Peter Jarvis' model of the learning process
•Download as PPT, PDF•
8 likes•10,747 views
The document discusses Jarvis's 1987 and 2006 theories on learning and the learning process. It lists different elements of the learning process, including the situation, experience, memorization, practice, experimentation, reasoning, reflection, and evaluation. The person may be reinforced but relatively unchanged through some elements like memorization, or changed and more experienced through other elements like reflection and evaluation.
Report
Share
Report
Share
Recommended
Jarvis learning process theory
This document discusses Jarvis's learning process theory and related models of experiential learning. It summarizes that Jarvis's model builds on Kolb's learning theory and incorporates how a person's biography and psychological history affect their experiences and learning. The model also includes experimenting with the environment, reflecting on practice as it occurs, and how familiar experiences may limit new learning over time. Finally, the document notes the role of educators is to facilitate critical reflection, challenge learners, and act as coaches, mentors, and evaluators in the learning process.
Focus groups - An introduction
1. A focus group is a form of qualitative research where a small group of people discuss their perceptions, opinions, beliefs and attitudes towards a topic.
2. The purposes of focus groups are to explore experiences, generate hypotheses, and reveal group dynamics.
3. Techniques used in focus groups include direct questioning, projective techniques, subgrouping, and confronting participants with stimuli.
Thematic analysis (qa) testing
This document outlines the process of thematic analysis for qualitative research methods. It discusses constructing categories from the data and naming themes. The criteria for categories is that they should be responsive to the research purpose, exhaustive, mutually exclusive, and sensitizing. The number of themes can depend, but preferably there should be five to six according to Cresswell. Different types of qualitative data analysis are described, including phenomenological, grounded theory, ethnographic, narrative, case studies, and content analysis. Guidance is provided on the specific processes for each type. The importance of focusing on the research question rather than getting lost in software is also emphasized.
Narrative research and case study
Narrative research and Case study are among the 5 approaches to Qualitative research. The key characteristics with an example is icluded in the slides.
Naturalistic research
Naturalistic research involves observing human behavior and interactions as they occur in natural real-world contexts, without manipulating the phenomenon of interest. It assumes phenomena should be studied in their natural context. Researchers observe and collect qualitative data using techniques like direct observation, interviews, and archival records. They must select research sites and participants purposively and gain access to settings in a role like participant-observer. Validity relies on triangulation while reliability is difficult given the subjective nature of naturalistic research. Findings are typically reported through narrative descriptions, quotes and examples.
Group dynamics
There are several key factors that contribute to effective groups and teams. Groups are classified based on how they are formed (planned or emergent) and their purpose (primary, secondary, task-oriented). Successful teams and groups have clearly defined goals, the right composition and skills among members, established norms, and foundations like trust, leadership, and decision-making. The stages of group development include forming, storming, norming, performing, and adjourning. Group dynamics and performance are influenced by characteristics such as size, composition, cohesiveness, and norms.
Krumboltz HLT
The document summarizes the Happenstance Learning Theory (HLT), which proposes that both planned and unplanned life events influence career development. The theory identifies four main factors that shape career development: genetic influences, learning experiences, environmental conditions and events, and task approach skills. It describes how counselors can apply HLT to help clients recognize how unexpected situations have affected their lives and careers, reframing obstacles as opportunities. The goal is to facilitate lifelong learning and achievement through engagement with planned and unplanned events.
Experiential Learning
This document discusses experiential learning. It defines experiential learning as involving students in real experiences that are critically important, and learning through doing and reflecting. It discusses John Dewey's philosophy that experience is integral to education. It presents Kolb's model of the experiential learning cycle, including concrete experience, observation and reflection, formation of abstract concepts, and testing in new situations. It outlines conditions for successful experiential learning, including student participation, direct problem solving, and self-evaluation. Examples of experiential learning approaches are also provided.
Recommended
Jarvis learning process theory
This document discusses Jarvis's learning process theory and related models of experiential learning. It summarizes that Jarvis's model builds on Kolb's learning theory and incorporates how a person's biography and psychological history affect their experiences and learning. The model also includes experimenting with the environment, reflecting on practice as it occurs, and how familiar experiences may limit new learning over time. Finally, the document notes the role of educators is to facilitate critical reflection, challenge learners, and act as coaches, mentors, and evaluators in the learning process.
Focus groups - An introduction
1. A focus group is a form of qualitative research where a small group of people discuss their perceptions, opinions, beliefs and attitudes towards a topic.
2. The purposes of focus groups are to explore experiences, generate hypotheses, and reveal group dynamics.
3. Techniques used in focus groups include direct questioning, projective techniques, subgrouping, and confronting participants with stimuli.
Thematic analysis (qa) testing
This document outlines the process of thematic analysis for qualitative research methods. It discusses constructing categories from the data and naming themes. The criteria for categories is that they should be responsive to the research purpose, exhaustive, mutually exclusive, and sensitizing. The number of themes can depend, but preferably there should be five to six according to Cresswell. Different types of qualitative data analysis are described, including phenomenological, grounded theory, ethnographic, narrative, case studies, and content analysis. Guidance is provided on the specific processes for each type. The importance of focusing on the research question rather than getting lost in software is also emphasized.
Narrative research and case study
Narrative research and Case study are among the 5 approaches to Qualitative research. The key characteristics with an example is icluded in the slides.
