Tags |
|
|
Links |
|
|
Digg it UP - Develop Learning Potential Through Paired-Learning
In modern corporations mostly due to the DotCom era, when corporations were seeing investors move to faster moving companies; we saw a paradigm shift in Corporate Management. Tom Peters and others saw this and started writing about it. These corporate management gurus were trying to tell us all along what Deming and others had noticed. It seems like America goes thru cycles of losing sight of the ball. But once again we see the return of the suggestion box, although with the flow of thought set up correctly they would never be needed, because innovation would be constant and a moving target.Today’s corporations have to be innovative simply to attempt to comply with the rising tide of over regulations, if they don’t they will drown. Yet they are so busy in the boardrooms discussing transparency with lawyers and accountants they have little time to listen or to brainstorm. The former head of HP made that statement this year at the Davos Convention 2005. With these restrictions it means less innovation can take place and even a great idea is will not work because it has to fit into a perfect box that a regulator has predetermined.Thus the problem that hurts the most and denies us our future; it hurts the employees, managers, customers, consumer and tax base. No on
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study material or assignment. The helper is amongst others responsible for moderating the discussions of the team learners and ensuring that each member of the team assumes their share in the learning process.
3. Discussions at gathering center around a central theme
Discussions and assignments need to be organized and co-coordinated around a central theme which will link the courses or different learning units and which will allow the learners opportunity to understand a specific theme in more depth and within a coherent interdisciplinary and/or inter-learning unit experience. Normally, the pair-groups are given a good deal of freedom in choice of activity, but the general theme of activity should
Business cards are continually in use and never seem to lose their popularity. They are conveniently small and contain no unnecessary information. The essential details of a business are all printed on the card. At one glance the receiver of the card will know what type of business if is and where it is situated.The new business owner can start an advertising campaign with these little cards. The distribution of these cards is of utmost importance if the advertising campaign is to be successful. The area around the premises should be divided up into sections, and then start distributing the cards from area to area. You will know that you have basically distributed your cards in most busy areas. Stand around shopping malls and on busy street corners and hand out your cards to passers by. Always acknowledge the person you are handing the card to, as this makes people feel important and not just like someone you are trying to make money out of. The bus stops and train stations are also very good spots to distribute your cards.Your cards can be designed and printed by you to save money in the beginning stages of the business when cash flow is still a problem. It could be great fun to design your logo and decide on the colors you will be using on your card
One of the techniques available whereby the variety of abilities in a group can be enhanced and constantly been widened is through the process of paired learning. However, not only does this method gives recognition to the fact that one learner has the right to be better than the other, the poorer learner also benefits and develops quicker as the method requires the active involvement of each learner. Further, as more information becomes accessible to learners within institutions of higher learning and without the aid of these institutions, it is required of professional educators in higher education to work more indirectly as a manager of effective learning rather than focusing on the traditional roles of teaching and instruction. This is done in the realization that the overall quality of learning can be improved if learners have the opportunity to clarify, question, apply, and consolidate new knowledge.
The ability to discriminate between students, involve them in and let them contribute to the learning process, and allow them to source from both internal and external learning information, though necessary preconditions for learning success, does not necessarily guarantees success. A more important matter to consider in paired learning is how to make the stated concepts matter to all students and educators involved in the process and to utilize the process in an innovative manner in order to enrich the learning experience.
Purpose
The purpose of this article is to provide a general functional definition of pared-learning and to propose an implementation process that could be followed by institutions of higher learning.
Definition
In general paired-learning refers to the design of a coherent, equal status inter-disciplinary learning setting in which a one-to-one learning setting is created to foster collaborative learning under the guidance of a facilitator, without necessarily employing extra resources, and whereby the facilitator as well as the learners can intellectually, socially and emotionally learn from experiences shared through a process of academic engagement in order to enhance learners understanding of a subject or discipline. A form of tutoring is created whereby interaction and engagement is promoted.
In essence, therefore, paired learning is embedded in a social constructed interdisciplinary, inter-learning unit learning environment whereby a learner engage someone else in knowledge production, creation, improvement and innovation to accomplish more that what he or she was able to accomplish on his or her own. Following this learning approach, the learning structure approach of individual A is blend with the learning structure approach of individual B.
The process
In this section the process of establishing a paired learning environment will be briefly discussed.
