Negotiating the learning process with electronic resources

Maharg, Paul; Paliwala, Abdul

doi:10.4324/9780203417126_chapter_4

Cited by 4 publications

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“…Thirdly, there is a synergy between environment and student projects. Clearly the environment must support the projects; but it also has the capacity to be more than the backdrop or studium for a transaction (Maharg, 2004;Maharg & Paliwala, 2002). Thus photographs of the locus of the accident in the PI project can be treated as background; but if opposing firms ever care to compare their photographs, they discover that they have representations of different staircases, and therefore are required to establish between them the exact location of the accident.…”

Section: Depth Of Simulation Fieldmentioning

confidence: 99%

Games and Simulations in Online Learning

2007

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Section: Depth Of Simulation Fieldmentioning

confidence: 99%

Games and Simulations in Online Learning

2007

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“…In the use of a virtual community with professional law students at the Glasgow Graduate School of Law (GGSL) we are developing a model that will help us develop task authenticity (Maharg, 2001;Maharg & Paliwala, 2002;Maharg & Muntjewerff, 2002). I call this 'transactional learning'.…”

Section: The Virtual Environment: Ardcallochmentioning

confidence: 99%

Authenticity in Learning: Transactional Learning in Virtual Communities

Maharg

2006

SSRN Journal

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“…Here the conversational framework of Diana Laurillard was an essential starting-point (Laurillard 2001), (Maharg & Paliwala 2002) 2. Within the conceptual structure of the subject.…”

Section: Development Of Virtual Learning Environmentsmentioning

confidence: 99%

“…How can the dialogue between students and between students and staff best be constructed? Here the conversational framework of Diana Laurillard was an essential starting-point (Laurillard 2001), (Maharg & Paliwala 2002) 2. Within the curriculum.…”

Section: Development Of Virtual Learning Environmentsmentioning

confidence: 99%

Transactional Legal Learning on the Web

Maharg¹

2002

Legal Information Management

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‘Transactional learning’ at its simplest means learning from doing transactions. When professionals learn they often do so, as Donald Schön reminds us, by learning from within transactions – ‘knowing-in-action’. By this Schön means that professionals solve problems by constructing for themselves a repertoire of precedents, images and remembered actions. Problems are not solved by using rules alone, but are framed or constructed according to the repertoire. Professionals try out solutions for fit, re-frame, feed back to themselves, try out other solutions. The result is what Schön calls ‘;reflection-in-action’. According to him, this is what produces the doctor's “feel’ for a specific diagnosis, or a lawyer's ‘feel’ for a case, (Schon 1983).

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Negotiating the learning process with electronic resources

Cited by 4 publications

References 0 publications

Games and Simulations in Online Learning

Games and Simulations in Online Learning

Authenticity in Learning: Transactional Learning in Virtual Communities

Transactional Legal Learning on the Web

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