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* Explores the emergent movement away from transmission based to
coaching based learning * Champions education as a dialogic process
between learners and coaches * Strives for a training model in
which the motivated learner embraces challenges and learns to
assess his/her own level, * Includes data and examples from schools
in the Netherlands, Finland, Sweden, and Norway.
This book is an expansion and major updating of the highly
successful Theories of Learning for the Workplace, first published
in 2011. It offers fascinating overviews into some of the most
important theories of learning and how they are practically applied
to organisational or workplace learning. Each chapter is
co-authored by an academic researcher and an expert in business or
industry, providing practical case studies combined with a thorough
analysis of theories and models of learning. Key figures in
education, psychology, and cognitive science present a
comprehensive range of conceptual perspectives on learning theory,
offering a wealth of new insights to support innovative research
directions and innovation in learning, training, and teaching for
the upcoming post-Covid-19 decades. Containing overviews of
theories from Argyris, Decuyper, Dochy & Segers, Engestroem,
Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon,
Schoen, Senge, and Van den Bossche, this book discusses: Learning
of employees in the digital era Workplace learning High impact
learning Informal learning Adult learning Learning &
development didactics (L&D) Reflective practice
Transformational learning Experiential learning Deliberate practice
Communities of practice Team learning Organisational learning
Expansive learning Combining theory and practice, this book will be
essential reading for all trainee and practising educational
psychologists, organisational psychologists, researchers, and
students in the field of lifelong learning, educational policy
makers, students, researchers, and teachers in vocational and
higher education. It will also be of interest to those involved in
training trainers and teacher training.
* Explores the emergent movement away from transmission based to
coaching based learning * Champions education as a dialogic process
between learners and coaches * Strives for a training model in
which the motivated learner embraces challenges and learns to
assess his/her own level, * Includes data and examples from schools
in the Netherlands, Finland, Sweden, and Norway.
This book is an expansion and major updating of the highly
successful Theories of Learning for the Workplace, first published
in 2011. It offers fascinating overviews into some of the most
important theories of learning and how they are practically applied
to organisational or workplace learning. Each chapter is
co-authored by an academic researcher and an expert in business or
industry, providing practical case studies combined with a thorough
analysis of theories and models of learning. Key figures in
education, psychology, and cognitive science present a
comprehensive range of conceptual perspectives on learning theory,
offering a wealth of new insights to support innovative research
directions and innovation in learning, training, and teaching for
the upcoming post-Covid-19 decades. Containing overviews of
theories from Argyris, Decuyper, Dochy & Segers, Engestroem,
Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon,
Schoen, Senge, and Van den Bossche, this book discusses: Learning
of employees in the digital era Workplace learning High impact
learning Informal learning Adult learning Learning &
development didactics (L&D) Reflective practice
Transformational learning Experiential learning Deliberate practice
Communities of practice Team learning Organisational learning
Expansive learning Combining theory and practice, this book will be
essential reading for all trainee and practising educational
psychologists, organisational psychologists, researchers, and
students in the field of lifelong learning, educational policy
makers, students, researchers, and teachers in vocational and
higher education. It will also be of interest to those involved in
training trainers and teacher training.
Organisations today operate in a fascinating world where change is
constant, fast and continues to accelerate. It is the combination
of evolving developments such as technological advancements,
globalisation and new ways of communicating through multimedia
technologies that drive us to reorganise how we live, how we work,
how we create value, and how we learn. These developments call for
a Learning & Development policy and practice that supports
professionals to be or become successful in this fascinating
changing world. In other words: one of the core goals of Learning
& Development is to support sustainable employability. Creating
Impact through Future Learning introduces a model for High Impact
Learning that Lasts (HILL) that is very much in synch with the
demands of an agile organisation. The HILL model is about the
learning of young adults, professionals, and experts. It is about
the many possibilities to inspire and to support adults in their
continuous learning and development process, aiming to create value
for today's and tomorrow's society. It is about how designers of
learning programmes - be it L&D officers or teachers in
vocational and higher education preparing adults for professional
life - can take a step forward to build the future of learning. A
new mindset is needed to create a real impact.
