Learning by doing

The first phase of the Scaling-up Action Research Project was undertaken to determine whether the current framework for community-driven development (CDD) projects can create the right conditions for such projects to evolve into programs that are sustained through normal resource transfer systems, so that poverty reduction activities are not forever dependent on government borrowing and NGOs. The concern with the donor/NGO approach is that it does not lead to sustainable change in how national poverty programs are implemented, and does nothing to promote the efficient use of public resources. CDD, by contrast, has been shown to be up to 40 percent more efficient in the use of public resources, while at the same time fostering community empowerment and building the social capital necessary for poor communities to take an active part in their own development. In this context, scaling up refers to the incorporation of CDD principles into national poverty programs, and to CDD activities being made sustainable through permanent resource transfer mechanisms. This synthesis paper compares the scaling up experiences of a total of 15 community-driven development projects in six countries in four regions—Benin, Uganda, and Zambia in the Africa Region; India in South Asia; Indonesia in East Asia and the Pacific; and Mexico in Latin America and the Caribbean. Weighing the strengths, weaknesses, and findings of each case was an inherently imperfect exercise, given the vastly different institutional, social, and political environment in which each CDD project was designed and carried out; and considering, as well, the newness of the analytical framework and assessment tools. One purpose of the research was, in fact, to test the usefulness of this framework and these tools for evaluating CDD – to determine whether the concepts, questions, and hypotheses that guided the reviewers' work were both precise enough and flexible enough to capture the complexities of scaling up in different cultural and institutional contexts, while providing a basis for comparability across all the studies. The questions at the heart of this exercise were whether: • the five basic principles that make up the CDD framework—community empowerment, local government empowerment, decentralization, accountability/transparency, and learning by doing—adequately define the necessary conditions for scaling up;

This paper presents the idea of Action Learning as a learning by doing. This approach to the development of individuals does not focus on what people need to learn, but on solutions to real problems. The main objective method of action learning is that our everyday life is an endless source of possibilities and opportunities for learning. The fastest and most effective way of learning is to take some action  which later could be used to draw conclusions. This approach to learning can be a starting point in an effective and efficient process-oriented quality education activities undertaken by the students of today and tomorrow.

This paper aims to deal with the question of researching knowledge within a learning-by-doing activity with students on an education program. It does this by making use of the semantic field of legitimation code theory to investigate student talk following an observed teaching practice lesson. The aim of the paper is to establish to what extent student talk reflects semantic gravity and semantic density with a view to establishing the extent to which cumulative learning has occurred on the program. It finds that while evidence does exist of emerging forms of cumulative learning, this is limited and characteristic of segmented learning associated with horizontal knowledge structures. It also finds that levels of semantic features varied significantly between participants. It concludes by suggesting that understanding the emergence of cumulative learning may be enhanced by further research focusing more on language in the teaching of content, an emphasis on vertical progression of content through the program, as well as assessment of teaching practice which accounts for epistemic as well as social relations.

The principles of minimalism, as developed by John Carroll in The Nurnberg Funnel and subsequent works, are based on solid principles of learning theory derived from cognitive science. Too often, we forget that our “users” are, in reality, learners.

Cada vez más se demuestra la importancia del trabajo por proyectos en las aulas de educación primaria, sobre todo en lo que respecta a la formación de competencias y habilidades básicas a las que esta etapa principalmente se orienta. Más allá de las características básicas que lo conforman, debemos tener en cuenta que el trabajo por proyectos a) nace de una motivación b) se vertebra mediante la colaboración entre los estudiantes c) implica la formulación de preguntas y respuestas y d) pretende conseguir un aprendizaje significativo.

Por ello, en primer lugar, indagaremos en la curiosidad epistemológica propia de la infancia y aportaremos algunas ideas sobre cómo motivar a los alumnos en la primera fase del proyecto. En segundo lugar, destacaremos el papel del diálogo como el principio esencial de la colaboración, apoyándonos en las nuevas formas de aprendizaje que vienen a tender un puente entre el currículum de la competencia y el currículum de la felicidad. Por último, bajo el lema “aprender a pensar”, exploraremos las posibilidades concretas de la dinámica dialógica, que tiene su origen en el método socrático. Mediante la correcta formulación de preguntas y respuestas, así como la adecuada instrucción del maestro, el alumno podrá llevar a cabo un esfuerzo cognitivo que le ayudará a construir su propio conocimiento significativo.

