The social practice of learning: a craft for the 21st century

Hung, David; Ng, Pak Tee; Koh, Thiam Seng; Lim, Seo Hong

doi:10.1007/s12564-009-9025-0

Cited by 11 publications

(6 citation statements)

References 20 publications

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“…Whenever a learner learns by themselves, and comes to love searching for knowledge, that learner will keep learning until he/she becomes a lifelong learner. This leads to the social practice of learning (Hung et al, 2009), which is the goal of modern academics. Self-directed learning is a trait important for education and in everyday life.…”

Section: Eissn: 2357-1330 Selection and Peer-review Under Responsibilmentioning

confidence: 99%

Developing of the Measurement Model of Self-Directed Learning Characteristics

Chianchana

2016

The European Proceedings of Social and Behavioural Sciences

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Problem statement: Self-directed learning is a factor essential for learners. But, factors both differ and overlap. The structures of various factors are not consistent. Research Questions: The model of self-directed learning characteristics of technical college students was developed valid or not? Purpose of the Study: This research aims to develop a model of self-directed learning characteristics of technical college students by factor analysis and multidimensional item response analysis, and to validate the self-directed learning model. Research Methods: Samples were two groups. The first sample was used to analysis the model factors (230 students) and the second sample, used to validate the model (1,563 students). The instruments were 44 items (four choices). Data were analyzed through the methods of means, standard deviation, confirmatory factor analysis, and multidimensional item response analysis. Findings: First, results of analyzing item of the model are as follows. Factor analysis: items were suitable for the self-directed learning model (93.18%). Multidimensional item response analysis: all questions were suitable for the model (100.00%). The selected model had eight factors (32 items). Second, the model had validity. Conclusions: The model developed from the Guglielmino's theory and the self-directed learning model was consistent with empirical data. The standard of the self-directed learning model was interpreted on four levels: awareness, interest, attempts at learning, and actual practice.

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Section: Eissn: 2357-1330 Selection and Peer-review Under Responsibilmentioning

confidence: 99%

Developing of the Measurement Model of Self-Directed Learning Characteristics

Chianchana

2016

The European Proceedings of Social and Behavioural Sciences

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“…More recently, the government has announced plans to implement a standard operating environment (SOE) programme where every school will have campuswide wireless connectivity from year 2012 (MOE 2010b). Hung et al (2009) state that the government provides good foundation for ''hardware'' and is now gradually enabling ''software'' reform where the ''subtleties of education process'' are highlighted (p. 210). Apart from changing teachers' mindset, there is a need for the government to provide further impetus to relocate pedagogic discourse from didactic delivery to ensuring multivocality.…”

Section: Development Of Fitness For Purposementioning

confidence: 99%

ICT reform initiatives in Singapore schools: a complexity theory perspective

Toh

2010

Asia Pacific Educ. Rev.

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The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance of ICT in education. Tracing the trajectory of Singapore's ICTrelated policies in the educational sector, this paper adopts the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore's ICTbased reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore's educational landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders in the learning ecology. Implications for policymaking are also discussed.

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“…To elaborate, learning in any physical and social context can be argued to be productive if the process leads to (a) development of dispositions essential to effective collaboration, communication, and reflection, (b) life skills development relevant to twenty-first century work and living (e.g., self-management, social awareness, relationship management, responsible decision-making, and self-awareness), and (c) playing with ideas (see Buchanan et al, 2001;Ito et al, 2010;Hager & Halliday, 2009). We characterize the twentyfirst century as an era where individuals engage in multiple communities/contexts performing varied roles in which the consequent need to balance and manage tensions and situations both within and across contexts is crucial (see Hung, Ng, Koh, & Lim, 2009). Thus, both formal and informal learning, and interplays between the two, can achieve these goals.…”

Section: Introductionmentioning

confidence: 99%

“…Hence, in this paper, we are concerned about maximizing the different activity-milieux in which learners are engaged in developing their twenty-first century learning dispositions to learn within and across contexts. These dispositions include experimentation, risk taking, collaborating, being adaptive, and seeing systemic views to phenomena (Hung et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Expanding “within context” to “across contexts” learning: a case study of informal and formal activities

Kim

Hung

Jamaludin

et al. 2012

Interactive Learning Environments

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Learning happens not only in schools, but also in every context that affords new experiences and opportunities for metacognition. We aim to maximize the different activity-milieux in which learners are engaged in developing their lifelong learning dispositions to learn within and across contexts. This paper is a follow up of an earlier published paper in which a framework on interpreting learning as how the self interacts with phenomena and reifications was proposed. Grounded in this learning framework, our research seeks to expand the ''within context'' learning to ''across contexts'' learning with evidence from a case study examining a 10-year-old boy's learning process. Through the case study, we will describe the interplay between bowling and schooling and how strategies learned from one context is situated into another drawing upon Ito et al.'s (2010) developmental trajectory of ''hanging out-messing around-geeking out'' perspectives. The findings show that for learning to be meaningful and authentic for the twenty-first century, it is essential for the learner(s) to be in constant dialectical interactions and relationship with oneself, others, and with the social-cultural artifacts that afford the learning. We conclude with practical implications derived from the study.

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The social practice of learning: a craft for the 21st century

Cited by 11 publications

References 20 publications

Developing of the Measurement Model of Self-Directed Learning Characteristics

Developing of the Measurement Model of Self-Directed Learning Characteristics

ICT reform initiatives in Singapore schools: a complexity theory perspective

Expanding “within context” to “across contexts” learning: a case study of informal and formal activities

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