Naturalistic research
Naturalistic research involves observing human behavior and interactions as they occur in natural real-world contexts, without manipulating the phenomenon of interest. It assumes phenomena should be studied in their natural context. Researchers observe and collect qualitative data using techniques like direct observation, interviews, and archival records. They must select research sites and participants purposively and gain access to settings in a role like participant-observer. Validity relies on triangulation while reliability is difficult given the subjective nature of naturalistic research. Findings are typically reported through narrative descriptions, quotes and examples.
Group dynamics
There are several key factors that contribute to effective groups and teams. Groups are classified based on how they are formed (planned or emergent) and their purpose (primary, secondary, task-oriented). Successful teams and groups have clearly defined goals, the right composition and skills among members, established norms, and foundations like trust, leadership, and decision-making. The stages of group development include forming, storming, norming, performing, and adjourning. Group dynamics and performance are influenced by characteristics such as size, composition, cohesiveness, and norms.
Krumboltz HLT
The document summarizes the Happenstance Learning Theory (HLT), which proposes that both planned and unplanned life events influence career development. The theory identifies four main factors that shape career development: genetic influences, learning experiences, environmental conditions and events, and task approach skills. It describes how counselors can apply HLT to help clients recognize how unexpected situations have affected their lives and careers, reframing obstacles as opportunities. The goal is to facilitate lifelong learning and achievement through engagement with planned and unplanned events.
Experiential Learning
This document discusses experiential learning. It defines experiential learning as involving students in real experiences that are critically important, and learning through doing and reflecting. It discusses John Dewey's philosophy that experience is integral to education. It presents Kolb's model of the experiential learning cycle, including concrete experience, observation and reflection, formation of abstract concepts, and testing in new situations. It outlines conditions for successful experiential learning, including student participation, direct problem solving, and self-evaluation. Examples of experiential learning approaches are also provided.
ABA BASIC CONCEPT
This document provides an overview of the topics that will be covered in an Applied Behavior Analysis course. The course will take place on Wednesdays from 3:00-5:00 pm over 8 weeks. Each week will focus on a different ABA topic, and students are encouraged to implement strategies from each week's lecture into a project with a child. The instructor has experience as a special education teacher and principal. Basic ABA concepts that will be covered include operant conditioning, reinforcement, and punishment.
Cooperative Learning a Beginning
This document defines cooperative learning and distinguishes it from traditional group work. Cooperative learning involves students working in small, heterogeneous groups to achieve a common goal. It maximizes learning through positive interdependence, individual accountability, equal participation, and simultaneous interaction (PIES). While group work may not engage all students or ensure mastery, cooperative learning structures engagement and ensures individual accountability. The document outlines key concepts for implementing cooperative learning, including forming teams, developing social skills, using specific structures, and establishing classroom management strategies.
Major assessment1media webbt
Kolb's theory of experiential learning posits that learning is a process that involves creating knowledge through the transformation of experiences. It involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Experience plays a central role in learning as knowledge is continuously created and recreated through transforming experiences. Kolb's theory aligns with adult development as experience is the source of both learning and development for adults. Experiential learning can be applied to teaching by incorporating experiences that engage students personally and allow for reflection and discussion to optimize the learning process.
Thematic analysis: Observational Data
I gave this talk for staff and students at STMIK Indonesia on 2 Jan 2021.
I shared me experience as a qualitative researcher who often uses observation as my data collection methods. Tools that I often use for observation are diaries and social media. I use diaries to help me and my students understand user behaviour and activities with technology. We recently use social media as my observational tool to help us understand user social behaviour on social media. We then analysed these observational data using thematic analysis.
Reflective learning
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
Structured Learning Activities
This document describes 15 techniques for group learning processes: action lists, brainstorming, concept walk, fast-write, forced-choice stickers, gallery walk, helping trios, jigsaw, K-W-L, museum tour, questions with post-it notes, think-pair-share, three-step interview, three-two-one, and TILT. Each technique is defined in 1-3 sentences and the goal and process are outlined in 1-3 bullet points.
Data collection in qualitative research focus groups october 2015
Focus groups are a qualitative research method useful for exploring shared experiences in a group setting. They involve 4-12 participants discussing a topic while being facilitated and recorded. Focus groups allow ideas to develop through group interaction and provide an environment to explore attitudes, feelings, and perceptions on a topic. The facilitator must structure the questions, manage dynamics, and probe for both a range and depth of perspectives from participants.
Learning styles
This document discusses learning styles and their importance in education. It identifies three primary learning styles: visual, auditory, and kinesthetic. Visual learners learn through seeing, auditory learners through listening, and kinesthetic learners through moving, doing, and touching. Taking learning styles into account impacts student motivation, learning responsibility, and social justice. It is important for teaching practices to incorporate activities suited to different styles, like using graphs and diagrams for visual learners or debates and discussions for auditory learners. Teachers can evaluate student learning styles through various assessments and tailor their instruction accordingly.
Sampling in qualitative research
This document discusses various sampling strategies used in qualitative research including:
1) Purposeful sampling is used to select information-rich cases to answer research questions, such as extreme or typical cases.
2) Specific purposeful sampling strategies are described like maximum variation which selects cases from different conditions, and homogeneous groups which provides an in-depth look at a subgroup.
3) Other strategies discussed include snowball sampling which asks participants who else to interview, criterion sampling which uses predetermined criteria, and opportunistic sampling which makes on-the-spot decisions in the field.