The 2011 Horizon Report predicted it would take two or three years for augmented reality to be adopted in the field of education. On the other hand, a couple of decades have gone by since publication of the relevant essays by Milgram (1994) and Azuma (1997), which defined AR's basic characteristics. Nonetheless, despite the amount of research done since then, we are still far from being able to affirm that AR has been genuinely assimilated into the world of education. Thus it seems necessary to work towards effective use of AR in the classroom that would realize its potential through a learning ecosystem based on concepts such as m-learning, learning by doing, and contextualized learning. Starting from this theoretical standpoint, this article describes the experience of a group of students of Spanish as a Foreign Language in a university business school. The task consisted in the creation of an academic itinerary, enriched by augmented reality, which would offer new students a digital, geolocated tour with important information for their future studies. Results suggest that simple AR tasks that can be replicated in any other academic institution can generate student satisfaction and interest in the work done as well as significant, creative language learning, in context.

Çalışmada 2016-2018 yılları arasında TÜBİTAK 4004 Programı kapsamında okul öncesi dönemde desteklenmesine karar verilen projelerin çeşitli boyutlara göre incelenmesi amaçlanmıştır. Araştırma tarama modeline uygun olarak tasarlanmış ve çalışmanın alt amaçlarına ilişkin bulgular içerik analizi ile analiz edilmiştir. Araştırmanın bulgularına göre; okul öncesi dönemde desteklenmesine karar verilen en fazla projenin 2017 yılına ait olduğu, projelerin en çok üniversiteler tarafından yürütüldüğü, projelerin çoğunun Akdeniz Bölgesi'nde uygulandığı ve daha çok 5-6 yaş grubundaki çocuklarla gerçekleştirildiği görülmektedir. Ayrıca çoğu projenin çocukların doğaya karşı olumlu tutum ve değer geliştirmelerini sağlamak ile bilinçli ve sağlıklı nesillerin yetişmesine destek olmak amaçlarıyla gerçekleştirildiği belirlenmiş, projelerin uygulama sürelerinin ise 4 gün ile 3 ay arasında değiştiği gözlemlenmiştir. Projelerin öğretim yöntemi açısından en fazla yaparak-yaşayarak öğrenmeye vurgu yaptığı ve projelerde en çok yerinde inceleme ve gözlem tekniklerinin kullanıldığı görülmüştür.

According to worldwide surveys (such as PISA and TIMSS), European students often lack both mathematical and key basic competencies in science and technology. The mean scores for mathematics obtained by students are below the Organisation for Economic Cooperation and Development average (OECD). The learning of the mathematics literacy enables students to contribute effectively in actual society, enhancing their employment prospects.
This paper intends to describe an innovative learning and teaching approach, actually in the development phase, in the field of mathematics for 14-16 years old students through the combination of current approaches used in Europe (such as inquiry based learning and technology-enhanced learning) and the Asian one, the Singapore's method based on three phases, concrete-pictorial-abstract, through the use of artworks. This intends to allow the development of a more effective educational and training environment for teachers and their students who will benefit from the use of more attractive and fun pedagogical tools in the study of mathematics.

In the “learn by doing” world of serious games, learners are frequently called upon to “do” things that results in the generation of content.

In fact, learner generated content will be recognized as one of the principle design mechanisms for learners to demonstrate mastery of a game’s learning objectives. What tools will learners use? What standards will apply? What new learning approaches may or may not result as a function of this technical capability? Proposed modelling corresponds to the request : handling human social-technical dimension in particular man-system interface including positioning technology at man services.

Simulation is used to trigger iterative interactions and create required environment for virtual learning. Many objectives should be targetted:

1. Engine should trace “player” behavior, evaluate its capabilities and quickly meet its needs.

2. Immersion generated by simulation enables training and experimentation of behavior strategies, in particular learning “by doing”. Learning by doing signifies that “players” should generate a content which contribute to control current simulation objectives.

Engine should use following resources:

a) tools to be experimented by trainers.

b) applied standards.

c) new learning approaches discovery through obtained results, whether these approaches are positive or negative, in the sense of improving technology performance.

