Search results for "experiential"
showing 10 items of 190 documents
Implicit learning, development, and education
2010
International audience; The present chapter focuses on implicit learning processes, and aims at showing that these processes could be used to design new methods of education or reeducation. After a brief definition of what we intend by implicit learning, we will show that these processes operate efficiently in development, from infancy to aging. Then, we will discuss the question of their resistance to neurological or psychiatric diseases. Finally, in a last section, we will comment on their potential use within an applied perspective.
Adaptive and Generative Learning: Implications from Complexity Theories
2008
One of the most important classical typologies within the organizational learning literature is the distinction between adaptive and generative learning. However, the processes of these types of learning, particularly the latter, have not been widely analyzed and incorporated into the organizational learning process. This paper puts forward a new understanding of adaptive and generative learning within organizations, grounded in some ideas from complexity theories: mainly self-organization and implicate order. Adaptive learning involves any improvement or development of the explicate order through a process of self-organization. Self-organization is a self-referential process characterized …
How does the brain encode epistemic reliability? Perceptual presence, phenomenal transparency, and counterfactual richness
2014
AbstractSeth develops a convincing and detailed internalist alternative to the sensorimotor-contingency theory of perceptual phenomenology. However, there are remaining conceptual problems due to a semantic ambiguity in the notion of “presence” and the idea of “subjective veridicality.” The current model should be integrated with the earlier idea that experiential “realness” and “mind-independence” are determined by the unavailability of earlier processing stages to attention. Counterfactual richness and attentional unavailability may both be indicators of the overall processing level currently achieved, a functional property that normally correlates with epistemic reliability. Perceptual p…
Introduction: The World as a Stereogram
2014
This paper presents the historically most important theories of how visual perception is made spatial in the cognitive processing of the sensory input to the eye. All of them involve active engagement of the mind. Firstly, in the medieval theories physiological processes developed three-dimensional imagery in the brain, and active mental processing was needed to build coherence in the perceptual experience as a whole but not to yield the basic idea of spatiality. Secondly, according to Descartes, the eyes produced a unified two-dimensional visual image that was neurally transmitted to the inner surface of the brain. The innate conception of three-dimensional spatiality was superimposed inte…
New Technology, Writing And Learning
2001
The participants involved in most previous studies on writing have written their texts by hand but writing with the aid of a computer is much more prevalent today. This chapter specifically examines the effects of new technology on writing and, by implication, on writing to learn, and presents examples how technology has created new possibilities for using writing for purposes of learning. The chapter is divided into four main parts. Part one briefly introduces the chapter. Part two considers the nature of writing in terms of interactions between planning, writing and editing. Part three examines how computer aided writing changes these processes. Here individual and collaborative writing a…
Writing, Learning And The Development Of Expertise In Higher Education
2001
This chapter combines the issue of writing to learn with recent views of the development of prerequisites of professional expertise during higher education. The knowledge-intensive or symbolicanalytic work characteristic of today's professional jobs challenges educationalists to develop instructional methods that integrate domain-content learning with practising the general skills needed in today’s working life. It is argued here that constructivist and social constructivist views of learning offer promising starting points for developing instruction of this kind. Different traditional and novel fonns of writing are discussed from the viewpoint of these constructivist approaches and experti…
Blending Literature and Foreign Language Learning: Current Approaches
2013
The aim of this chapter is to discuss the place of literature in foreign language learning and teaching contexts, and to show reasons of using literary texts for the development of communicative competence, intercultural communicative competence, and for individual as well as social human growth. Although literature and language teaching had been following separate paths, currently a strong tendency emerges of integrating language and literature teaching across proficiency levels. This tendency results from the recognition of the roles that literacy, multiliteracies and multimodality play in the life of humans in the 21st century. Respected bodies such as the Council of Europe or Modern Lan…
The motivational appeal of interactive storytelling: Towards a dimensional model of the user experience
2009
A conceptual account to the quality of the user experience that interactive storytelling intends to facilitate is introduced. Building on socialscientific research from `old' entertainment media, the experiential qualities of curiosity, suspense, aesthetic pleasantness, self-enhancement, and optimal task engagement ("flow") are proposed as key elements of a theory of user experience in interactive storytelling. Perspectives for the evolution of the model, research and application are briefly discussed.
Web-Based Learning Objects in School Education
2010
The added value of Web-based learning objects (WBLOs) lies in supporting learners to acquire the right knowledge and skills in order to function as active and collaborative learners. To realize this, WBLOs must be both technically and pedagogically usable. Technical usability in itself is not sufficient. To support the learning process, the usability concept must be extended to include pedagogical considerations. The importance of pedagogical usability in education has been recognized, but not sufficiently researched. In addition, little research has been done to evaluate the pedagogical value of WBLOs. The main goal of this paper is to show how to foster pedagogically usable WBLOs in schoo…
Growing up morally: An experiential classroom unit on moral development
2015
One reason why many of today’s business leaders are frequently viewed as unethical, corrupt, and corruptible is that values transmitted (implicitly) by university business education courses influence students to ignore ethics. This paper argues that to help future business leaders become more ethical, business school implicit values should reflect a more ethical direction. The present paper describes an experiential pedagogy designed to help students develop morally. It does so by asking students to: 1) participate in exercises sensitizing them to ethical issues, 2) reflect on their own ethical values and decisions they’ve made in the past that either mirror or contradict those values, 3) r…