Week 5 Humanistic
The document discusses humanistic theories of art education proposed by Abraham Maslow and Carl Rogers. Maslow believed that individuals have hierarchical needs that must be met, from basic physiological needs to self-actualization. Rogers agreed and added that for growth to occur, one needs an environment providing genuineness, acceptance, and empathy. Both theorists saw focusing on the self and fulfilling potential as central to humanistic education.
Experiential Learning
This document discusses experiential learning. It defines experiential learning as learning through experiences by doing an activity, reflecting on it, conceptualizing what was learned, and applying it going forward. The document provides examples of the experiential learning cycle and cites research showing people retain information best through experiential learning like saying and doing an activity. It notes advantages like mistakes become valuable lessons and accelerated learning. It suggests implementing experiential learning by reflecting on what could be done differently next time and using what was learned in similar future situations.
Narrative Research
Narrative research inquiry relies on individuals' spoken or written words to tell their stories and describe their lived experiences. This qualitative approach emphasizes learning about people's lives through their stories and the meanings they derive from experiences. Narrative research uses methods like interviews, journals, autobiographies, and other documents to collect stories and develop an understanding of individuals' perspectives. Analysis considers both the content of the narratives and how meaning is constructed through language.
Case study method
This document discusses the case study research method. It defines case study as an in-depth investigation of a social unit or event that provides deep insights. The document outlines various types of case studies including individual, community, and organizational. It also discusses characteristics such as being descriptive and process-oriented. The document reviews definitions from several scholars and describes techniques used in case studies like observation, interviews, documents and records. It outlines advantages like developing an in-depth understanding and hypotheses, and disadvantages such as lack of generalization and being time-consuming.
Thematic analysis in qualitative research Explained with Example
https://youtu.be/QNP4KkNFzu4
Thematic analysis is a technique of data analysis while conducting a qualitative study. Thematic analysis is the most recognized, adapted, and used approach to analyze qualitative data.
This video is made as per the illustrations and procedures explained in the Braun and Clarke (2006) research article on Thematic Analysis.
Have you just conducted a qualitative study involving:
Interviews
Focus Groups
Observations
Document or artifact analysis
Journal notes or reflections?
How to use this type of data?
Just as there are numerous statistical tests to run for quantitative data, there are just as many options for qualitative data analysis.
THEMATIC APPROACH
Most common forms of analysis in qualitative research. It emphasizes Pinpointing, Examining, Recording
Patterns (or "themes") within data.
Themes are patterns across data sets that are important to the description of a phenomenon and are associated to a specific research question.
Themes become categories for analysis
6 Phases of Coding
(Thematic Analysis)
1-Familiarization with data
2-Generating initial codes
3-Searching for themes among codes
4-Reviewing themes
5-Defining and naming themes
6-Producing the final report
Behavioral intervention strategies
This document discusses behavioral intervention strategies for managing student behavior in the classroom, including positive reinforcement, redirection, calming techniques, social skills instruction, and self-talk. Some key points covered are:
- Behavioral interventions have measurable outcomes and aim to enable student control over their behavior rather than control students.
- Positive reinforcement increases appropriate behavior by presenting desirable stimuli after good behavior is displayed.
- Redirection and calming techniques involve watching for signs of student frustration and using de-escalation strategies to redirect and calm students.
- Social skills instruction can improve relationships, clarify expectations, and reduce problems by teaching replacement behaviors.
Causal Comparative Research / Ex- Post Facto
Causal Comparative Research At least two different groups are compared on a dependent variable or measure of performance (called the “effect”) because the independent variable (called the “cause”) has already occurred or cannot be manipulated. Dependent variable-the change or difference occurring as a result of the independent variable. Independent variable- an activity of characteristic believed to make a difference with respect to some behavior.
Quantitative data collection
This document discusses quantitative data collection methods in research. It defines a sample as the group studied, population as the overall group, and notes a sample should be representative. It also outlines probability sampling methods like random and stratified sampling and non-probability methods like quota and convenience sampling. Finally, it lists common quantitative data collection techniques like questionnaires, experiments, and online surveys and provides a reference for further information.
Narrative research
This document provides an overview of narrative research. It begins by defining narrative research as a study of individuals' life experiences told through stories collected from the individual. There are various types of narrative designs that can be used depending on who provides the story, how much of the individual's life is covered, and whether a theoretical lens is applied. Key characteristics of narrative designs include a focus on individual experiences, collecting stories, identifying themes, and collaborating with participants. The document concludes by outlining the steps to conducting narrative research, which include identifying a phenomenon to study, collecting an individual's story, analyzing and retelling the story, collaborating with the participant, and writing a narrative report.
Ch03 Ethics and Criminal Justice Research
Maxfield, Michael G. & Babbie, Earl R. (2011). Research Methods for Criminal Justice and Criminology, 6th Edition. Belmont, CA: Wadsworth Publishing.
In depth interview.1
An in-depth interview is a one-on-one qualitative data collection method where the interviewer asks open-ended questions to elicit detailed personal accounts, experiences and views from the respondent on a research topic. It can be unstructured, with no predetermined questions, or semi-structured with a list of themes and tentative probing questions. The interviewer controls the direction of discussion to some extent in a semi-structured format. A focus group is a group interview with 6-12 individuals who discuss and share their views on a topic, allowing respondents to build on each other's responses. Both methods provide similar qualitative data but a focus group allows access to more respondents at once.