A 21. században a tudásalapú, információs társadalom korában a humán tőke és az információ, tudás kerül előtérbe, így fontossá válik a tanulás széleskörű értelmezése, mint élethosszig tartó és az élet minden területére kiterjedő folyamat. Kutatásom során a munkahelyi tanulás területét vizsgálom, azon belül is a sokszor látens és kiaknázatlan informális tanulást. A szerveztek, hogy kiaknázzák ezt az erőforrást, tudásmenedzsment rendszereket működtetnek, melyben egy fontos kérdés és egy nehezen motiválható tényező a tudásmegosztás. Dolgozatom fókuszában éppen ezért áll ez a jelenség, hogy vizsgálataimnak köszönhetően jobban megértsük az alkotóelemeit, ezáltal pedig képesek legyünk a fejlesztésére tréninget tervezni.

A kutatás előzményeként elvégeztem egy kérdőíves felmérést, ahol exploratív faktoranalízis segítségével feltártam a tudásmegosztás kompetenciájának látens összefüggésrendszerét, lehetséges alkotóelemeit. Erre építve elkészítettem egy mérőeszközt a tudásmegosztás kompetenciájára, így jelen kutatás célja az eszköz validálása, többek között konfirmatív faktoranalízis segítségével. A kérdőívet kiegészítettem egy validált kérdőívvel, mely a Nonaka-féle tudás létrehozási modell dimenzióit méri fel, illetve egy tanulástámogató szervezeti kultúra és vezetési stílus mérésére szolgáló kérdőívvel. Ezen felül vizsgálom a tudásmegosztás kompetenciájának viszonyát az egyes tanuláselméleti preferenciák tükrében. A mintát elsősorban fiatal felnőttek (19-26 év), a jövő munkavállalói alkotják. A mintavétel elsősorban hozzáférésen alapuló (külföldi partnerek, kapcsolatok) és kényelmi mintaválasztás alapján történik egy online kérdőív terjesztésével.

A kutatás fő kérdése, hogy a tudásmegosztás kompetenciája hogyan viszonyul a Nonaka-féle tudás létrehozására szóló modellhez, a különböző tanulás elméleti felfogásokhoz, illetve a szervezeti kultúra és vezetési stílus tanulástámogató mivoltához.

Eredményeimet felhasználva a következő lépés egy a tudásmegosztás kompetenciáját fejlesztő tréning kidolgozása és ennek kipróbálása vállalati környezetben, majd az eredmények, a tudásmegosztás kompetenciájában bekövetkező fejlődés összevetése hosszú távon a vállalat eredményességi mutatóival.

Como as limitações da Memória de Trabalho afetam o modo como se aprende, devem também, por óbvio, condicionar o modo como se ensina. A Teoria da Carga Cognitiva, tendo em vista essas limitações, oferece 29 diretrizes sobre como elaborar um ensino que diminua a Carga Cognitiva improdutiva e, ao mesmo tempo, maximize a Carga Cognitiva produtiva para tornar a aprendizagem mais eficiente. Todas essas diretrizes fundamentam-se em experiências cientificas, não sendo, portanto, meros construtos teóricos. Embora a aplicação dessa Teoria seja de grande utilidade, existe um vazio na literatura acadêmica em língua portuguesa com relação a sua origem, desenvolvimento e aplicações. Esta dissertação reúne e disponibiliza os conhecimentos empíricos, teóricos e metodológicos acumulados sobre essa teoria, os quais são expostos historiando-se a origem e o desenvolvimento teórico/experimental das suas principais diretrizes, dos três tipos de Cargas Cognitivas (Intrínseca, Estranha e Relevante), e das
“descobertas” dos Efeitos da Teoria da Carga Cognitiva: Efeito da Atenção Dividida, Efeito Modalidade, Efeito da Redundância, Efeito do Exemplo Resolvido e Efeito Reverso. Esta dissertação foi elaborada para ser utilizada por professores, pesquisadores
e, por óbvio, professores-pesquisadores, sendo particularmente útil àqueles professores que necessariamente utilizam a "resolução de problemas" como parte de sua prática pedagógica.

