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[A3] The Learner at the Centre
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This conceptual model captures a learner-centred analysis of questions that might be asked in order to make decisions at all stages of a cycle of learning within an educational context.
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Claim
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Validity and Reliability
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This section has described a thesis that has developed through practice, and there is a need to explain the validity of this thesis and discuss its reliability.
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Claim
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Conclusion
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This section provides a summing up for the whole dissertation, thesis and body of practice submitted for examination.
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References
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The key references that have informed my learning, including publications of my own
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How We Learn What We Learn
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A practical account of learning theory, inspired by key thinkers over a century, applied to a primary school vision in south London.
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Toward a Theory of Instruction
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Bruner presents a distillation of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities. "One is struck by the absence of a theory of instruction as a guide to pedagogy," Bruner observes; "in its place there is principally a body of maxims." At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man's powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.
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References
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The Nature of Explanation
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Kenneth Craik was one of the first to realise that machines share with the brain certain principles of functioning, Craik was a pioneer in the development of physiological psychology and cybernetics. Craik published only one complete work of any length, this essay on The Nature of Explanation. Here he considers thought as a term for the conscious working of a highly complex machine, viewing the brain as a calculating machine which can model or parallel external events, a process that is the basic feature of thought and explanation. He applies this view to a number of psychological and philosophical problems (such as paradox and illusion) and suggests possible experiments to test his theory.
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The SAGE Handbook of Qualitative Research
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This compendium of 1210 pages represents the state of the art for the theory and practice of qualitative inquiry containing 44 articles which map out qualitative research in all its variety
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Translating software: What it means and what it costs for small cultures and large cultures
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In this paper the authors report as a case study their experience of adapting a set of software for other languages and cultures, drawing attention to the potential pitfalls and sharing what was learnt. This experience was based on a project to translate the "Work Rooms" software for young learners into Bulgarian and Catalan. It is also hoped to broaden the debate on CAL, stimulating consideration of multicultural and international issues. While the questions raised by this particular adaptation of software are relevant to all those working with CAL, they have particular importance for software authors, publishers, and teachers of linguistic minorities.
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Feeling and Personhood: Psychology in Another Key
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John Heron presents a radical new theory of the person in which feeling, differentiated from emotion, becomes the distinctive feature of personhood. The author explores the applications of his ideas to living and learning and the text includes numerous experiential exercises. Heron considers how the person develops through various states and stages and contrasts the restricted ego with integrated personhood. Central to his analysis are interrelationships between four basic psychological modes - affective, imaginal, conceptual and practical. In particular, feeling is seen as the ground and potential from which all other aspects of the psyche emerge - emotion, intuition, imaging of all kinds, reason, discrimination, intention and action. Heron also shows the fundamental relation of his ideas to theory and practice in transpersonal psychology and philosophy. In the last part of the book, the author examines the implications of his theory for understanding and enhancing both formal and life learning. Feeling and Personhood will be essential reading for psychologists, educationalists, counsellors, psychotherapists and all those who believe it is time for a challenging alternative to traditional reason-centred and ego-bound psychology.
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