Jarvis' model of adult learning
The document describes Peter Jarvis' model of adult learning from 1987 and 2006. The model shows the learning process as a cycle with 9 steps: 1) a situation arises, 2) a person has an experience, 3) the experience reinforces existing understanding or leads to 4) memorization, 5) reasoning/reflection, 6) practice/experimentation, 7) a changed understanding for the person, 8) evaluation of the new understanding, and then back to 1) a new situation.
Jarvis
jarvis is a concept to easy life. it is future. it's just a life assistant which makes life easier.it is technically a smart speech recognition system.
it is use by the tony stark in iron man movies
inspired by iron man......:P
More Related Content
What's hot
ABA BASIC CONCEPT
This document provides an overview of the topics that will be covered in an Applied Behavior Analysis course. The course will take place on Wednesdays from 3:00-5:00 pm over 8 weeks. Each week will focus on a different ABA topic, and students are encouraged to implement strategies from each week's lecture into a project with a child. The instructor has experience as a special education teacher and principal. Basic ABA concepts that will be covered include operant conditioning, reinforcement, and punishment.
Cooperative Learning a Beginning
This document defines cooperative learning and distinguishes it from traditional group work. Cooperative learning involves students working in small, heterogeneous groups to achieve a common goal. It maximizes learning through positive interdependence, individual accountability, equal participation, and simultaneous interaction (PIES). While group work may not engage all students or ensure mastery, cooperative learning structures engagement and ensures individual accountability. The document outlines key concepts for implementing cooperative learning, including forming teams, developing social skills, using specific structures, and establishing classroom management strategies.
Major assessment1media webbt
Kolb's theory of experiential learning posits that learning is a process that involves creating knowledge through the transformation of experiences. It involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Experience plays a central role in learning as knowledge is continuously created and recreated through transforming experiences. Kolb's theory aligns with adult development as experience is the source of both learning and development for adults. Experiential learning can be applied to teaching by incorporating experiences that engage students personally and allow for reflection and discussion to optimize the learning process.
Thematic analysis: Observational Data
I gave this talk for staff and students at STMIK Indonesia on 2 Jan 2021.
I shared me experience as a qualitative researcher who often uses observation as my data collection methods. Tools that I often use for observation are diaries and social media. I use diaries to help me and my students understand user behaviour and activities with technology. We recently use social media as my observational tool to help us understand user social behaviour on social media. We then analysed these observational data using thematic analysis.
Reflective learning
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
Structured Learning Activities
This document describes 15 techniques for group learning processes: action lists, brainstorming, concept walk, fast-write, forced-choice stickers, gallery walk, helping trios, jigsaw, K-W-L, museum tour, questions with post-it notes, think-pair-share, three-step interview, three-two-one, and TILT. Each technique is defined in 1-3 sentences and the goal and process are outlined in 1-3 bullet points.
Data collection in qualitative research focus groups october 2015
Focus groups are a qualitative research method useful for exploring shared experiences in a group setting. They involve 4-12 participants discussing a topic while being facilitated and recorded. Focus groups allow ideas to develop through group interaction and provide an environment to explore attitudes, feelings, and perceptions on a topic. The facilitator must structure the questions, manage dynamics, and probe for both a range and depth of perspectives from participants.
Learning styles
This document discusses learning styles and their importance in education. It identifies three primary learning styles: visual, auditory, and kinesthetic. Visual learners learn through seeing, auditory learners through listening, and kinesthetic learners through moving, doing, and touching. Taking learning styles into account impacts student motivation, learning responsibility, and social justice. It is important for teaching practices to incorporate activities suited to different styles, like using graphs and diagrams for visual learners or debates and discussions for auditory learners. Teachers can evaluate student learning styles through various assessments and tailor their instruction accordingly.
Sampling in qualitative research
This document discusses various sampling strategies used in qualitative research including:
1) Purposeful sampling is used to select information-rich cases to answer research questions, such as extreme or typical cases.
2) Specific purposeful sampling strategies are described like maximum variation which selects cases from different conditions, and homogeneous groups which provides an in-depth look at a subgroup.
3) Other strategies discussed include snowball sampling which asks participants who else to interview, criterion sampling which uses predetermined criteria, and opportunistic sampling which makes on-the-spot decisions in the field.
Week 5 Humanistic
The document discusses humanistic theories of art education proposed by Abraham Maslow and Carl Rogers. Maslow believed that individuals have hierarchical needs that must be met, from basic physiological needs to self-actualization. Rogers agreed and added that for growth to occur, one needs an environment providing genuineness, acceptance, and empathy. Both theorists saw focusing on the self and fulfilling potential as central to humanistic education.
Experiential Learning
This document discusses experiential learning. It defines experiential learning as learning through experiences by doing an activity, reflecting on it, conceptualizing what was learned, and applying it going forward. The document provides examples of the experiential learning cycle and cites research showing people retain information best through experiential learning like saying and doing an activity. It notes advantages like mistakes become valuable lessons and accelerated learning. It suggests implementing experiential learning by reflecting on what could be done differently next time and using what was learned in similar future situations.
Narrative Research
Narrative research inquiry relies on individuals' spoken or written words to tell their stories and describe their lived experiences. This qualitative approach emphasizes learning about people's lives through their stories and the meanings they derive from experiences. Narrative research uses methods like interviews, journals, autobiographies, and other documents to collect stories and develop an understanding of individuals' perspectives. Analysis considers both the content of the narratives and how meaning is constructed through language.
