This document discusses concepts and theories as building blocks of inquiry and research. It provides examples of a concept and theory from Kolb's experiential learning theory. Specifically, it notes that Kolb's theory builds on Carl Jung's assertion that learning styles result from preferred ways of adapting. It also cites Kolb's original sources on experiential learning theory, which drew from the works of Dewey, Lewin, and Piaget to form a unique perspective on learning and development. The document suggests further exploring the connection between Kolb and Jung cited in other sources.
This is the presentation that the Group gave regarding the inquiry exercise answering the question "Do Web based technologies enhance professional practice?"
This is the presentation that the Group gave regarding the inquiry exercise answering the question "Do Web based technologies enhance professional practice?"
Descartes Epistemology
Research Philosophy: Epistemology
Epistemology Paper
Epistemology Vs. Theory Of Knowledge
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Personal Epistemology Essay
Epistemology
Epistemology In Business And Management
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Third Mondays - Research Seminars - Philippa Levy - November 2008cilass.slideshare
Title: “I feel like a grown-up person”: first year undergraduates’ experiences of inquiry and research.
Professor Philippa Levy, Academic Director, CILASS, University of Sheffield.
How do students experience inquiry and research in their first undergraduate year? What role does this experience play in the construction and evolution of their identities and intellectual development as learners? What can we learn from their experiences to inform the development of inquiry-based approaches to educational practice? This seminar will explore these questions through a presentation of some of the findings of a longitudinal, qualitative study of undergraduate students’ experiences of inquiry as they progress through arts and social sciences degree programmes at the University of Sheffield.
Learning Styles and LearningSpaces Enhancing Experiential.docxsmile790243
Learning Styles and Learning
Spaces: Enhancing Experiential
Learning in Higher Education
ALICE Y. KOLB
Experience-Based Learning Systems
DAVID A. KOLB
Case Western Reserve University
Drawing on the foundational theories of John Dewey and Kurt Lewin, we examine recent
developments in theory and research on experiential learning and explore how this work
can enhance experiential learning in higher education. We introduce the concept of
learning space as a framework for understanding the interface between student learning
styles and the institutional learning environment. We illustrate the use of the learning
space framework in three case studies of longitudinal institutional development. Finally,
we present principles for the enhancement of experiential learning in higher education
and suggest how experiential learning can be applied throughout the educational
environment by institutional development programs, including longitudinal outcome
assessment, curriculum development, student development, and faculty development.
........................................................................................................................................................................
“(There is a) need of forming a theory of ex-
perience in order that education may be in-
telligently conducted upon the basis of
experience.”—John Dewey
“There is nothing so practical as a good theory.”
—Kurt Lewin
Recent efforts to improve higher education, includ-
ing reports from the National Research Council
(Bransford, Brown, & Cocking 2000), the American
Psychological Association (1997), and a number of
other scholars (Baxter-Magolda, 1999; Boyatzis, Co-
wen, & Kolb 1995; Keeton, Sheckley, & Griggs 2002;
King, 2003; Light, 2001; Mentkowski and Associates,
2000; Zull 2002) have focused on improving the
learning process in education through the applica-
tion of research from what has been called “the
new science of learning” (Branford, Brown, & Cock-
ing, 2000). One stream of this research is focused
on the concept of experiential learning. Experien-
tial learning is often misunderstood as a set of
tools and techniques to provide learners with ex-
periences from which they can learn. Others have
used the term to describe learning that is a mind-
less recording of experience. Yet experiential
learning is above all a philosophy of education
based on what Dewey (1938) called a “theory of
experience.” He argued that while traditional ed-
ucation had little need for theory since practice
was determined by tradition, the new experiential
approach to education needed a sound theory of
experience to guide its conduct. In this essay we
examine the theory of experiential learning (Kolb,
1984) and related research to explore how this
knowledge can be used to enhance learning in
higher education.
We begin with a brief summary of experiential
learning theory (ELT) and an overview of current
research based on the theory. This is followed by
the introduction of ...
