Cultural context can also shift and evolve. For instance, a study has argued that both Japan and Finland high-context cultures are becoming lower-context with the increased influence of Western European and US culture. Settings and cultures where people come together from a wider diversity of backgrounds such as international airports, large cities, or multi-national firmstend user lower-context communication forms.
We have structured this page around three basic questions: What is organizational learning? Is it individuals that learn in organizations, or can organizations learn themselves? From this exploration we suggest that there are particular qualities associated with learning in organizations.
The page links into discussions on different pages of the encyclopaedia of informal education. Learning For all the talk of learning amongst policymakers and practitioners, there is a surprising lack of attention to what it entails.
In Britain and Northern Ireland, for example, theories of learning do not figure strongly in professional education programmes for teachers and those within different arenas of informal education. It is almost as if it is something is unproblematic and that can be taken for granted.
Get the instructional regime right, the message seems to be, and learning as measured by tests and assessment regimes will follow. This lack of attention to the nature of learning inevitably leads to an impoverishment of education.
In order to start thinking about learning we need to make the simple distinction between learning as a product and as a process. The latter takes us into the arena of competing learning theories — ideas about how we might gain understandings.
The former takes us to learning as either a change in behaviour or a change in our mental state. To explore these areas go to: Is it a process or a product? How might it be approached? Four different orientations to theorizing learning: The behaviourist movement in psychology has looked to the use of experimental procedures to study behaviour in relation to the environment.
In other words, they were concerned with cognition — the act or process of knowing. In this orientation the basic concern is for human growth. We look to the work of Maslow and Rogers as expressions of this approach. It is not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure.
Learning involves participation in a community of practice. Two developments have been highly significant in the growth of the field. First it has attracted the attention of scholars from disparate disciplines who had hitherto shown little interest in learning processes.
A consequence of this is that the field has become conceptually fragmented, and representatives of different disciplines now vie over who has the correct model of organizational learning….
The second development is that many consultants and companies have caught onto the commercial significance of organizational learning… Much of the effort of these theorists has been devoted to identifying templates, or ideal forms, which real organizations could attempt to emulate.
Easterby-Smith and Araujo A helpful way of making sense of writing on organizational learning is to ask whether writers fall into one of two basic camps. The dividing line between them is the extent to which the writers emphasize organizational learning as a technical or a social process.
Here we can again turn to Easterby-Smith and Araujo The technical view assumes that organizational learning is about the effective processing, interpretation of, and response to, information both inside and outside the organization. This information may be quantitative or qualitative, but is generally explicit and in the public domain….
The social perspective on organization learning focuses on the way people make sense of their experiences at work.Another String Theory? I posted on the democratization of knowledge a while back.
I further suggested that for a computer to be able to engage in a dialog with a human, it needs to have good language skills and large amounts of heartoftexashop.com bring maximum value to the human in this interaction, it should adapt to the human rather than forcing .
The Individual in Context: Social Cognitive Theory. Following the logic of this theory, where efficacy is construed as representing individual knowledge evaluation and action, individuals armed with necessary information and the belief that they can act on this information can restructure their lives to avoid detrimental outcomes.
This is an excellent resource for anyone interested in the application of family system theory to the practice of ministry. I purchased the kindle version because I don't need more books on my shelf but I'm a bit disappointed in the slipshod formatting, which makes navigation a chore.
Decision making under risk is presented in the context of decision analysis using different decision criteria for public and private decisions based on decision criteria, type, and quality of available information together with risk assessment.
Functional Context Theory (Sticht) The purpose of the functional content theory of learning is to ensure that all instruction is based on a prior knowledge base, making instruction inclusive of knowledge and skills that students can actually apply successfully in the work place.
Literary Theory "Literary theory" is the body of ideas and methods we use in the practical reading of literature. By literary theory we refer not to the meaning of a work of literature but to the theories that reveal what literature can mean.