To celebrate Erik De Corte??'s scientific career in the
international scientific field of instructional psychology, high
profile researchers and scholars were invited by the editors to
write an essay on ???the past, present, and future??? of the
subdomain of instructional psychology of their personal interest
and expertise.
This book addresses the core topics of the learning sciences from a
diversity of perspectives. The sixteen chapters are grouped into
the following six sections: 1) Learning and Development, 2)
Learning, Reasoning, and Problem Solving; 3) Motivational and
Emotional Aspects of Learning, 4) Learning and Assessment, 5)
Learning and Technology, and 6) Instructional and Organizational
Designs for Learning.
These chapters provide overviews of and commentaries on the past
decades of research on learning and teaching. Furthermore, the
authors look also at the future of research on learning and
instruction and its changing role in our fast developing knowledge
society.
*16 chapters written by high profile researchers and scholars
*Content provide both a review of existing literature and a
discussion of the future of the discipline
Informal Learning at Work reflects the growing interest in changing
the way the workplace encourages and enhances learning and
professional development. Due to societal, economic, and
technological developments, organisations face the pressure of
growing knowledge-intensity and the need for innovations. As a
result, employees are expected to adapt to new situations and
constantly update their skillsets within an increasingly
challenging environment. This book brings together
cross-disciplinary perspectives from leading international
researchers, drawing on a range of theoretical and empirical
studies. Extensively researched and expertly edited, this new
addition to the EARLI New Perspectives on Learning and Instruction
series outlines the starting points for future research, and
highlights the benefits and implications for those aiming to foster
informal learning at work, covering areas such as: professional
judgement improving the structure of work tasks facilitating
innovative work behaviour the place of informal learning within
teaching Informal Learning at Work presents original quantitative
and qualitative studies as well as integrative analyses of
worldwide research and is an invaluable introduction to this highly
topical subject.
Organisations today operate in a fascinating world where change is
constant, fast and continues to accelerate. It is the combination
of evolving developments such as technological advancements,
globalisation and new ways of communicating through multimedia
technologies that drive us to reorganise how we live, how we work,
how we create value, and how we learn. These developments call for
a Learning & Development policy and practice that supports
professionals to be or become successful in this fascinating
changing world. In other words: one of the core goals of Learning
& Development is to support sustainable employability. Creating
Impact through Future Learning introduces a model for High Impact
Learning that Lasts (HILL) that is very much in synch with the
demands of an agile organisation. The HILL model is about the
learning of young adults, professionals, and experts. It is about
the many possibilities to inspire and to support adults in their
continuous learning and development process, aiming to create value
for today's and tomorrow's society. It is about how designers of
learning programmes - be it L&D officers or teachers in
vocational and higher education preparing adults for professional
life - can take a step forward to build the future of learning. A
new mindset is needed to create a real impact.
Informal Learning at Work reflects the growing interest in changing
the way the workplace encourages and enhances learning and
professional development. Due to societal, economic, and
technological developments, organisations face the pressure of
growing knowledge-intensity and the need for innovations. As a
result, employees are expected to adapt to new situations and
constantly update their skillsets within an increasingly
challenging environment. This book brings together
cross-disciplinary perspectives from leading international
researchers, drawing on a range of theoretical and empirical
studies. Extensively researched and expertly edited, this new
addition to the EARLI New Perspectives on Learning and Instruction
series outlines the starting points for future research, and
highlights the benefits and implications for those aiming to foster
informal learning at work, covering areas such as: professional
judgement improving the structure of work tasks facilitating
innovative work behaviour the place of informal learning within
teaching Informal Learning at Work presents original quantitative
and qualitative studies as well as integrative analyses of
worldwide research and is an invaluable introduction to this highly
topical subject.
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