Is There a Philosophical Research Method in Education?iosrjce
This work argued for the justification on the existence of philosophical research method in
education. Research as the investigative study of materials and sources to find facts as solution to a particular
problem for which it is done can only be valid when it is an activity, intellectual, tools-involved, purposeful and
has findings. Philosophers like Akinpelu, Dewey and Ross tilted towards the fact that philosophical research
method is in existence though not universal, that is why they even formulated steps as the method. By
philosophical method we simply mean way of doing things of philosophy, which research has one; and reasons
like scrutiny, peculiarity, Socratic method, Descartes’ skepticism, logic, correspondence and philosophers’
ways of research justify the existence of philosophical research method, only that it is not defined and imposed
in a rigid manner because philosophy promotes individual critical thinking and autonomy, and frowns at
conformity and indoctrination.
A learning style is student’s consistent way of responding to and using stimuli in the context of learning.
David A. Kolb, Harvard Professor of Organizational Behavior, put forward the mode of “experiential learning cycle”
Descartes Epistemology
Research Philosophy: Epistemology
Epistemology Paper
Epistemology Vs. Theory Of Knowledge
Literature Review On Epistemology
Epistemic Issue
Essay on A Study of Epistemology
On Epistemology and Skepticism Essay
Personal Epistemology Essay
Epistemology
Epistemology In Business And Management
Examples Of Epistemology
Epistemology and Its Influences
Epistemology Paper
Personal Epistemology
Naturalized Epistemology Essays
Epistemology and Knowledge Essay
Epistemology And Belief Of Epistemology Essay
Third Mondays - Research Seminars - Philippa Levy - November 2008cilass.slideshare
Title: “I feel like a grown-up person”: first year undergraduates’ experiences of inquiry and research.
Professor Philippa Levy, Academic Director, CILASS, University of Sheffield.
How do students experience inquiry and research in their first undergraduate year? What role does this experience play in the construction and evolution of their identities and intellectual development as learners? What can we learn from their experiences to inform the development of inquiry-based approaches to educational practice? This seminar will explore these questions through a presentation of some of the findings of a longitudinal, qualitative study of undergraduate students’ experiences of inquiry as they progress through arts and social sciences degree programmes at the University of Sheffield.
Learning Styles and LearningSpaces Enhancing Experiential.docxsmile790243
Learning Styles and Learning
Spaces: Enhancing Experiential
Learning in Higher Education
ALICE Y. KOLB
Experience-Based Learning Systems
DAVID A. KOLB
Case Western Reserve University
Drawing on the foundational theories of John Dewey and Kurt Lewin, we examine recent
developments in theory and research on experiential learning and explore how this work
can enhance experiential learning in higher education. We introduce the concept of
learning space as a framework for understanding the interface between student learning
styles and the institutional learning environment. We illustrate the use of the learning
space framework in three case studies of longitudinal institutional development. Finally,
we present principles for the enhancement of experiential learning in higher education
and suggest how experiential learning can be applied throughout the educational
environment by institutional development programs, including longitudinal outcome
assessment, curriculum development, student development, and faculty development.
........................................................................................................................................................................
“(There is a) need of forming a theory of ex-
perience in order that education may be in-
telligently conducted upon the basis of
experience.”—John Dewey
“There is nothing so practical as a good theory.”
—Kurt Lewin
Recent efforts to improve higher education, includ-
ing reports from the National Research Council
(Bransford, Brown, & Cocking 2000), the American
Psychological Association (1997), and a number of
other scholars (Baxter-Magolda, 1999; Boyatzis, Co-
wen, & Kolb 1995; Keeton, Sheckley, & Griggs 2002;
King, 2003; Light, 2001; Mentkowski and Associates,
2000; Zull 2002) have focused on improving the
learning process in education through the applica-
tion of research from what has been called “the
new science of learning” (Branford, Brown, & Cock-
ing, 2000). One stream of this research is focused
on the concept of experiential learning. Experien-
tial learning is often misunderstood as a set of
tools and techniques to provide learners with ex-
periences from which they can learn. Others have
used the term to describe learning that is a mind-
less recording of experience. Yet experiential
learning is above all a philosophy of education
based on what Dewey (1938) called a “theory of
experience.” He argued that while traditional ed-
ucation had little need for theory since practice
was determined by tradition, the new experiential
approach to education needed a sound theory of
experience to guide its conduct. In this essay we
examine the theory of experiential learning (Kolb,
1984) and related research to explore how this
knowledge can be used to enhance learning in
higher education.
We begin with a brief summary of experiential
learning theory (ELT) and an overview of current
research based on the theory. This is followed by
the introduction of ...