Case study method
This document discusses the case study research method. It defines case study as an in-depth investigation of a social unit or event that provides deep insights. The document outlines various types of case studies including individual, community, and organizational. It also discusses characteristics such as being descriptive and process-oriented. The document reviews definitions from several scholars and describes techniques used in case studies like observation, interviews, documents and records. It outlines advantages like developing an in-depth understanding and hypotheses, and disadvantages such as lack of generalization and being time-consuming.
Thematic analysis in qualitative research Explained with Example
https://youtu.be/QNP4KkNFzu4
Thematic analysis is a technique of data analysis while conducting a qualitative study. Thematic analysis is the most recognized, adapted, and used approach to analyze qualitative data.
This video is made as per the illustrations and procedures explained in the Braun and Clarke (2006) research article on Thematic Analysis.
Have you just conducted a qualitative study involving:
Interviews
Focus Groups
Observations
Document or artifact analysis
Journal notes or reflections?
How to use this type of data?
Just as there are numerous statistical tests to run for quantitative data, there are just as many options for qualitative data analysis.
THEMATIC APPROACH
Most common forms of analysis in qualitative research. It emphasizes Pinpointing, Examining, Recording
Patterns (or "themes") within data.
Themes are patterns across data sets that are important to the description of a phenomenon and are associated to a specific research question.
Themes become categories for analysis
6 Phases of Coding
(Thematic Analysis)
1-Familiarization with data
2-Generating initial codes
3-Searching for themes among codes
4-Reviewing themes
5-Defining and naming themes
6-Producing the final report
Behavioral intervention strategies
This document discusses behavioral intervention strategies for managing student behavior in the classroom, including positive reinforcement, redirection, calming techniques, social skills instruction, and self-talk. Some key points covered are:
- Behavioral interventions have measurable outcomes and aim to enable student control over their behavior rather than control students.
- Positive reinforcement increases appropriate behavior by presenting desirable stimuli after good behavior is displayed.
- Redirection and calming techniques involve watching for signs of student frustration and using de-escalation strategies to redirect and calm students.
- Social skills instruction can improve relationships, clarify expectations, and reduce problems by teaching replacement behaviors.
Causal Comparative Research / Ex- Post Facto
Causal Comparative Research At least two different groups are compared on a dependent variable or measure of performance (called the “effect”) because the independent variable (called the “cause”) has already occurred or cannot be manipulated. Dependent variable-the change or difference occurring as a result of the independent variable. Independent variable- an activity of characteristic believed to make a difference with respect to some behavior.
Quantitative data collection
This document discusses quantitative data collection methods in research. It defines a sample as the group studied, population as the overall group, and notes a sample should be representative. It also outlines probability sampling methods like random and stratified sampling and non-probability methods like quota and convenience sampling. Finally, it lists common quantitative data collection techniques like questionnaires, experiments, and online surveys and provides a reference for further information.
Narrative research
This document provides an overview of narrative research. It begins by defining narrative research as a study of individuals' life experiences told through stories collected from the individual. There are various types of narrative designs that can be used depending on who provides the story, how much of the individual's life is covered, and whether a theoretical lens is applied. Key characteristics of narrative designs include a focus on individual experiences, collecting stories, identifying themes, and collaborating with participants. The document concludes by outlining the steps to conducting narrative research, which include identifying a phenomenon to study, collecting an individual's story, analyzing and retelling the story, collaborating with the participant, and writing a narrative report.
Ch03 Ethics and Criminal Justice Research
Maxfield, Michael G. & Babbie, Earl R. (2011). Research Methods for Criminal Justice and Criminology, 6th Edition. Belmont, CA: Wadsworth Publishing.
In depth interview.1
An in-depth interview is a one-on-one qualitative data collection method where the interviewer asks open-ended questions to elicit detailed personal accounts, experiences and views from the respondent on a research topic. It can be unstructured, with no predetermined questions, or semi-structured with a list of themes and tentative probing questions. The interviewer controls the direction of discussion to some extent in a semi-structured format. A focus group is a group interview with 6-12 individuals who discuss and share their views on a topic, allowing respondents to build on each other's responses. Both methods provide similar qualitative data but a focus group allows access to more respondents at once.
What's hot (20)
Data collection in qualitative research focus groups october 2015
Data collection in qualitative research focus groups october 2015
Thematic analysis in qualitative research Explained with Example
Thematic analysis in qualitative research Explained with Example
Viewers also liked
Jarvis' model of adult learning
The document describes Peter Jarvis' model of adult learning from 1987 and 2006. The model shows the learning process as a cycle with 9 steps: 1) a situation arises, 2) a person has an experience, 3) the experience reinforces existing understanding or leads to 4) memorization, 5) reasoning/reflection, 6) practice/experimentation, 7) a changed understanding for the person, 8) evaluation of the new understanding, and then back to 1) a new situation.
Jarvis
jarvis is a concept to easy life. it is future. it's just a life assistant which makes life easier.it is technically a smart speech recognition system.
it is use by the tony stark in iron man movies
inspired by iron man......:P
Peter jarvis burnse
The document discusses Peter Jarvis's Learning Process Theory, which views learning as a combination of processes involving a person's whole life experiences. Jarvis built on Kolb's Experiential Learning Theory, seeing learning as starting with a life situation that causes internal conflict resolved through reflection. Jarvis's three stage model moves from non-learning to non-reflective to reflective learning, where a person changes as a result of making sense of the experience. The theory emphasizes that adult learning is lifelong and involves the whole person.
Where's Jarvis? The future of Voice Recognition and Natural Language User Int...
