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Learning from direct experience can be more effective if coupled with reflection-that is, the intentional attempt to synthesize, abstract, and articulate the key lessons taught by experience.
Reflecting on what has been learned makes experience more productive.
Reflection builds one’s confidence in the ability to achieve a goal (i.e., self-efficacy), which in turn translates into higher rates of learning.
We focused on SCI, as operationalized by an index of SCD, for several reasons. First, consistent with the notion that a person’s self-concept is a cognitive structure with important self-regulatory functions (Baumeister, 1998; Higgins, 1996; Markus & Wurf, 1987), it has been shown that self-representations come into play when a person is confronted with life stress (Showers, Abramson, & Hogan, 1998). However, self-representations may fulfill their self-regulatory functions optimally only if they are coherently and integratively organized. For example, research has shown that self-structures in which self-representations are grouped exclusively into positive or negative groupings (i.e., compartmentalized self-structures) tend to be maladaptive, whereas self-structures in which positive and negative self-attributes are grouped together (i.e., integrated self-structures) tend to be associated with greater stability, increased resilience, and more adaptive ways of coping with stress (Showers et al.; Showers & Zeigler-Hill, 2007).
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It’s time to shift discussion of ‚online learning‘ to ‚digital strategy‘ (essay) Inside Higher Ed By contrast, the phrase “digital strategy” is associated with a more diverse and inclusive set of terms, like pedagogy, market relevance,…
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