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Educational Potential (educational + potential)
Selected AbstractsTraining aesthetic perception: John Dewey on the educational role of art museumsEDUCATIONAL THEORY, Issue 4 2004Tracie E. Costantino In this article I examine Dewey's ambivalent attitude toward art museums , criticizing their existence as repositories for the rich, while exploring their educational potential , by analyzing Dewey's comments on museums in various texts, by relating his ideas to museum education theories and practice of the time, and by exploring his involvement with Albert Barnes and the Barnes Foundation. Specifically, I discuss how these men influenced each other and consider possible reasons for Dewey's involvement with a "capitalist collector" such as Barnes. This examination is placed within the broader context of Dewey's philosophy of art as experience. An analysis of these issues is especially relevant at the present time, given that museums are increasingly involved in K-12 education through outreach and professional development programs, in addition to school tours. [source] Second Life: an overview of the potential of 3-D virtual worlds in medical and health educationHEALTH INFORMATION & LIBRARIES JOURNAL, Issue 4 2007Maged N. Kamel Boulos This hybrid review-case study introduces three-dimensional (3-D) virtual worlds and their educational potential to medical/health librarians and educators. Second life (http://secondlife.com/) is perhaps the most popular virtual world platform in use today, with an emphasis on social interaction. We describe some medical and health education examples from Second Life, including Second Life Medical and Consumer Health Libraries (Healthinfo Island,funded by a grant from the US National Library of Medicine), and VNEC (Virtual Neurological Education Centre,developed at the University of Plymouth, UK), which we present as two detailed ,case studies'. The pedagogical potentials of Second Life are then discussed, as well as some issues and challenges related to the use of virtual worlds. We have also compiled an up-to-date resource page (http://healthcybermap.org/sl.htm), with additional online material and pointers to support and extend this study. [source] The evolution and redefining of ,CAL': a reflection on the interplay of theory and practiceJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2010R. Hartley Abstract This article comments on how the core idea of the computer as an assistant to teaching and learning became reconfigured through changing technologies, pedagogies and educational cultures. Early influential researchers in computer assisted learning (CAL) made strong but differing links to theories and representations of learning, showing a relevance to pedagogy through innovative projects. Amid controversy, the educational potential of CAL became recognized and hardware,software developments stimulated the involvement of teachers in shaping applications and practices within contexts that favoured a constructivist student focus. Further advances in technology gave students greater autonomy in the style and management of learning, and enabled CAL to be redefined as a participative and collaborative enterprise. Institutions responded through supports and structures in ways that suited their wider educational policies. Technological developments (and controversies) continue to extend and reshape the applications of CAL, and this reflection points to the significance of the interplay between theory and practice in this evolving and redefining process. [source] How residents learn: qualitative evidence for the pivotal role of clinical activitiesMEDICAL EDUCATION, Issue 8 2007P W Teunissen Objectives, Medical councils worldwide have outlined new standards for postgraduate medical education. This means that residency programmes will have to integrate modern educational views into the clinical workplace. Postgraduate medical education is often characterised as a process of learning from experience. However, empirical evidence regarding the learning processes of residents in the clinical workplace is lacking. This qualitative study sought insight into the intricate process of how residents learn in the clinical workplace. Methods, We carried out a qualitative study using focus groups. A grounded theory approach was used to analyse the transcribed tape recordings. A total of 51 obstetrics and gynaecology residents from teaching hospitals and affiliated general hospitals participated in 7 focus group discussions. Participants discussed how they learn and what factors influence their learning. Results, An underlying theoretical framework emerged from the data, which clarified what happens when residents learn by doing in the clinical workplace. This framework shows that work-related activities are the starting point for learning. The subsequent processes of ,interpretation' and ,construction of meaning' lead to refinement and expansion of residents' knowledge and skills. Interaction plays an important role in the learning process. This is in line with both cognitivist and sociocultural views on learning. Conclusions, The presented theoretical framework of residents' learning provides much needed empirical evidence for the actual learning processes of residents in the clinical workplace. The insights it offers can be used to exploit the full educational potential of the clinical workplace. [source] | |||||||||||||