Is There a Philosophical Research Method in Education?iosrjce
This work argued for the justification on the existence of philosophical research method in
education. Research as the investigative study of materials and sources to find facts as solution to a particular
problem for which it is done can only be valid when it is an activity, intellectual, tools-involved, purposeful and
has findings. Philosophers like Akinpelu, Dewey and Ross tilted towards the fact that philosophical research
method is in existence though not universal, that is why they even formulated steps as the method. By
philosophical method we simply mean way of doing things of philosophy, which research has one; and reasons
like scrutiny, peculiarity, Socratic method, Descartes’ skepticism, logic, correspondence and philosophers’
ways of research justify the existence of philosophical research method, only that it is not defined and imposed
in a rigid manner because philosophy promotes individual critical thinking and autonomy, and frowns at
conformity and indoctrination.
A learning style is student’s consistent way of responding to and using stimuli in the context of learning.
David A. Kolb, Harvard Professor of Organizational Behavior, put forward the mode of “experiential learning cycle”
This presentation looks at specific learning theories, the idea of learning theory in general, and develops a notion of "institutional learning" (and teaching) to explain why xMOOCs have become so popular and hold (at least some) promise.
Identity, Community, Responsibility and Bodies of Knowledge .docxlashandaotley
Identity, Community, Responsibility and Bodies of Knowledge
From “A New Agenda for Higher Education: Shaping a Life of the Mind for Practice.” 2008. William M.
Sullivan and Matthew S. Rosin. The Carnegie Foundation for the Advancement of Teaching.
For purposes of the ORGL seminars, you will be particularly interested in understanding the highlighted concepts
on page 94 of the following excerpt.
“The academy” refers to institutions of higher education.
INSTRUCTOR COMMENTS on Sullivan & Rosin… Chapter IV, pgs. 93 – 95.
Sullivan & Rosin describe four guiding principles that relate to how students learn:
I. Identity
II. Community
III. Responsibility
IV. Bodies of Knowledge
These elements also relate to the different approaches of the three ORGL seminars.
In ORGL 3000, emphasis is on the Self - or your personal identity – and how you learn.
Sullivan and Rosin define IDENTITY: Identity is “the reflective and formative…ways in which persons are
formed, through institutional and social engagement, as they participate in evolving traditions of
knowing” (Sullivan & Rosin Part I of IV, 2008, p. 94)
In ORGL 3050, we concentrate on Self in Context referring to those things around us which influence how our
identities develop and how we interact with others:
Self in Context relates to Sullivan and Rosin’s Parts II and III: COMMUNITY is “Participation
with others populates the imagination with models of what it means to engage the natural, social,
and contextual contexts of action.” RESPONSIBILITY—“the person lives up to her responsibility for
others and the values of the community… Only by keeping faith with the trust of others does the
professional achieve legitimacy and meaning.” (Sullivan & Rosin, 2008, p. 94)
In ORGL 4000, the focus is on how the Self Transforms, being able to appreciate multiple perspectives or bodies of
knowledge, being self-aware and being able to transform our behaviors.
In Sullivan and Rosen’s Part IV of IV, BODIES OF KNOWLEDGE are defined as — disciplinary (and
multidisciplinary) frameworks for ‘arguing and knowing.’ (Sullivan & Rosin, 2008, p. 94)
Sullivan & Rosin’s Practical Reasoning
The four principles above comprise the foundation of “practical reasoning,” proposed by Sullivan and Rosin. In their view
undergraduate education must move beyond "critical thinking" to the idea of "practical reasoning" integrating teaching
practices from the liberal arts—which develop students' ability to assume responsibility for their purposes and identity—
with those from professional education, which stress competence and practice.
Practical reasoning offers a repertoire of skills and habits of mind that can help adults figure out what to do when
navigating the challenges of contemporary adult life.
READ THE FOLLOWING PAGES 93-95 FROM SULLIVAN & ROSIN.
ORGL 3050. Fiddler & Marienau. Conceptual Frameworks for Reflection
Let’s look at ...
![Back to basics – the building blocks of inquiry ,[object Object],[object Object],[object Object]](https://image.slidesharecdn.com/basictheoryv2-100305044957-phpapp01/85/Basic-Theory-V2-1-320.jpg)
![Example of a concept and theory– the building blocks of inquiry ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)