1. Create a one-to-one learning setting
In its most ideal form two students should form a study team and should enroll for two or more similar courses at the university. This ensures that the learners are studying the same material. Through the creation of a one-to-one learning setting each student gets an opportunity to actively engage in the construction of knowledge in ways that require of them to learn together as a group. In this regard it is important to get learners to move away from “habit-learning” in which they are seeking the right answers to an approach in which they are urged to seek and develop generalized concepts and models that apply to concrete experiences and to master the ability of intelligent adaptability.
This however cannot be accomplished unless each member of the team does his or her part in the learning process. What is required is that each learner shares his or her experiences as it relates to the discussion or assignment against expectations, communicate with and learn from his learning companion, compare and interpret ideas, draw inferences and propose possible solutions to each other.
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study material or assignment. The helper is amongst others responsible for moderating the discussions of the team learners and ensuring that each member of the team assumes their share in the learning process.
3. Discussions at gathering center around a central theme
Discussions and assignments need to be organized and co-coordinated around a central theme which will link the courses or different learning units and which will allow the learners opportunity to understand a specific theme in more depth and within a coherent interdisciplinary and/or inter-learning unit experience. Normally, the pair-groups are given a good deal of freedom in choice of activity, but the general theme of activity should b
As opposed to the other food service careers, bartending is one job where personal style counts the most. The best bartenders I've known always have a personality to them, and some even have a little edge of attitude. Always remember that the whole point of your job is recreation.The best bartenders are good conversationalists. Have a joke or two ready. Read up on the news daily before your shift, so you'll be able to keep up chat on sports, politics, and business.Working in America, don't stress so much over knowing really complex drinks. About half of your orders will be for domestic beer, anyway. The non-beer orders will be something simple like a shot or a simple mixed drink like a vodka-and-coke. If somebody orders something really complicated, do your best to get it as close as you can and serve it. Bar etiquette nearly demands that the customer accepts whatever you pour as your version of what they ordered, and anybody who is enough of a troublemaker to ask for a Long-Island Iced Tea when you're slammed busy with a full bar generally deserves whatever you put in their glass, and probably wouldn't know the difference anyway.Some environments to avoid: A bartender can get work nearly anywhere in the world that allows alcohol, so you might as well b
Purpose
The purpose of this article is to provide a general functional definition of pared-learning and to propose an implementation process that could be followed by institutions of higher learning.
Definition
In general paired-learning refers to the design of a coherent, equal status inter-disciplinary learning setting in which a one-to-one learning setting is created to foster collaborative learning under the guidance of a facilitator, without necessarily employing extra resources, and whereby the facilitator as well as the learners can intellectually, socially and emotionally learn from experiences shared through a process of academic engagement in order to enhance learners understanding of a subject or discipline. A form of tutoring is created whereby interaction and engagement is promoted.
In essence, therefore, paired learning is embedded in a social constructed interdisciplinary, inter-learning unit learning environment whereby a learner engage someone else in knowledge production, creation, improvement and innovation to accomplish more that what he or she was able to accomplish on his or her own. Following this learning approach, the learning structure approach of individual A is blend with the learning structure approach of individual B.
The process
In this section the process of establishing a paired learning environment will be briefly discussed.
1. Create a one-to-one learning setting
In its most ideal form two students should form a study team and should enroll for two or more similar courses at the university. This ensures that the learners are studying the same material. Through the creation of a one-to-one learning setting each student gets an opportunity to actively engage in the construction of knowledge in ways that require of them to learn together as a group. In this regard it is important to get learners to move away from “habit-learning” in which they are seeking the right answers to an approach in which they are urged to seek and develop generalized concepts and models that apply to concrete experiences and to master the ability of intelligent adaptability.
This however cannot be accomplished unless each member of the team does his or her part in the learning process. What is required is that each learner shares his or her experiences as it relates to the discussion or assignment against expectations, communicate with and learn from his learning companion, compare and interpret ideas, draw inferences and propose possible solutions to each other.
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study material or assignment. The helper is amongst others responsible for moderating the discussions of the team learners and ensuring that each member of the team assumes their share in the learning process.
