What is a Learning Experience?

What is a Learning Experience?

posted Jan 5, 2011 4:37 AM by Shane Gallagher

When I think about “Learning Experiences,” I think of every situation someone finds themselves in as a learning experience. People have not traditionally used that phrase in relating to more formal learning interventions – i.e. classroom, but from a learner’s perspective, both formally and informally, that’s exactly what is happening: learners are experiencing something that, hopefully, results in a change in thinking, understanding, or behavior afterwards. Learning experiences are a way to think about what a learning intervention might be (i.e. – its design) in the context of desired end goals and outcomes. This can then inform our choices about how communication channels and modes, learning activities, and resources come together to best support the end goals and outcomes, and also how these channels and activities may evolve over time.  Certainly in this context, a learning intervention is something that is much more than what has traditionally been thought of as “content.” In thinking about what is currently thought of as learning content, I think of something akin to a page from a textbook (that has its doppelganger in web-based training) with which one “reads” and then “interacts” with in some way.  That definition of learning content and learner interaction represents a very narrow and limited view of what a learning experience can be and usually limits the type of learning to that of recognizing or memorizing specific facts, procedures, and concepts exemplified in the deployment of web-based, self-directed individual learning experiences commonly called e-learning.       Learning content can be thought of much more broadly and inclusively. This could mean that learning content could actually include not only the “whats” but the “hows” of learning. For example, learning content in the context of learning experiences could contain a collection of specific content resources, content pointers, functional tools or tool pointers, activity descriptions, and assessments that, when brought together, embody a particular pedagogical model. In fact, the reverse could also be learning content – a pedagogical model describing the types of learning resources, tools, and activities needed to achieve learning outcomes. So you could think of learning content as collections of pedagogical models and collections of resources that participate in shaping an individual’s learning experience that are aligned with learning outcomes and positive actions that stem from the experience. Another facet of learning content is the artifacts produced during the learning experience.  Besides the description above, learning content models should also be collaborative or cooperative with resources and activities supporting the learners working together to produce a learning artifact. A learning artifact could be anything based on an authentic learning activity or experience such as a model, computer code, diagram or even the ubiquitous PowerPoint presentation. As these artifacts are created and evaluated during the learning process, they then become learning resources that can be used iteratively for others in similar or more advanced experiences. These ideas allow us to merge  knowledge management and single/double loop organizational learning into our concept of learning content. Conceptually, this represents a shift from the typical view of content managed by a typical content management system, with the assumption that when content is simply presented to a learner that he or she will just “learn” from it – that somehow learning (and especially learning to do or understand) is transmitted from the content to the learner.  With that view of content and of the learner’s experience, then it’s no surprise that critics of the pedagogical merits of SCORM view it as being “limited.” When I think about learning experiences in the context of this effort by ADL, I define them as a model that will allow higher order learning outcomes to be realized.  This can occur by expanding on our understanding of learning content to include specific collections of learning resources, tools, and activities guided by pedagogical models. This is sometimes conceived as a problem-based, collaborative-based approach shaped and tailored to meet specific learning goals but I believe it is even much more than that. Learning experiences as currently being thought of by ADL will be able to provide an interoperable and reusable means  for design and/or self organization of learning activities that are pedagogically sound, allowing the attainment, assessment, and tracking of  higher order learning outcomes.

Learning English is easy!

Learning English is easy!Online information sourcesOnline learning and online resources will help you a variety of English comprehension is easy. You can find videos online to learn English for free online learning entertainment. You can learn English and listen to the radio programs on the English websiteStep by step approachThis is a special approach in learning foreign languages, namely English. There are special courses that many participants felt very easy and useful. First, there are special programs for the beginner. Each learner will go through the lessons step by step with placing diverse as food, contact with health services, ask for directions and a lot of different wording in practice.The value of "completely immersed in the language"For those who want to learn English in a short period, the term "fully immersed" has a certain value. Basically, this method is associated with the introduction of non-English speaking people to stay in somewhere just to use English language to communicate without any other languages. They will be completely immersed in language, food, customs and even use the language to express.This method is often used with entrepreneurs, experts and even executives. The value of this approach to learning English in that participants have no choice but to have to learn to speak and use language in a certain degreePractice onlineOnline training is one way to learn English is easy and effective. There are a large number of web sites allow you to learn and practice English, as simple as participating in forums or writing emails to friends. Hard training is the best way to learn any skill, and English is not the exception

