Reflective practice

Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential. Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is a

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Raison

La raison est généralement considérée comme une faculté propre de l'esprit humain dont la mise en œuvre lui permet de créer des critères de vérité et d'erreur et d'atteindre ses objectifs. Elle repos

Temporal Pathways to Learning: How Learning Emerges in an Open-ended Collaborative Activity

Mortadha Abderrahim, Pierre Dillenbourg, Aditi Kothiyal, Jauwairia Nasir

The learning process depends on the nature of the learning environment, particularly in the case of open-ended learning environments, where the learning process is considered to be non-linear. In this paper, we report on the findings of employing a multimodal Hidden Markov Model (HMM) based methodology to investigate the temporal learning processes of two types of learners that have learning gains and a type that does not have learning gains in an open-ended collaborative learning activity. Considering log data, speech behavior, affective states and gaze patterns, we find that all learners start from a similar state of non-productivity, but once out of it they are unlikely to fall back into that state, especially in the case of the learners that have learning gains. Those who have learning gains shift between two problem solving strategies, each characterized by both exploratory and reflective actions, as well as demonstrate speech and gaze patterns associated with these strategies, that differ from those who don't have learning gains. Further, the teams that have learning gains also differ between themselves in the manner in which they employ the problem solving strategies over the interaction, as well as in the manner they express negative emotions while exhibiting a particular strategy. These outcomes contribute to understanding the multiple pathways of learning in an open-ended collaborative learning environment, and provide actionable insights for designing effective interventions.

2022

Chargement

Evolutionary Clustering of Apprentices' Self- Regulated Learning Behavior in Learning Journals

Christian Giang, Mirko Marras, Paola Mejia Domenzain

Learning journals are increasingly used in vocational education to foster self-regulated learning and reflective learning practices. However, for many apprentices, documenting working experiences is a difficult task. In this paper, we profile apprentices' learning behavior in an online learning journal. Based on a pedagogical framework, we propose a novel multi-step clustering pipeline that integrates different learning dimensions into a combined profile. Specifically, the profiles are described in terms of effort, consistency, regularity, help-seeking behavior, and quality of the written entries. Our results on two populations of chef apprentices (183 apprentices) interacting with an online learning journal (over 121K entries) show that our pipeline captures changes in learning patterns over time and yields interpretable profiles that can be related to academic performance. The obtained profiles can be used as a basis for personalized interventions, with the ultimate goal of improving the apprentices' learning experience.

2022

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Universal Patterns in Color-Emotion Associations Are Further Shaped by Linguistic and Geographic Proximity

Ahmad Abu-Akel, Amer Chamseddine, Christine Mohr, Niloufar Pouyan, Maya Roinishvili, Meng Zhang

Many of us "see red," "feel blue," or "turn green with envy." Are such color-emotion associations fundamental to our shared cognitive architecture, or are they cultural creations learned through our languages and traditions? To answer these questions, we tested emotional associations of colors in 4,598 participants from 30 nations speaking 22 native languages. Participants associated 20 emotion concepts with 12 color terms. Pattern-similarity analyses revealed universal color-emotion associations (average similarity coefficientr= .88). However, local differences were also apparent. A machine-learning algorithm revealed that nation predicted color-emotion associations above and beyond those observed universally. Similarity was greater when nations were linguistically or geographically close. This study highlights robust universal color-emotion associations, further modulated by linguistic and geographic factors. These results pose further theoretical and empirical questions about the affective properties of color and may inform practice in applied domains, such as well-being and design.

SAGE PUBLICATIONS INC2020

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