By David Hung, Visit Amazon's Kenneth Y. T. Lim Page, search results, Learn about Author Central, Kenneth Y. T. Lim, , Shu-Shing Lee
This quantity introduces the idea that of ‘adaptivity’ as taking place whilst, say, members pass obstacles. via illustrations from either formal and casual studying, the booklet seeks to supply studying designs and frameworks for adaptivity. This booklet is exclusive because it ties jointly: a) social-individual dialectics; and b) adaptive studying because it pertains to creativity and mind's eye. It highlights case experiences from social / new media contexts, tuition studying milieux, and formal and casual occasions. It ways adaptive studying from the views of scholars, academics, tuition leaders, and members in social media and different digitally mediated environments. The e-book is a worthwhile source for practitioners and lecturers who're attracted to adaptivity as a studying disposition.
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Extra info for Adaptivity as a Transformative Disposition: for Learning in the 21st Century
2011) and Savickas (2005) Debebe (2002) Perry and Weinstein (1998) Bimrose et al. (2011) Billett (2009, 2012) and Engle (2006) Ployhart and Bliese (2006) and Schwartz et al. (2005) Bimrose et al. (2011) Reference 26 E. Koh et al. , physical, temporal, and functional contexts) Transfer of expert knowledge Knowledge of decision-making strategies Interpret expressions spontaneously through an appropriate lens during problem solving Self-related cognitive aspect; self-awareness Calibrating (assess appropriateness of own assumptions) Self-regulation Control (strategies that individuals employ to influence different settings) Metacognitive skills Karaevli and Hall (2006) Engeström et al.
Drawing examples from adult experts, the research conceptualised that routine experts are quick and accurate in solving daily problems in a stable environment but not in changing contexts. On the other hand, adaptive experts are able to solve problems in non-routine environments. Both routine and adaptive experts are highly efficient (Schwartz, Bransford, & Sears, 2005). Schwartz et al. highlight that the efficiency outcome is the primary goal in many formal education contexts. Often, instruction is focused on eliminating the problem through routine practice rather than in-depth, sustained problem-solving.
1993) Huntley et al. (2007) Debebe (2002) Pulakos et al. (2000, 2002) Engle (2006) Barnett and Ceci (2002) Perry and Weinstein (1998) Ployhart and Bliese (2006) Bimrose et al. (2011) Debebe (2002) 2 Learner Adaptivity: An Initial Conceptualisation 27 28 E. Koh et al. general from childhood to adulthood. Based on the review, we conceptualise learner adaptivity in terms of ASK. This chapter has several contributions. First, our conceptualisation of learner adaptivity bridges the divide between the literature of formal education and work.
Adaptivity as a Transformative Disposition: for Learning in the 21st Century by David Hung, Visit Amazon's Kenneth Y. T. Lim Page, search results, Learn about Author Central, Kenneth Y. T. Lim, , Shu-Shing Lee
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