensory modality with another, for example, visual by tactile stimuli or vestibular by tactile stimuli, provides examples of the capacity of our brains to learn about new sensorimotor relationships, often with surprising rapidity, even in an adult.Less
In this chapter, the extent to which actions and perceptions depend on each other is explored particularly for the visual system. Viewing the world through a mirror or a lens that displaces or inverts images provides examples of our ability to learn new sensorimotor consistencies. The use of sensory prostheses that replace one sensory modality with another, for example, visual by tactile stimuli or vestibular by tactile stimuli, provides examples of the capacity of our brains to learn about new sensorimotor relationships, often with surprising rapidity, even in an adult.