3. Discussions at gathering center around a central theme
Discussions and assignments need to be organized and co-coordinated around a central theme which will link the courses or different learning units and which will allow the learners opportunity to understand a specific theme in more depth and within a coherent interdisciplinary and/or inter-learning unit experience. Normally, the pair-groups are given a good deal of freedom in choice of activity, but the general theme of activity should
If you’ve ever used one of the old dot matrix printers with rows of holes to feed the ream of paper and dealt with the constant paper jams, then you have an idea of just how far technology has come in the printing industry. Long gone are the days of slightly fuzzy text and faded grey images. Today’s printing process has gone digital, and the benefit clearly shows. From the strikingly clear images to the brilliance of the colors, digital printing displays everything on your company’s marketing material, stationery, business cards and more with as much detail as a photograph. And the best part? Digital printing has revolutionized the printing industry to make it possible for any company, whether it has 10 employees or 10,000, to show the same level of quality as much larger corporations with every piece of printed media, and it can be accomplished both quickly and inexpensively!Still not clear on the difference between digital printing and making color copies at the local 24-hour shop? The main difference is quality, which is best explained by how digital printing actually works. Digital printing is actually a bit of a misnomer, as the process doesn’t apply as much to the printing itself as it does to the way the image is transferred to the printing device. Thin
In essence, therefore, paired learning is embedded in a social constructed interdisciplinary, inter-learning unit learning environment whereby a learner engage someone else in knowledge production, creation, improvement and innovation to accomplish more that what he or she was able to accomplish on his or her own. Following this learning approach, the learning structure approach of individual A is blend with the learning structure approach of individual B.
The process
In this section the process of establishing a paired learning environment will be briefly discussed.
1. Create a one-to-one learning setting
In its most ideal form two students should form a study team and should enroll for two or more similar courses at the university. This ensures that the learners are studying the same material. Through the creation of a one-to-one learning setting each student gets an opportunity to actively engage in the construction of knowledge in ways that require of them to learn together as a group. In this regard it is important to get learners to move away from “habit-learning” in which they are seeking the right answers to an approach in which they are urged to seek and develop generalized concepts and models that apply to concrete experiences and to master the ability of intelligent adaptability.
This however cannot be accomplished unless each member of the team does his or her part in the learning process. What is required is that each learner shares his or her experiences as it relates to the discussion or assignment against expectations, communicate with and learn from his learning companion, compare and interpret ideas, draw inferences and propose possible solutions to each other.
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study material or assignment. The helper is amongst others responsible for moderating the discussions of the team learners and ensuring that each member of the team assumes their share in the learning process.
3. Discussions at gathering center around a central theme
Discussions and assignments need to be organized and co-coordinated around a central theme which will link the courses or different learning units and which will allow the learners opportunity to understand a specific theme in more depth and within a coherent interdisciplinary and/or inter-learning unit experience. Normally, the pair-groups are given a good deal of freedom in choice of activity, but the general theme of activity should
Propose success, demand performance, and brand your market with appeal. In a world of costly business start-ups, expensive design tools, and rugged competition you can still beat the system. Success reins the process as our instructional tools are put to use building websites centered on content with focused keywords and performance.Slam-dunk your affiliate market goals with personalized branding tools and processes developed for mountain top success. Business development requires basic planning, economic structure, and dedicated commitment.Decisive planning directs your market and brands your business for success.Prepare a 10 second explanation to describe your business. If it takes more than 10 seconds to define what you do – you are not focused enough.“My business promotes development and market branding for maximum business performance and success.” is a perfect conversation starter, and will bring interest to the business because it gives a basic definition of business without overrunning the conversation with a detailed description that begs discussion.Design a logo that communicates your business identity to your customer. A single picture or group of words titling your business and replicating the purpose of your business is perfe
This however cannot be accomplished unless each member of the team does his or her part in the learning process. What is required is that each learner shares his or her experiences as it relates to the discussion or assignment against expectations, communicate with and learn from his learning companion, compare and interpret ideas, draw inferences and propose possible solutions to each other.
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study material or assignment. The helper is amongst others responsible for moderating the discussions of the team learners and ensuring that each member of the team assumes their share in the learning process.
3. Discussions at gathering center around a central theme
Discussions and assignments need to be organized and co-coordinated around a central theme which will link the courses or different learning units and which will allow the learners opportunity to understand a specific theme in more depth and within a coherent interdisciplinary and/or inter-learning unit experience. Normally, the pair-groups are given a good deal of freedom in choice of activity, but the general theme of activity should
Staying in touch and up-to-date with customers is a very challenging problem for all retailers. For example, when a store advertises an upcoming sale of a product, it must develop a campaign strategy, visually design advertisements, submit advertisements, and wait for a publication to reach newsstands, all before results can be measured. This method is quickly becoming obsolete, as old methods yield to new ones. The inherent delays that come with the use of print media are unavoidable, so retailers are using a more immediate means to reach their customers- their cell phones.BlooZone devices for example, allow retailers to change their marketing approaches immediately, and hit their target audience without having to go through the stages of drafting, printing and distributing their campaigns. Having this ability ensures that Bluetooth-based methods are up to the minute, at all times.Bluetooth-based approaches also allow retailers to monitor statistics of consumer behavior throughout an entire marketing campaign. The implications of this technology make it such that retailers can transform failing campaigns immediately, rather than waiting for results and guessing at what went wrong.Print advertising and Bluetooth-based advertising are both based on prior
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study material or assignment. The helper is amongst others responsible for moderating the discussions of the team learners and ensuring that each member of the team assumes their share in the learning process.