A. Speaking slowly (Always speak Slowly)Most people agree that learning English speak English as quickly will be more similar to natives by the majority of English learners have difficulty getting information when listening to native speakers say they speak very fast. However, the concept of "speaking as quickly as possible" is completely wrong. Try to speak slowly and correctly. Of course you should not say too slow but not slow enough so you have time to do the work from the lips, tongue and the word correctly. If you slow down the rhythm and accent will become softer, whereas your voice will pronounce heavy and difficult to understand, this is understandable because you will not have enough time to form phonemes and accurate intonation. Let's "control" such as speaking rate appropriate to the basic principle of said can achieve what you want.Two. Pronounce all the sounds in words (Pronounce all the sounds in words)As mentioned above, speaking English with the slow speed will give you time to pay attention to sounds in words. Maybe now, you may miss the last consonant of a word or sound, or syllable is not accented in words. This does not affect it but make it difficult for the listener. Therefore, you should focus to each sound in the word and do not miss the sound of your speaking skills will improve quickly.However, this is not a simple task that requires a lot of effort and tried in practice. After you have completed the task has been set out above, you can start to combine those skills in everyday conversations. Be patient with this step training and you will see a marked progress in speaking English!3. Associated with the grammar that you learned (Stick to grammar you have Mastered)Unlike other languages, English has a word order and grammar rules should be followed. If English is not your native language that you re-apply the principles of grammar in the language you speak English, not unnaturally, a great error you have encountered in English grammar. The implementation of the principle structure and grammar in the practice of speaking English is not simple at all.Therefore, when communicating in English, try to use the grammatical structures that you have learned and mastered. If you only understand the structure and form simple sentences, you should only use them until you can be sure of the correct use of more complex structures. In spoken, no one noticed you used the simple structure or complex to assess your ability and no one even realized the extent of the structure you are using. The only thing they recognize is the error you have, so this rule can be considered as a golden key to your perfect their speaking skills!4. Record what you said (Record Your speech Often)Record what you say is considered the best measure to help you check that you have said correctly? Others can understand you are saying? Recognizing changes in your voice is the first step needed to improve English speaking ability of you. In practice speaking skills with the recorder, you can identify mistakes in transcription, grammar, accents, punctuation, word connections. Order of practice may be:- Almost the first computer equipped with devices for recording, so you can take advantage of them in practice. If the computer is not available, a radio or tape recorder with a digital microphone is a good alternative. Each time such practices, you just need to practice any topic within 1-2 minutes.- Afterwards you just listen to the tape recorder and start the analysis, let's review it objectively when you're talking at the speed like? You can understand how much you say? At the same time underline the words that you have mispronounced, or pronounced lacking (note: the last sound of the word or sound between regularly omitted).- Write down the words you hear or the words you emphasize or accent of the sentence.Five. Volume (Speak loudly enough)One important factor is communication volume, regardless of when you say to a person, 10 people or a hundred people, you also need to say enough to all those present are able to listen to you talk easily? If you talk too small, what happens?- Listeners can ask you again, said to further clarify things either you are presenting.- The attitude of the people will show you that you are experiencing errors in his speech, maybe you will lose confidence and no longer continue.So how to overcome this weakness? The solution is not just a matter of volume but more important is that you practice space. Initially you can only practice speaking in a very small room, then gradually expand your space and change their pitch to tell how to match. However, you can not practice this skill alone because you need to have one (or more) of training with you to assess the reasonableness of your volume, as well as items to your target audience and speak. Practice speaking with a suitable volume will help you become more confident and can adjust their volume to suit each space and different circumstances.

10 tips to learn vocabulary!

10 tips to learn vocabulary!A. Learn words related to each other.If you are learning from the country described, such as valley (valley), stream (stream), meadow (pasture) and the words do not describe things in the city (such as fire hydrant - tap fire fighting water), or descriptive words personality. These often relate to each other from the same appearance and will be easier when we remember together.Two. Learning vocabulary in the areas that you love.If interested in arts or football, read about these topics. Perhaps in the native language you know so many words describing a painting, a football match but you do not know in English what they call - find it a try! Remember that what you like is what you want to talk about and be part of who you are - if you do not know how to express them, this can make you worry there.3. Make a picture dictionary.It will help you remember new words much easier to look through their pictures.4. Using the video.The next time you watch a movie recorded by native 5 or 10 things you see but do not know the English word of what they are. Look up these words in a dictionary, and then watch the film, practice using them. Again we see that remember something is easy if we see a picture of it.Five. Tape record a vocabulary.While you walk, drive to work or waiting for the bus that you listen to the tape. First say the word in your native language, then stop saying the word in English. This pause will give you time to answer before you see the correct answer.6. Buy a dictionary of words by meaning.It is a collection of synonyms and antonyms. Try to use many different words. Of course sometimes you will use a word does not fit, but this does not prevent you from using this book useful for building a rich vocabulary.7. Practice new vocabulary when writing.If you have writing assignments, please get out of the new words they learned then try to use them in your posts. If not using new words when speaking or writing school you will quickly forget about them here.8. Practice new vocabulary when doing grammar exercises.Do not waste the precious opportunity to use funds from you to learn.9. Practice new vocabulary when speaking.Lists about five new words you intend to use in class. Try to use them in the discussion. Believe me, you will find a way to drive the story in a way you can use at least a few of these words.10. Read more.Read more not only can improve the reading skills that you can build yourself a rich vocabulary. The readings are often more related to each other and you can learn to use words to guess the meaning of new words. If you know how "processing" then you will have a "good" words that delicious and nutritious.

