Download e-book for iPad: A handbook of reflective and experiential learning : theory by Jennifer A. Moon
By Jennifer A. Moon
This guide acts as a necessary advisor to figuring out and utilizing reflective and experiential studying - even if it's for private or specialist improvement, or as a device for learning.
It takes a clean examine experiential and reflective studying, finding them inside an total theoretical framework for studying and exploring the relationships among various approaches.
As good because the conception, the booklet offers functional rules for utilising the types of studying, with instruments, actions and photocopiable assets which are integrated at once into lecture room practice.
This publication is vital interpreting to steer any instructor, lecturer or coach desirous to increase instructing and studying.
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Additional info for A handbook of reflective and experiential learning : theory and practice
And I throw them out. , p. 141) Contextual knowing ± knowledge is constructed and any judgement must be made on the basis of the evidence in that context. Conceptions of the structure of knowledge 39 For example, Gwen ± As you hear other people's opinions, you piece together what you really think. Who has the valid point? Whose point is not valid in your opinion? And [you] come to some other new understanding. Even if it's the same basic belief, maybe [you will be] able to look at it from a more (multi)dimensional perspective.
The next perspective was `procedural knowledge'. ). Those with the perspective of `constructed knowledge' viewed knowledge as related to its context. ). The epistemological categories identi®ed by Belenky et al. were recognized to be abstracted from reality and not necessarily universal (Ryan, 2001). The writers did not feel that their subjects were totally consistent in their viewing of knowledge and nor did they feel that they had evidence to suggest a developmental progression. Their identi®cation of perspectives clearly had a strong resemblance to Perry's positions and the writers indicated from this that it is likely that men would have similar categories to their thinking.
2002). These prior experiences are likely to have in¯uenced the manner in which she received the new information. , was Georgio credible when he told her about the quarrymen's signatures? Was he talking about some other stone? Is the lecturer credible? ). There might be cognitive dissonance which would be disturbing. External and internal experience The paragraphs above begin to indicate the role of experience in learning. We have moved far now from the notion that learning is `built up' or accumulated.
A handbook of reflective and experiential learning : theory and practice by Jennifer A. Moon