Hydrogen is emerging beyond its conventional role as an additive component for gasoline production, chemical and fertilizer manufacture, and food production to become a promising fuel for transportation and stationary power. Hydrogen offers a potentially unmatched ability to deliver a de-carbonized energy system, thereby addressing global climate change concerns, while simultaneously improving local air quality and reducing dependence on imported

Como as limitações da Memória de Trabalho afetam o modo como se aprende, devem também, por óbvio, condicionar o modo como se ensina. A Teoria da Carga Cognitiva, tendo em vista essas limitações, oferece 29 diretrizes sobre como elaborar um ensino que diminua a Carga Cognitiva improdutivae, ao mesmo tempo, maximize a Carga Cognitiva produtiva para tornar a aprendizagem mais eficiente. Todas essas diretrizes fundamentam-se em experiências cientificas, não sendo, portanto, meros construtos teóricos. Embora a aplicação dessa Teoria seja de grande utilidade, existe um vazio na literatura acadêmica em língua portuguesa com relação a sua origem, desenvolvimento e aplicações. Esta dissertação reúne e disponibiliza os conhecimentos empíricos, teóricos e metodológicos acumulados sobre essa teoria, os quais são expostos historiando-se a origem e o desenvolvimento teórico/experimental das suas principais diretrizes, dos três tipos de Cargas Cognitivas (Intrínseca, Estranha e Relevante), e das “...

It remains a question whether serial entrepreneurs typically perform better than their novice counterparts owing to learning by doing effects or mostly because they are a selected sample of higher-than-average ability entrepreneurs. This paper tries to unravel these two effects by exploring a novel empirical strategy based on continuous time duration models with selection. We use a large longitudinal matched employer-employee dataset that allows us to track almost 220,000 individuals who have left their first entrepreneurial experience. Over 35,000 serial entrepreneurs are identified and followed in their second business, in order to evaluate how entrepreneurial experience acquired in the previous business improves persistence by reducing their exit rates. Our results show that serial entrepreneurs are not a random selection of ex-business-owners. The positive association found between prior experience and serial entrepreneurs' survival is mainly due to selection on ability, rather than the result of learning by doing.

The development of interactive, participatory, multisensoryenvironments that combine the physical with the virtual comes as anatural continuation to the computer game industrys constant racefor more exciting user experiences. Specialized theme parks andvarious other leisure and entertainment centers worldwide areembracing the interactive promise that games have made usersexpect. This is not a trend limited to the entertainment domain;non-formal learning environments for

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

Background: European and national policies on citizenship education stimulate the implementation of a participative approach to citizenship education, fostering active citizenship. The reason given for fostering active citizenship is the decline of participation in political and social life jeopardizing democracy. Schools have to implement a participative approach through stimulating participation within school and its direct environment, while fostering a certain kind of political literacy, critical thinking and analysing skills, certain kind of values, attitudes and behaviours. Purpose: The purpose of this article is to problematise the participative approach of citizenship education advocated by policy makers and several researchers. In order to do so, four different categories that citizenship education has to cover will be theoretically and empirically analysed: political knowledge, critical thinking, values, attitudes and behaviours, and active participation. The practical implications for educational practice will be discussed.
Source of evidence: Two types of documents have been analysed: The 2005 and 2012 Eurydice reports and the 2009 International Civic and Citizenship Education Study (ICCS) research reports. These documents are exemplary of the mainstream idea of citizenship and citizenship education held by policy makers and many researchers on citizenship education. The Eurydice reports have analysed citizenship education in more than 30 countries while promoting a certain concept of citizenship education, namely active citizenship. The ICCS has researched pupils’ competencies on citizenship education and school practices in 38 countries. It is an interesting source because it had to define and operationalise the different constituents of citizenship education.
Main argument: In jurisdictions where citizenship education is compulsory, schools have to implement this participative approach and account for it. We suggest that this educational approach to citizenship education may be problematic because each aspect – political literacy, critical thinking and analysing skills, values, attitudes and behaviours, and active participation – presents challenging demands on the curricu- lum, head teachers and teachers. We argue three kinds of constraints that make the implementation of such a participative approach unrealistic: (1) insufficient specialist knowledge on the part of teachers and head teachers, (2) time and budget constraints and (3) an overcrowded curriculum. We demonstrate that the broad range of themes that political literacy has to cover demand specific knowledge on the part of teachers regarding each of the themes. Then we argue that critical thinking skills are hard to learn and demand continuous practice. Implementing and sustaining active participation structure within school and in the direct environment, again, require specific skills and curricular organisation. The demands made by values, attitudes and behaviours on teachers and pupils could not be explored because of the lack of conceptual clarity in the documentation under scrutiny.
Conclusion: The feasibility of a participative approach to citizenship education has been questioned through theoretical and empirical critical analysis. On this basis, we suggest that the scope of the citizenship education curriculum should be reconsidered or that teacher and head teacher should receive the necessary and adequate training, and support to implement such a participatory structure.

