Learning at Work: Excellent Practice from Best Theory

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This dynamic process of change is often considered in literatures on organizational learning.

Learning Theories. Their Influence on Teaching Methods

His theory also challenges the understanding of intelligence as dominated by a single general ability. These intelligences include: 1 logical-mathematical, 2 linguistic, 3 spatial, 4 musical, 5 bodily-kinesthetic, 6 interpersonal, and 7 intrapersonal. Although his work is speculative, his theory is appreciated by teachers in broadening their conceptual framework beyond the traditional confines of skilling, curriculum and testing.

The recognition of multiple intelligences, for Gardner, is a means to achieving educational goals rather than an educational goal in and of itself. They are developed by Jean Lave and Etienne Wenger. Situated learning theory recognizes that there is no learning which is not situated, and emphasizes the relational and negotiated character of knowledge and learning as well as the engaged nature of learning activity for the individuals involved.

Six Learning Theories – IAmLearning: Mobilizing and Supporting Educator Practice

According to the theory, it is within communities that learning occurs most effectively. Interactions taking place within a community of practice — e. Thomas Sergiovanni reinforces the idea that learning is most effective when it takes place in communities. He argues that academic and social outcomes will improve only when classrooms become learning communities, and teaching becomes learner-centered. Communities of practice are of course not confined to schools but cover other settings such as workplace and organizations. Exploration of 21st century learning or skills has emerged from the concern about transforming the goals and daily practice of learning to meet the new demands of the 21st century, which is characterized as knowledge- and technologically driven.

The current discussion about 21st century skills leads classrooms and other learning environments to encourage the development of core subject knowledge as well as new media literacies, critical and systems thinking, interpersonal and self-directional skills. For example, the Partnership for 21st Century Skills P21 defines the following as key: core subjects e. English, math, geography, history, civics and 21st century themes global awareness, civic literacy, health literacy, environmental literacy, financial, business and entrepreneurial literacy ; learning and innovation skills creativity and innovation, critical thinking and problem solving, communication and collaboration ; information, media and technology skills e.

ICT literacy, media literacy ; and life and career skills flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility. One main learning method that supports the learning of such skills and knowledge is group learning or thematic projects, which involves an inquiry-based collaborative work that addresses real-world issues and questions.


Kolb's Learning Styles and Experiential Learning Cycle

Source: The Office of Learning and Teaching, Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. Read more. Communities and networks For the IBE to be the Global Centre of Excellence in curriculum it is essential to strengthen partnerships, enhance collaboration and improve networking opportunities focusing on key actors and strategic partners, particularly curriculum specialists and curriculum development centres.

History The IBE was established in , as a private, non-governmental organisation, by leading Swiss educators to provide intellectual leadership and to promote international cooperation in education. Lead innovation in curriculum and learning Address critical and current issues Strengthen the analytical knowledge base Ensure quality and relevance of education and learning Lead global dialogue on curriculum Institutional and organizational development Lead innovation in curriculum and learning The curriculum is one of the most effective tools for bridging the gap between education and development.

Address critical and current issues Education systems and by implication curricula are under relentless pressure to demonstrate relevance and responsiveness to national, regional, and global development challenges. Strengthen the analytical knowledge base Research evidence on the nature of learning is impressively accumulating and at a fast pace.

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Ensure quality and relevance of education and learning While indispensable to quality improvement efforts, curriculum and learning depend on the effective and efficient functioning of other elements of an education system. Lead global dialogue on curriculum There is a need to deepen the understanding of curriculum and to reconceptualise it as a tool to enhance and democratize learning opportunities within a lifelong learning perspective.

Institutional and organizational development In order to effectively carry out our core mandate and progressively become the UNESCO Centre of Excellence in Curriculum and related matters, we aim at constantly strengthening our delivery capacity. Global dialogue and intellectual leadership Capacity development Knowledge creation and management IBE Documentation Centre Employment Global dialogue and intellectual leadership Inclusive dialogue is a precondition for consensus on the value of the curriculum to global education and development efforts.

First, reflection is often used as a tool for students to process learning; while students can use different modes for reflection, reflective writing is one important mode see Edgar, Francis-Coad, and Connaughton , who examine whether reflective writing is relevant for professional practice. In addition, writing is identified as a key competency in studies of employer expectations e.

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The WIL scholarship has not drawn from studies of workplace writing or writing knowledge transfer that have emerged from writing studies contexts, although of course the writing studies field has focused on internships and other workplace writing contexts e. Anson and Forsberg ; Baird and Dilger However, case study assessments of WIL initiatives or studies of employer expectations that focus specifically on writing may provide important insights into how writing is both a tool for learning in — and a competency of — WIL.

Then, once training is completed, ask for feedback on everything from exams to content to software used to train.

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It will give the learners a sense of participation throughout the process. In the past, corporate learning has often been a mandatory activity done at a certain time.

Six Learning Theories

Now with technologies like an LMS , you can create a much more self-directed, independent learning environment for your adult learners. You can allow them to train when and where they want, offer them a selection of courses that they can choose to enroll in and enable them to have their own distinct learning goals.

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As the theory states, adults like to know how the training will have an immediate application and benefit for them. So, when creating your course content, inject it with as many real-world examples as possible. For employee training, the same applies: state how the training will help, and then use genuine examples to train.

You can do this in a few simple ways, including adding assessments and simulations that outline specific problems a learner might actually encounter, and then getting your learners to use their skills to overcome it.

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Adult Learning Theory has so many practical uses for your corporate learning. But, as always, the key to great learning is to experiment and test. What is Adult Learning Theory? Emma O'Neill Published on April 25, Post Comment. Thank you! Your comment is waiting for approval. Related posts Olivia McGarry.