Siri, Cortana, Alexa - voice recognition is going mainstream. What does this technology mean for your business? How does speech fit with the internet of things, with virtual agents, or in the enterprise space? Crispin Reedy, a voice interaction designer with over 10 years of experience, and the president of the Association for Voice Interaction Design, will review the current state of speech recognition and natural language technologies, discuss how they fit in the emerging landscape of distributed devices, and discuss techniques and methods to evaluate these interfaces.
Handoutfor artifact
1. The document discusses David Jarvis's learning process theory and how it compares to Kolb's experiential learning theory.
2. Jarvis's theory viewed experiential learning differently than prior theories and differed from Kolb's theory in its conceptualization of learning processes.
3. The document lists implications of Jarvis's theory for teaching and learning and provides resources for further understanding his perspective.
Navigating the Changing World of Adult Learning
Not Your Grandma’s Oldsmobile: Navigating the Changing World of Adult Learning
The adult learner is becoming more paradoxical. He/she is becoming more technologically dependent, yet more ubiquitous, searching for equilibrium, yet looking for applicative answers to real world questions, attending courses with the intention of learning, yet desperately in need of being inspired. The world of learning theory has been addressing these issues, but bringing it altogether is the difficult part. So how does one create a learning environment for the 21st century ubiquitous, technology savvy learner who is desperate to be inspire and inspire others? Instructional Design Scholar, author and award winning educator, T M “Tim” Stafford will help unwrap this learning “trilemma” and help create an understanding of the evolution of learning, an understanding of epistemology and how to move towards transformative practice. This fun and engaging time together will inspire you to embrace the shifts in paradigm for the new breed of learner and a new level of instructional design.
1000 word reflective essay corp1518
This document discusses the benefits of experiential learning, team building, and group exercises for developing employability skills. It states that experiential learning involves learning from experiences and allows people to learn how to react in different situations. Team building improves commitment between employees and companies by allowing people to work towards shared goals. Group exercises help improve communication skills through discussions and interactions with others. Overall, experiential learning, teamwork, and group activities help people learn to accomplish goals, understand different perspectives, and improve skills relevant for the workplace.
From Zero to e-Learning in 90 days
Framework Housing's Aisla Nicholls talks to Learning Pool Live delegates about going from Zero to E-Learning in 90 days.
e-Learning Planning Framework review process
This document outlines the eLPF (effective Learning-focused Partnership Framework) review process for schools. The process involves:
1) Determining what is most important to examine based on student progress, school values, and achievement of priority groups.
2) Gathering evidence from strategic plans, professional development, appraisals, and classroom practices.
3) Identifying the school's current phase within different dimensions and what progress will look like to move to the next phase.
4) Developing short and long term action plans with goals, roles, and support for staff.
5) Taking action such as introducing new technologies, upgrading equipment, and exploring best practices of other schools.
6) Review
Blended By Design: Student Readiness, Student Crisis Points, and Student Teams
This document discusses strategies for preparing students for success in blended courses, including assessing student readiness, identifying potential crisis points, and utilizing student teams. It provides examples of readiness assessments and recommends determining if students are prepared for the course format or if additional support is needed first. Potential crisis points like technical issues are identified, and addressing student technological and learning needs is advised. The benefits of student teams, such as promoting accountability and idea exchange, are outlined. Strategies like assigning roles and using team contracts are presented.
Part 3 personal learning framework basics by richard close
Draft of Lesson 3
from the Course “Global Learning Framework” by Richard C. Close
For more information http://globallearningframework.ning.com
email: rclose@richardclose.info
Global Learning Framework is a trademark and copyright of Richard C Close All rights reserved
Learning process
This document defines learning and discusses several theories of learning. It begins by defining learning as a change in behavior through experience or practice that results in the acquisition of knowledge or skills. Several learning theories are then outlined, including behaviorism, cognitivism, social learning theory, social constructivism, and multiple intelligences theory. Behaviorism focuses on observable behaviors while cognitivism examines mental processes. Social learning theory and social constructivism emphasize social and contextual factors. Multiple intelligences theory proposes eight types of intelligence. Principles, classroom applications, and references are provided for each theory.
Mini Jarvis Final Presentation
Mini Jarvis is a proof-of-concept application that performs object and facial recognition using Google Glass. It uses OpenCV for computer vision tasks like detection and color extraction. A RESTful web service built with Apache Tomcat and Eclipse is used to process requests from Glass. The service uses Google's Custom Search API to return search results based on the detected color and name. Some challenges faced include long training times, accuracy of detection and color extraction, device overheating, and latency. Future work aims to improve accuracy, optimize response time, and add more recognition capabilities.
Burns ppt--jarvis
Peter Jarvis developed the Learning Process Theory to explain how adults learn through life experiences. The theory has three stages - non-learning, non-reflective learning, and reflective learning. It is influenced by Kolb's Experiential Learning Theory and sees learning starting with a life situation that causes internal reflection and changes how the adult views themselves and the world. According to Jarvis, adult educators should help learners make sense of their experiences and link lessons to their lives.
Time Management Workshop
The document describes a time management workshop presented by a student success and tutoring center. It includes surveys to assess participants' time management habits. The workshop covers creating goals and prioritizing tasks, avoiding procrastination, managing interruptions, scheduling activities, and dealing with stress. Attendees are encouraged to set personal goals, use tools like activity logs and urgent/important matrices to prioritize tasks, and establish regular study times to reform procrastination habits. Effective time management and stress reduction techniques like taking breaks are presented to help students become better organized and less anxious.
