- Nov 2022
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scholar.google.com scholar.google.com
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Williams, B., Boyle, M., Winship, C., Brightwell, R., Devenish, S., & Munro, G. (2013). Examination of self-directed learning readiness of paramedic undergraduates: A multi-institutional study. Journal of Nursing Education and Practice, 3(2), 102.
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Article to gauge if undergraduate students in 4 Australian universities show sufficient self-directed learning
5/10
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Williams, B., Boyle, M., Winship, C., Brightwell, R., Devenish, S., & Munro, G. (2013). Examination of self-directed learning readiness of paramedic undergraduates: A multi-institutional study. Journal of Nursing Education and Practice, 3(2), 102.
References Blaschke, L. M. (2021). The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning. British Journal of Educational Technology, 52, 1629–1645. https://doi.org/10.1111/bjet.13105 Ismail, A. I., Abdul-Majid, A.-H., & Musibau, H. O. (2017). Employee learning theories and their organizational applications. Academic Journal of Economic Studies, 3(4), 96–104.
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files.eric.ed.gov files.eric.ed.gov
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www.researchgate.net www.researchgate.net
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I would expect a student seeking training in a field that deals with saving lives would have an adequate degree of self-directed learning 5/10
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- Jan 2022
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Intriguingly, children can learn even more effectively from other people by making implicit assumptions about the intentions of those people. In particular, children appear to be sensitive to the fact that evidence may be the result of pedagogy – the intention to teach.
This statement gets me to thinking about the fact that do children, or anyone for that matter, open themselves up and prepare to learn when they believe that another is attempting to teach? This leads to another question as to why do some teachers seem to be better than others when comes to different learners? For example one student may love one particular teacher and learn a great deal from her, while another seems to be closed off to that same teacher.
Julian
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But more recent research goes further. It demonstrates that very young children, even infants, can actually use those statistics to make inferences about causal structure. Researchers have also explored whether children use that knowledge in ways that go beyond simple association. And they have explored whether children can make similar causal inferences from the outcomes of interventions – their own or those of others. Finally, they have also asked whether children will integrate their prior knowledge with new evidence in a Bayesian way, and whether they will go beyond learning about observable variables to posit unobservable ones. The quick answer to all these questions is yes.
This evidence is especially fascinating, proving that the learning process and constructivist growth is possible even with young infants. That it has been observed and proven to be possible in young children that they can make assumptions even about unobservable variables by building on prior knowledge. I wonder if this has been proven by any other studies?
Julian
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In everyday life we often make causal claims, even when we don’t know anything about the detailed mechanisms or spatio-temporal events that underpin those claims (see Keil 2006).
This statement really made me think about how often we see people attempt to explain their reasoning for believing anything. Whether it's politics these days or any other strongly held belief. Many people don't seem to concern themselves with evidence or complete evidence to believe something. Many times we hear people make claims as though they are fact, when in fact they don't really have any proof as to why they might feel that way. Julian
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