Collaborative Learner Biographies: Or, Discovering You Had Created a Project-Based Learning Task without Realizing It

Autor/in	Saltmarsh, David
Institution	Australian Association for Research in Education (AARE)
Titel	Collaborative Learner Biographies: Or, Discovering You Had Created a Project-Based Learning Task without Realizing It
Quelle	(2012), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1324-9320
Schlagwörter	Active Learning; Preservice Teacher Education; Biographies; Reflection; Learning Experience; Student Projects; Inhibition; Formative Evaluation; Learner Engagement; Task Analysis; Personal Narratives; Learning Strategies; Learning Processes; Teaching Methods; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Aktives Lernen; Lehramtsstudiengang; Lehrerausbildung; Biography; Biografie; Biographie; Lernerfahrung; Schulprojekt; Hemmung; Aufgabenanalyse; Erlebniserzählung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	The purpose of this paper is to report on an assessment task designed to provoke pre-service teacher education students to recollect and share experiences of what enabled and frustrated their learning. The assumption underpinning the creation of this task was that: if teacher education students could, through reflection and discussion, recapture the excitement and satisfaction gained through realizing they had understood an idea or mastered a skill, they could focus on promoting that sense of discovery or achievement in their students. Conversely, if they recalled what had inhibited their learning, and became aware of what inhibited the learning of others, they could avoid repeating this with their students. Twenty-nine students consented to having their submissions used for this research and the work of two groups is analyzed and reported here. Students' contributions commented on the facilitators and inhibitors, as expected, and often noted the details of their collaborators' learning experiences with some surprise. It was as though they had not expected to discover that others too had been humiliated or unfairly disciplined and the exercise led to a greater sense of a shared learning experience. Comments about the nature of the task and the value of reflection were also made. (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10