3. Discussions at gathering center around a central theme
Discussions and assignments need to be organized and co-coordinated around a central theme which will link the courses or different learning units and which will allow the learners opportunity to understand a specific theme in more depth and within a coherent interdisciplinary and/or inter-learning unit experience. Normally, the pair-groups are given a good deal of freedom in choice of activity, but the general theme of activity should be well defined. Giving the learners freedom in terms of how they would prefer to conduct the proposed activity creates a learning environment that builds on the strengths of individual learners as well as their innovativeness.
The theme “Transportation and destination development” may for example require that learners, source on information from logistics and tourism to pursue knowledge and arrive at a proper synthesis. Better results can be achieved if the theme for discussion is rather well defined, especially at the beginning of the programme, in order to ensure that learners are not overwhelmed by the complexity of the assignment or the information available on the subject matter. One may consider providing the paired-teams with baseline information materials to overcome initial concerns that sufficient material won’t be available.
4. Learning collaboration and coordination with a focus on learning development
Collaboration between educators involved in linked courses is essential to ensure that assignments and activities complement one another. Further, as the focus is on learning development, more that on specific learning outcomes, additional time demands will be placed on those involved, and therefore the introduction of “release-time” or recognition for lecturing-load should be given to those involved. It is further important to have at least one or two advisory committee meetings before the academic year commences in order to construct the assignments and to reach consensus on critical learning issues like ensuring that learners that learners discovers a body of knowledge that in itself is connected and that they are able to share this connectedness with one another.
5. Aim of the paired learning discussions and assignments
The principle aim of paired-learning is normally to discover novelties and secondary to verify what is already known. This gives recognition to the fact that learning is partially innate and partially learned from the social environment. Important to realize is that through pared-learning the learner is able to discover his or her own opinion and voice and will become more and more involved in their own learning. The output created is a diversity institution of higher learning within a traditional disciplined designed structure.
6. Monitor occurrence of learning development
Governance of the learning process, from the perspective of the institution of higher learning is essential to be sure that learning development did indeed occur in an efficient manner. Monitoring and evaluation of the learning process therefore depend on collecting information that could provide answers on:
• The initial intention with a particular assignment or discussion;
• Process dynamics during the execution of the assignment or discussion;
• Outcomes achieved;
• Learning that took place amongst learners, helpers and the educators;
• Comments made by all stakeholders involved in the process; and
• Performance results of learners.
Conclusion
Changing one’s own learning behaviour is difficult and often one tends to follow old habit-related approaches. . Through well-designed pared-learning an individual may gain new and enriched knowledge covering interdisciplinary domains that would not have been possible through individual learning methodologies. It creates an opportunity to discover novelty whilst validating current knowledge. Above all it gives an individual learner a voice to express him or her self and to learn according to his or her individual needs and aspirations. However, the success of the approach depends largely on the proper planning and execution by educators.
Bibliography
Campos, M. 2004. A constructivist method for the analysis of networked cognitive communication and the assessment of collaborative learning and knowledge-building. JALN. 8(2). 2-29. http://www.sloan-c.org/publications/jaln/v8n2_campos.asp Accessed: 25/03/2006.
Lewis, M. 2005. All alone in the crowd. The Times Higher Education Supplement. http://www.thes.co.uk/story.aspx Accessed: 25/03/2006.
Millis, B. & Cottel, P.G. 1997. Cooperative learning for Higher Eduvation. Oryx Press: Phoenix.
NETC. 2004. Building 21st Century Collaborative Learning Communities. http://www
HTTP = HTML link (for blogs, profiles,phorums):
<a href="http://www.diggitup.net/article/17910/diggitup-Develop-Learning-Potential-Through-PairedLearning.html">Develop Learning Potential Through Paired-Learning</a>
BB link (for phorums):
[url=http://www.diggitup.net/article/17910/diggitup-Develop-Learning-Potential-Through-PairedLearning.html]Develop Learning Potential Through Paired-Learning[/url]
Related Articles:
Customer Service Mistakes Can Be Entrepreneurial Opportunities!
Bookmark it:
|