The Learning Process
It is important to realize there is not simply one way to learn. We can all benefit from understanding the learning process fully. Once you do, you'll be better equipped to study and learn using methods that employ four primary areas:
Reflective Learning (Listen, Read, Observe, Take Notes, Collect Data and Review It All and Ask Yourself Questions)
Abstract Learning (Analyze and Understand the Information and Identify Trends or Theories That Exist Within the Information)
Active Learning (Discuss Ideas with Others, Apply Ideas, Hands-on Activities)
Concrete Learning (Step-by-Step Implementation and Evaluate the Results)
View the presentation for further explanations!
Vlsm exercises solutions
File ini berisi latihan-latihan dalam mengatasi subneting dengan menggunakan VLSM. Solusi yang diberikan memang cukup sulit untuk difahami. Walaupun demikian, tak lepas untuk kita mempelajarinya.
Teaching theories
The document discusses several theories of teaching including formal, descriptive, normative, meutic, communication, moulding, mutual inquiry, cognitive, and general theories of teaching. It also covers instructional theories like Gagne's hierarchical theory of instruction and Atkinson's decision-theoretic analysis. Key aspects of theories like Bruner's cognitive developmental theory are outlined. The document provides an overview of different variables and components involved in theories of teaching and learning.
The learning process
This document discusses learning strategies and how to encourage learner independence. It defines learning strategies as specific actions that make learning easier and more effective. Direct strategies like memorizing and indirect strategies like self-evaluation are explained. The document also provides examples of cognitive, interpersonal, linguistic, affective, and creative learning strategies. To encourage learner independence, the document recommends setting goals, self-assessment, and giving learners choices in their learning process.
Teaching theories
The document discusses various theories of teaching including formal, descriptive, normative, meutic, communication, moulding, mutual inquiry, cognitive, and general theories of teaching. It also discusses Gagne's hierarchical theory of instruction, Atkinson's decision theoretic analysis, and Bruner's cognitive developmental theory of instruction. Key variables in teaching theories are identified as the teacher, students, learning objectives, and learning theories. The purpose of teaching theories is to explain and predict teaching methods and evaluate their effectiveness.
Viewers also liked (20)
Where's Jarvis? The future of Voice Recognition and Natural Language User Int...
Where's Jarvis? The future of Voice Recognition and Natural Language User Int...
Blended By Design: Student Readiness, Student Crisis Points, and Student Teams
Blended By Design: Student Readiness, Student Crisis Points, and Student Teams
Part 3 personal learning framework basics by richard close
Part 3 personal learning framework basics by richard close
More from James Atherton
Assessment re-capitulated and questioned
This document discusses various topics relating to assessment in education. It addresses the central role of assessment in framing student learning and defining the curriculum. Different types of assessment are examined, including formative and summative assessment. Considerations for effective assessment are also outlined, such as validity, reliability, fairness and security. The document references theories from various scholars and considers issues like norm-referenced versus criterion-referenced assessment.
Emotions 15
This document discusses various theories and concepts related to emotions in teaching and learning. It covers Plutchik's Wheel of Emotions, optimal stress and arousal levels, reversal theory, Herzberg's motivational and hygiene factors, Maslow's hierarchy of needs, learning curves, grit, mindset theory, emotions inherent in the learning process, and how learning can involve loss of old knowledge and confidence before gaining new understanding. The theories presented provide frameworks for understanding emotional aspects of education.
Groups 10 for web
A guest session at a partner college. Annotations and links added. Not comprehensive and jumps around a bit following the in-class discussion.
What are learning theories good for?
Slides accompanying a live webinar (with some screenshots of interaction) from an introductory course on teaching in higher education.
Mentor training presentation for PCE programme, 2013
This document outlines the mentor training for a PGCE/Certificate in Education program. It discusses:
1. The course is based on a spiral curriculum that revisits material in greater detail over multiple terms.
2. Professional practice units involve a learning contract, minimum of 50 hours teaching, 4 observations (2 by tutors and 2 by mentors), 10 hours of reflective evaluation, and a reflective journal.
3. Observations are formative and use a standard form to provide feedback on 10 areas of teaching practice. Mentors observe trainees twice per year.
The purpose of mentoring is to help trainees improve by discussing their work in a supportive way, focusing on their goals and experience in teaching
Problematising Assessment
A discussion of some issues inherent in the practice of assessment in education; assessment drift and Type 1/Type 2 errors
Aspects of curriculum
The document discusses aspects of curriculum design using several models. It introduces Biggs' 3Ps model, which describes the teaching-learning situation as having three stages: presage, process, and product. It then discusses an input-output model of educational systems, noting that in open systems not all components can be fixed. The document concludes by noting that if you want to put students through a standard course but have them come out with capabilities at a set level, you cannot fix all three components of input, process, and output.
Study Day 10.11.12 Evaluation
1) A survey was conducted of 128 PGCE/Cert Ed students who attended the Year 2 First Study Day on November 10th, 2012 at the University of Bedfordshire to evaluate various aspects of the day.
2) Responses showed mixed reactions to the keynote speaker and question time exercise, with many feeling the speaker avoided questions and it was too political, while the ICT session was overwhelmingly praised as very useful and inspiring.
3) Feedback on the interest group work was generally positive, though some felt it lacked relevance or they did not have time to participate, and responses were varied on whether the timing was appropriate.
Mentors 2012
A briefing presentation for mentor training for a teacher education programme in post-compulsory education.
