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Synonyms for Learning by doing. (2016). Retrieved 2023, April 13, from https://thesaurus.plus/synonyms/learning_by_doing
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From Wikipedia, the free encyclopedia
Learning by doing refers to a theory of education. This theory has been expounded by American philosopher John Dewey and Latinamerican pedagogue Paulo Freire. It is a hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn.[1] Freire highlighted the important role of the individual development seeking to generate awareness and nurture critical skills.[2] Dewey implemented this idea by setting up the University of Chicago Laboratory School.[3] His views have been important in establishing practices of progressive education. For instance, the learn-by-doing theory was adopted by Richard DuFour and applied to the development of professional learning communities.[4]
The American economist and mathematician Kenneth Arrow highlights the importance of learning by doing as a means of increasing productivity in the article The Economic Implications of Learning by Doing he writes. “But one empirical generalization is so clear that all schools of thought must accept it, although they interpret it in different fashions: learning is the product of experience. learning can only take place throughout the attempt to solve a problem and therefore only takes place during activity” — Kenneth J. Arrow (The Economic Implications of Learning by Doing)[5]
«For the things we have to learn before we can do them, we learn by doing them.»
— Aristotle (Nicomachean Ethics By Aristotle)
«I believe that the school must represent present life-life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.»
— John Dewey (My Pedagogic Creed)
«… The teachers were to present real-life problems to the children and then guide the students to solve the problem by providing them with a hands-on activity to learn the solution … Cooking and sewing were to be taught at school and be a routine. Reading, writing, and math were to be taught in the daily course of these routines. Building, cooking, and sewing had these schooling components in it and these activities also represented everyday life for the students.»[6]
— Peggy Hickman
Dewey expanded upon these principles in Democracy and Education.
The phrase «Learn by Doing» is the motto and instructional pedagogy of California Polytechnic State University, San Luis Obispo.
See also[edit]
- 4-H
- Active learning
- Experiential learning
- Project-based learning
- Procedural knowledge
- Trial and error
- Vocational education
References[edit]
- ^ «John Dewey on Education: Impact & Theory». Study.com. March 23, 2018. Retrieved 27 August 2019.
- ^ Freire, Paulo (1982). Creating Alternative Research Methods: Learning to Do It by Doing It. Toronto: In Hall, B., Gillette, A. & Tandon, R. (eds.) Creating Knowledge: A Monopoly? Participatory Research in Development. Participatory Research Network, Toronto. pp. 29–37.
- ^ a b c d «D is for John Dewey: His Approach To Education».
- ^ DuFour, Richard; Rebecca DuFour; Robert Eaker; Thomas W. Many; Mike Mattos (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (Third ed.). Bloomington, IN: Solution Tree.
- ^ Arrow, Kenneth (1962). «The Economic Implications of Learning by Doing». The Review of Economic Studies. 29 (3): 155 – via JSTOR.
- ^ «D is for John Dewey: His Approach To Education». The Positive Encourager.
The list of teaching techniques is ever-expanding as there are multiple ways for us to gain knowledge. As a result, there are multiple techniques out there that leverage those particular skills. One such technique I want to share with you is learning by doing.
This technique has been around for a long time, and it’s a surprisingly effective one thanks to the various perks that come with it. Also called experiential learning, I’ll be sharing with you my knowledge on the subject, what it is deep down, and why it’s such an effective learning tool.
Table of Contents
- What Is Learning by Doing?
- What Are Its Benefits?
- How to Get Started
- Final Thoughts
- More Articles About Learning by Doing
What Is Learning by Doing?
Learning by doing is the simple idea that we are capable of learning more about something when we perform the action.
For example, say you’re looking to play a musical instrument and were wondering how all of them sound and mix. In most other techniques, you’d be playing the instrument all by yourself in a studio. Learning by doing instead gives you a basic understanding of how to play the instrument and puts you up on a stage to play an improvised piece with other musicians.
Another way to think about this is by taking a more active approach to something as opposed to you passively learning about it. The argument is that active engagement provides deeper learning and that it’s okay if you make mistakes as you learn from those as well. This mentality brought forth a new name for this technique: experiential learning.
⌄ Scroll down to continue reading article ⌄
⌄ Scroll down to continue reading article ⌄
What Are Its Benefits?
Experimental learning has been around for eons now. It was Aristotle who wrote that “for the things we have to learn before we can do them, we learn by doing them.”
Over the years, that way of thinking changed and developed and for a time was lost once computers were integrated into schools. It’s only been in recent years where schools have adopted this technique again. It’s clear why teachers are encouraging this as it offers five big benefits.
1. It’s More Engaging and More Memorable
The first benefit is that it’s more engaging and memorable. Since this requires action on your part, you’re not going to be able to weaken your performance. This is big since, traditionally, you’d learn from lectures, books, or articles, and learners could easily read—or not read—the text and walk away with no knowledge at all from it.
When you are forced into a situation where you have to do what you need to learn, it’s easier to remember those things. Every action provides personalized learning experiences, and it’s where motivation is built. That motivation connects to what is learned and felt. It teaches that learning is relevant and meaningful.
Beyond that, this experience allows the opportunity for learners to go through the learning cycle that involves extended effort, mistakes, and reflection, followed by refinement of strategies.
