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Perspectives on Learning: Implications for Instruction (Part 2)
Presented by: Barry G. Sheckley, Ph.D., Neag Professor of Adult Learning, Neag School of Education, University of Connecticut
Mary Martin Lowe, M.A., Ph.D. candidate, Neag School of Education, University of Connecticut
Goals: This was the second in a series of seminars designed to focus on instructor development when conducting small class-size instruction.
- To understand the intersections of classroom-based and clinic-based instruction
- To define the goals of a clerkship directed curriculum in terms of: learning factual knowledge versus developing clinical reasoning skills, and acquisition of introductory knowledge versus advanced knowledge
- To learn research-based practical techniques in improving instruction
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Learning involves dynamic interactions between:
- A learning process in which experience is transformed into knowledge
- The setting(s) in which the process occurs
- The characteristics of the individuals engaged in the process
It is the intersection of the people involved in the experience, affected by the environment who will ultimately transform the experience into knowledge. The process involves first grasping the information as presented and then transforming it. This is a process of evolution whereby after initial instruction the individual re-constructs and re-conceptualizes the information ultimately re-formatting it for use.
- Experience generates knowledge. Procedural knowledge is not related to direct instruction.
- Experience yields greater learning gains. The more variety, greater amounts, different structures of knowledge the greater the gain.
- Experience yields higher performance. The more experience the faster the problem solving.
- Experience builds tacit knowledge. The more experience the better a "sense" or "feel" for the situation.
- Didactic instruction has limitations. Classroom instruction does not readily "transfer" to be used outside of the classroom.
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The brain is conscious of changes in body state such that the greater the change in body state the longer and more vivid the memory. The interaction of experience changes in body state, dynamic core, and learning impact upon the brain's memory systems. Doing precedes understanding.
- Value-based system: encapsulates events and associations into "episodes." There is a prioritization of episodes based upon the changes of body-state involved.
- Basal-ganglia system: via "implicit learning" registers tacit (non-conscious) knowledge associated with the experiences.
- Mapping system: integrates experience-based information into ever-changing neural networks.
- Cortical system: manipulates experience-based symbols associated with neural networks.
We select a "dynamic core" of information from which we draw upon. This allows one to overcome the tendency to view the surface data and think structurally. This dynamic core allows the construction of a structural analogy from which a new "mental model" can be created and applied to the new set of circumstances.
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Mental models, perceptions, and learning are an integrated process.
- Mental models structure the values and beliefs used in problem solving.
- Deliberate practice along a continuum of structured experiences leads to independent practice. This is enhanced by the duration of the effort, feedback, and problem focus.
- Increasing the complexity of the problem tasks enhances the mental models.
- Criss-crossing the problem terrain with a wide sampling of cases enhances the mental models.
- Focusing on a relatively restricted domain of activity enhances the mental models.
- The quality of the experience predicts performance better than the quantity of experience.
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Environmental features which enhance learning:
- Focus on genuine problems of practice
- Foster collaboration
- Set specific, challenging goals
- Establish a continuous feedback loop
Adapt the environment to achieve the best outcome.
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Enhance self-regulation and learning by:
- Guiding goal setting and expectations
- Fostering reflective dialogue about performance
- Providing corrective feedback that links choices with goals and consequences
- Highlighting connections between abstract concepts and their application
- Helping to establish links between new experiences and prior learning
Summarized by F DiMario
References:
Edelman GM, Tononi G. A. Universe of consciousness: How matter becomes imagination. New York: Basic Books, 2000.
Gick ML, Holyoak KJ. Schema induction and analogical transfer. Cognitive Psychology. 1983; 15; 1-38.
Ericsson KA, Krampe R, Tesch-Romer C. The role of deliberate practice in the acquisition of expert performance. Psychological Review. 1993; 100(3); 363-406.
Raufaste E, Eyolle H, Marine C. Pertinence generation in radiological diagnosis: Spreading activation and the nature of expertise. Cognitive Science, 1998; 22(4); 517-546.
Travers, N, Sheckley, BG, Bell, A. Enhancing self-regulated learning A comparison of instructional techniques. Journal of Continuing Higher Education, 2003; 51(3); 2-17.
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