Ý của bạn là: Tin tuc

To avoid this habit, you need to read pre-defined specific purpose or reason why you are reading that document. Again, you should find out whether you need to read this document? Sometimes you do not have to read the whole book. Select the table of contents and read the Appendix at the first page and last page of the book. Pay attention to the headings of each chapter there is such a new you learned the content of the book.Two. Browse to find the main idea of ​​the whole articleAs you read each chapter, you try to read over the head and the end of each chapter. Let his eyes see the sections and subsections in each chapter because they let you know the order of ideas which the author presents. This way you also the gist of each chapter, which found the gist of the whole book. After reading you have to ask yourself a few questions related to the main content of the article. To answer, you must record the main ideas in the reading process. Write the main idea of ​​this as a summary so you can review later.3. Subdivision to read in order to increase the efficiency of read operationsFor thick books you should break out to read. You should check the information that was read in a book after about 25 pages. This seemingly real waste of time because you have to read a lot whereas this activity was extremely essential as it helps you remember what you've learned and avoid disease "vague" - the disease that the reader very common to have to read much information at once.4. Practice the habit of readingEveryday English skills You practice reading English documents daily. There is so you can read fast and still stay informed. Please choose the difficulty level of material suitable to your level. To maintain the habit of daily reading English, you should select the appropriate material interests or topics that you really care. Practice reading skills in particular English and foreign languages ​​in general is a process. So you take about 30 minutes a day reading material Light Version English!

Self-review writing skills scholarship

Self-review writing skills scholarship
What is a self-review?
True to its name (personal statement), all self-review is basically an article about yourself. Any well-known universities when scholarship students are asked: "Why should we get you in school? Why do you deserve a scholarship or why you choose to study this? "Or write about the experience and success you achieve, but not mentioned in the application form. Limit one essay usually about 500 words.
How to achieve the purpose of transmission of a self-review?
- Exercise is a prerequisite. If you wrote a few essays, you will have experience and skills when they start writing their formal essay.
- Focus on thinking about the outline. After you've selected a topic, you develop outlines general You do not write complete sentences, just like writing lists, draw pictures, make charts ...
- Write a brief. Most of the essays limited to about 300-600 words. That limitation is not much you can convey your message to the scholarship board. So avoid using the word or phrase redundant, cumbersome and unnecessary.
- No off-topic. Always make sure that your essay answer in the subject matter. For example, an essay on the theme: "you have learned any lessons in a difficult situation", you will easily fall into the situation described instead of writing about what you've learned from it .
- Avoid boring writing style. Let council scholarship that you are not a candidate in boring and lackluster group of other students. Do not hesitate to express your personality.
- Be specific. Do not write a roughly
- Use specific evidence, that it will be a lot better than a general proof.
- Avoid using words too rhetorically. Council scholarship will not like if your writing style or flashy restrictive. Let the article be natural and smooth.
- Avoid clichés. Be Creative
- To show the idea in his own words.
- Write the impressive conclusion. While the beginning is the most notable part of the essay, the conclusion is equally important. One end is not summarize 400 words I have written before. Rope to the end as it unites all closely.
- Check the article. Use the spell checker on your computer or have someone else read and comment on your posts.

Strategies to develop speaking skills

Strategies to develop speaking skills
These instructions help students learn to speak further, is to use the language learned dugn to find out other areas:
A. A. Using minimal responses - Use the small response:
Language learners who lack confidence in their abilities in communication activities often listen in silence while others say. One way to encourage such people to help them build a part of the answer a simple way that they can use in the situation huog communication, especially for beginners.
Minimal responses are predictable, idiomatic phrases that conversation Often Participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Minimum requirements trog communication is communication participants have to guess, often idiomatic phrases that participants used the conversation to indicate understanding, agreement, doubt, and know how to react with what a speaker is saying.
Two. Two. Recognizing scripts - Understand .. "Scenarios"
Some situations are associated with a predictable exchange said - a scenario. Congratulations, apologies, compliments, invitations, and other functions are affected by social norms and culture are often made in the form or scripts. The exchange transactions related to activities such as gathering information and purchase the same. In this scenario, the relationship between the speaker's turn and one that follows it is often predictable.
Instructors can help students develop the ability to speak by making them aware of the scripts for different situations so they can predict what they will hear and what they will need to said. Through interactive activities, teachers can give students practice in the management and change the language in the different types of scenarios
3. 3. Using language to talk about language - Using language to illustrate language
The new language is often too embarrassed or shy to say anything when someone says they do not understand or when they realize that their unwilling co vs Dag communicate understand what I said. Instructors can help students to overcome this guilt by helping them understand that misunderstandings can occur in any form of communication that, for any person under any level of communication. Instructors can also provide students with strategies and phrases to use in each specific situation huog.
By encouraging students to use phrases in the classroom when the misunderstanding occurred, and by positive response when they practice, teachers can create a practice environment trusted party in its own class. When they control the development strategy clearly different, students will gain confidence in their ability to manage different situations they may encounter outside the classroom.