Sd 1 evaluation 061012
This document provides a summary of evaluation responses from the first study day of a PGCE/Cert Ed program. Key findings include:
- Most respondents felt they knew what to expect from the day and found it to be enjoyable overall.
- Sessions on registration, the library induction, technology for learning and teaching, and a talk by Sue Cowley were well received.
- The interest group task and time allocated for interest groups could be improved, with some finding not all subjects were catered to and time was too short.
- Many respondents indicated they left Sue Cowley's session feeling stimulated and with ideas they could use.
Liminality as liability
A short paper given at the 4th Theshold Concepts conference in Dublin, 28-29 June 2012.
It discusses how the system of vocational education in particular militates against permitting liminality and hence by extension the teaching of threshold ideas.
Study Day Evaluation 24 March 2012
The document summarizes evaluation responses from a Study Day event in 2012 for PGCE/Cert Ed students at the University of Bedfordshire. Over 140 students responded to questions about the usefulness of the topic for the day, the stimulating nature of a session speaker, and whether students found takeaways from their interest group discussions and shared resources that could be used going forward. The full written responses are available upon request as they could not be conveniently reported in the format presented.
Submission plan 10
The document outlines steps for preparing a submission for Unit 2 in March 2012, beginning with telling the story of one's practice based on critical incidents. It instructs to provide necessary background context, examine choices made regarding methods and why, and whether those choices proved good. It recommends reviewing literature to see how other ideas and research can inform practice, and writing multiple versions incorporating explanations, literature, and ensuring outcomes are addressed.
Evaluations 030312
This document summarizes evaluations from a study day for a PGCE/Cert Ed program. Based on 53 responses, which likely represent only 25% of attendees, feedback was mixed. For Professor Ecclestone's session on disempowerment of teachers, some found it interesting but not useful, while others enjoyed the question and answer portion. Feedback on the interest groups was that discussions were useful but sometimes wandered off topic. The session on progression, CPD and QTLS was described as confusing and not focused enough. The technology-enhanced learning session was seen as rushed by some, while others found it always interesting to share resources. A few respondents thought the entire day was a waste of time.
Interest group posters_030312
The document provides instructions for interest groups following a lecture on assessing fragile learners. Attendees are asked to discuss the lecturer's analysis, identify three ways to develop practice to address challenges, and list ideas on a flip-chart to be shared and used as a resource. The document also lists various interest group topics.
Notes on "Intelligence"
The document discusses the concept of intelligence and how it has been defined and measured. It covers topics like the development of IQ tests by researchers like Binet and Wechsler to quantify intelligence. It also discusses debates around the existence of general intelligence ("g factor") versus theories of multiple intelligences. Testing of intelligence incorporates areas like verbal reasoning, quantitative reasoning, abstract thinking, and memory.
Basic introduction to using presentations to support teaching
The document provides guidance on using presentation packages to support teaching. It discusses using slides to help students follow lengthy lectures and highlights some key issues to consider, such as using bullet points sparingly, keeping slides simple with few words, and ensuring slides complement rather than just repeat the spoken content. The focus is on designing slides that enhance learning rather than attracting undue attention to themselves.
Threshold Concepts and Professional Formation
Annotated version of presentation at University of Lincoln, November 2011. References can be found at www.doceo.co.uk/lincoln/
Swot reports from disciplinary interest groups
This document provides instructions for interest groups at a PGCE/Cert Ed program to conduct a SWOT analysis of their discipline or area of practice based on a lecture about professionalism in lifelong learning. The groups are asked to discuss the lecture, undertake a SWOT analysis evaluating their area's potential for change, and share their analysis with a paired group. The completed SWOT charts will be collected and uploaded online as a resource. SWOT analysis involves identifying strengths, weaknesses, opportunities, and threats in relation to the environment. Discipline groups listed include adult literacy, engineering, health and social care, and more.
Evaluation of first Year 2 Study Day on 12 November
1. Evaluations were collected from 157 PGCE/Cert Ed students about the University of Bedfordshire Year 2 Study Day on November 12, 2011.
2. Based on the evaluations, most students found the topics covered during the day to be relevant to their work. Frank Coffield's keynote session was viewed as very stimulating by most attendees.
3. The question time session following Coffield's talk was also viewed positively, though some felt it could have been chaired more actively or allowed for more questions. Group work in the afternoon was found to be quite or very useful by most students.
More from James Atherton (20)
Mentor training presentation for PCE programme, 2013
Mentor training presentation for PCE programme, 2013
Basic introduction to using presentations to support teaching
Basic introduction to using presentations to support teaching
Evaluation of first Year 2 Study Day on 12 November
Evaluation of first Year 2 Study Day on 12 November
Recently uploaded
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpBPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Recently uploaded (20)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Peter Jarvis' model of the learning process
- 1. From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 2. non-learning From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 3. pre-conscious From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 4. From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 5. From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 6. practice From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 7. From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 8. memorisation Evaluation (8) From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1)
- 9. Evaluation (8) From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1)
- 10. contemplation From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 11. Evaluation (8) From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1)
- 12. reflective practice From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 13. Evaluation (8) From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1)
- 14. experimental learning From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)
- 15. Evaluation (8) From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1)
- 16. From Jarvis 1987:26, Jarvis 2006:9 Situation (2) Experience (3) The person; reinforced but relatively unchanged (4) Memorisation (6) Practice Experimentation (5) Reasoning and reflecting (7) The person (9); Changed and more experienced The person (1) Evaluation (8)