際際滷shows by User: ClarenceMaybee / http://www.slideshare.net/images/logo.gif 際際滷shows by User: ClarenceMaybee / Sat, 25 Apr 2015 22:14:27 GMT 際際滷Share feed for 際際滷shows by User: ClarenceMaybee Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes /slideshow/maybee-final-sem/47416833 maybee-finalsem-150425221427-conversion-gate02
Final Seminar presentation held April 13, 2015 at Queensland University of Technology in Brisbane, Australia.]]>
Final Seminar presentation held April 13, 2015 at Queensland University of Technology in Brisbane, Australia.]]> Sat, 25 Apr 2015 22:14:27 GMT /slideshow/maybee-final-sem/47416833 ClarenceMaybee@slideshare.net(ClarenceMaybee) Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes ClarenceMaybee Final Seminar presentation held April 13, 2015 at Queensland University of Technology in Brisbane, Australia. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/maybee-finalsem-150425221427-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Final Seminar presentation held April 13, 2015 at Queensland University of Technology in Brisbane, Australia.
Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes from Clarence Maybee
]]> 1394 6 https://cdn.slidesharecdn.com/ss_thumbnails/maybee-finalsem-150425221427-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Informaton & Learning: 際際滷s from 2012 EARLI SIG 9 Conference /slideshow/slides-from-earli-sig-9-conference/39126382 slidesfromearlisig9conference-140915212800-phpapp01
This paper reports on findings from a phenomenography study investigating how undergraduate students learn to use information while simultaneously engaging with course content. This type of learning has been theorized as informed learning (Bruce, 2008), a pedagogy grounded in phenomenography that emphasizes the role that information plays in learning. Part of a larger study, this project applied variation theory (Marton, Runesson, and Tsui, 2004) in the analysis of a lesson aimed at enabling student awareness of language and gender issues, while simultaneously learning the techniques used to analyze the progression of a research topic. The variations made by students during post-lesson interviews revealed three types of lived experiences. The results show that learning to use information in context is not simply a matter of focusing on both aspects of learning, but suggests that teachers must determine and apportion the appropriate balance between the how and what aspects in classroom lessons.]]>
This paper reports on findings from a phenomenography study investigating how undergraduate students learn to use information while simultaneously engaging with course content. This type of learning has been theorized as informed learning (Bruce, 2008), a pedagogy grounded in phenomenography that emphasizes the role that information plays in learning. Part of a larger study, this project applied variation theory (Marton, Runesson, and Tsui, 2004) in the analysis of a lesson aimed at enabling student awareness of language and gender issues, while simultaneously learning the techniques used to analyze the progression of a research topic. The variations made by students during post-lesson interviews revealed three types of lived experiences. The results show that learning to use information in context is not simply a matter of focusing on both aspects of learning, but suggests that teachers must determine and apportion the appropriate balance between the how and what aspects in classroom lessons.]]> Mon, 15 Sep 2014 21:28:00 GMT /slideshow/slides-from-earli-sig-9-conference/39126382 ClarenceMaybee@slideshare.net(ClarenceMaybee) Informaton & Learning: 際際滷s from 2012 EARLI SIG 9 Conference ClarenceMaybee This paper reports on findings from a phenomenography study investigating how undergraduate students learn to use information while simultaneously engaging with course content. This type of learning has been theorized as informed learning (Bruce, 2008), a pedagogy grounded in phenomenography that emphasizes the role that information plays in learning. Part of a larger study, this project applied variation theory (Marton, Runesson, and Tsui, 2004) in the analysis of a lesson aimed at enabling student awareness of language and gender issues, while simultaneously learning the techniques used to analyze the progression of a research topic. The variations made by students during post-lesson interviews revealed three types of lived experiences. The results show that learning to use information in context is not simply a matter of focusing on both aspects of learning, but suggests that teachers must determine and apportion the appropriate balance between the how and what aspects in classroom lessons. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/slidesfromearlisig9conference-140915212800-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This paper reports on findings from a phenomenography study investigating how undergraduate students learn to use information while simultaneously engaging with course content. This type of learning has been theorized as informed learning (Bruce, 2008), a pedagogy grounded in phenomenography that emphasizes the role that information plays in learning. Part of a larger study, this project applied variation theory (Marton, Runesson, and Tsui, 2004) in the analysis of a lesson aimed at enabling student awareness of language and gender issues, while simultaneously learning the techniques used to analyze the progression of a research topic. The variations made by students during post-lesson interviews revealed three types of lived experiences. The results show that learning to use information in context is not simply a matter of focusing on both aspects of learning, but suggests that teachers must determine and apportion the appropriate balance between the how and what aspects in classroom lessons.
Informaton & Learning: 際際滷s from 2012 EARLI SIG 9 Conference from Clarence Maybee
]]> 865 5 https://cdn.slidesharecdn.com/ss_thumbnails/slidesfromearlisig9conference-140915212800-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-ClarenceMaybee-48x48.jpg?cb=1526260257 https://sites.google.com/site/clarencemaybee/home https://cdn.slidesharecdn.com/ss_thumbnails/maybee-finalsem-150425221427-conversion-gate02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/maybee-final-sem/47416833 Informed learning in t... https://cdn.slidesharecdn.com/ss_thumbnails/slidesfromearlisig9conference-140915212800-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/slides-from-earli-sig-9-conference/39126382 Informaton &amp; Learning:...