A key factor in the sustainability of China's economic growth is the potential of Chinese firms to develop innovative capabilities autonomously and international management know-how thus enabling them to move up the technological ladder of the production process and to globalise their operations. If successful, some Chinese firms will eventually develop their own brands and open up subsidiaries abroad like their Japanese and South Korean counterparts a few decades ago. If this is not achieved, then China's future growth could remain overly dependent on overseas markets and foreign technology. The purpose of this paper will be to assess the capacity of China's largest firms to transform themselves into global competitors possessing ownership-specific advantages or intangible assets like some of their East Asian counterparts. The fact that a firm establishes a subsidiary abroad does not make it a global competitor, not even a Multinational Enterprise (MNE) or a Trans-Na...

Many studies have explored the use of learning-by-doing in higher education,
but few have applied this to social entrepreneurship contexts and applications:
this paper addresses this gap in the literature. Our programme involved
students working with different stakeholders in an interactive learning environment
to generate real revenue for social enterprises. Our results show that
learning-by-doing enables students to develop their entrepreneurial skills and
enhance their knowledge of social businesses. The findings also show that
students became more effective at working in teams and in formulating and
applying appropriate business strategies for the social enterprises. Overall, the
learning-by-doing approach discussed in this paper is capable of developing
the entrepreneurial skills of students, but there are challenges that need to be
addressed if such an approach is to be effective.
Keywords: interactive learning environment; learning-by-doing; pedagogy;
revenue generation; social entrepreneurship

It is a challenge for teacher educators to shift pre-service teachers away from traditional pedagogical beliefs towards constructivist ones.  At the National Institute of Education in Singapore, microLESSONS is introduced into the instructional technology course of the teacher education program to provide pre-service teachers with opportunities to adopt constructivist instructional approaches towards the design of multimedia learning packages.  Based on a class of pre-service teachers in the Diploma in Education program, this paper examines how participation in the microLESSONS series changes pre-service teachers’ pedagogical beliefs.  Although the study shows that the beliefs of pre-service teachers are resistant to change and are unlikely to be affected by a short, one-off constructivist-based practical experience provided by the microLESSONS series, the series may have enhanced their confidence in designing and developing multimedia learning packages based on constructivist principles.  The series has also given them a better understanding of the diverse use of technology for enhancing teaching and learning.

With increasing enrolment and smaller budgets in universities, during evaluating student's activity many difficulties are encountered. Graphics disciplines, in general, and Computer Aided Design, in particular, had to solve these problems. One possible solution is to use all opportunities even those offered by the soft itself. AutoCAD which is studied as a graphic application by the first year students allows

Mijn fascinatie voor de Duitse cultuurgeschiedenis ten tijde van het interbellum heeft geresulteerd in dit Bauhaus-portfolio waarin ik het Bauhaus-onderwijsprogramma onderzoek. Het Staatliches Bauhaus wordt in 1919 opgericht door Duitse architect Walter Gropius als een nieuw type academie in Weimar. In deze uiteenzetting ga ik dieper in op de ontwikkeling van het curriculum in de veertien jaar dat de kunstschool heeft bestaan. De onderstaande stukken uit het Bauhaus-portfolio zijn afzonderlijk van elkaar te lezen en te raadplegen:
-Veertien jaar Bauhaus
-Het Bauhaus-onderwijsprogramma door de jaren heen
-De introductiecursus aan het Bauhaus
-Overzicht: Bauhaus-meester-vormmeester-jongmeester-docent Bouwafdeling.

Voor dit onderzoek ben ik in het kader van 100 jaar Bauhaus afgereisd naar Weimar en Dessau alwaar ik verschillende Bauhaus-locaties heb bezocht.