2. It Is More Personal
Stemming from the reason mentioned above, learning by doing offers a personal experience. Referring back to the cycle of effort, mistakes, reflection, and refinement, this cycle is only possible through personal emotions—the motivation and realization of knowledge of a particular topic tying into your values and ideals.
This connection is powerful and thus, offers a richer experience than reading from a book or articles such as this one. That personal connection is more important as it encourages exploration and curiosity from learners.
⌄ Scroll down to continue reading article ⌄
⌄ Scroll down to continue reading article ⌄
If you’ve always wanted to bake a cake or cook a unique dish, you could read up on it or watch a video. Or you could get the ingredients and start going through it all yourself. Even if you make mistakes now, you have a better grasp of what to do for the next time you try it out. You’re also more invested in that since that’s food that you made with the intention of you having it.
3. It Is Community-Connected
Learning by doing involves the world at large rather than sitting alone in your room or a library stuck in a book. Since the whole city is your classroom technically, you’re able to leverage all kinds of things. You’re able to gather local assets and partners and connect local issues to larger global themes.
This leans more into the personal aspect that this technique encourages. You are part of a community, and this form of learning allows you to interact more and make a connection with it—not necessarily with the residents but certainly the environment around it.
4. It’s More Integrated Into People’s Lives
This form of learning is deeply integrated into our lives as well. Deep learning occurs best when learners can apply what they’ve learned in a classroom setting to answer questions around them that they care about.
Even though there is a lot of information out there, people are still always asking “what’s in it for me?” Even when it comes to learning, people will be more interested if they know that what they are learning is vital to their very way of life in some fashion. It’s forgettable if they’re unable to tie knowledge in with personal aspects of their lives. Thus, experiential learning makes the application of knowledge simpler.
⌄ Scroll down to continue reading article ⌄
⌄ Scroll down to continue reading article ⌄
5. It Builds Success Skills
The final benefit of learning by doing is that it builds up your skills for success. Learning by doing encourages you to step out of your comfort zone, discover something new, and try things out for the first time. You’re bound to make a mistake or two, but this technique doesn’t shame you for it.
As a result, learning by doing can build your initiative for new things as well as persistence towards growth and development in a field. This could also lead to team management and collaboration skill growth. These are all vital things in personal growth as we move towards the future.
How to Get Started
While all these perks are helpful for you, how are you going to start? Well, there are several different approaches that you can take with this. Here are some of them that come to mind.
1. Low-Stakes Quizzes
In classroom settings, one way to introduce this technique is to have many low-stakes quizzes. These quizzes aren’t based on assessing one’s performance. Instead, these quizzes are designed to have learners engage with the content and to generate the learned information themselves.
Research shows that this method is an effective learning technique.[1] It allows students to improve their understanding and recall and promotes the “transfer” of knowledge to other settings.
2. Type of Mental Doing
Another approach is one that Psychologist Rich Mayer put together. According to him, learning is a generative activity.[2] His knowledge and the research done in his lab at Santa Barbara have repeatedly shown that we gain expertise by doing an action, but the action is based on what we already know.
For example, say you want to learn more about the Soviet dictator Stalin. All you need to do is link what you do know—that Stalin was a dictator—and link it to what you want to learn and retain. Stalin grew up in Georgia, killed millions of people, centralized power in Russia, and assisted in the victory of World War 2. This technique even applies to the most simple of memory tasks as our brain learns and relearns.
⌄ Scroll down to continue reading article ⌄
⌄ Scroll down to continue reading article ⌄
3. Other Mental Activities
The final method I’ll share with you is taking the literal approach—getting out there and getting your hands dirty so to speak. But how you go about that is up to you. You could try reading an article and then going out and applying it immediately—like you could with this article. Or maybe you could find further engagement through puzzles or making a game out of the activity that you’re doing.
For example, if you wanted to learn about animal behavior patterns, you can read about them, go out to watch animals, and see if they perform the specific behaviors that you read about.
Final Thoughts
Learning by doing encourages active engagement with available materials and forces you to work harder to remember the material. It’s an effective technique because it helps ingrain knowledge into your memory. After all, you have a deeper personal connection to that knowledge, and you’ll be more motivated to use it in the future.
With that in mind, I encourage you to take what you’ve learned from reading this article and apply that in the real world. It’s only going to benefit you as you grow.
More Articles About Learning by Doing
- 4 Learning Styles to Help You Learn Faster and Smarter
- 6 Common Types of Learners (With Learning Hacks for Each)
- Effective Learning Theories (and How to Benefit from Them)
⌄ Scroll down to continue reading article ⌄
⌄ Scroll down to continue reading article ⌄
Featured photo credit: Van Tay Media via unsplash.com
I often get asked about learning by doing. What is “learning by doing”? Does it work? When does it work?
In this column, I offer an overview of the process and explain how you can implement this yourself to harness your own potential as a learner. For instance, I really recommend approaches like “brain dumps.
What’s more, I flag when learning by doing does not work because many times the approach is not used in an effective way, and I would not encourage learning by “doing” if you’re at the start of the learning process.
What is learning by doing?
Learning by doing is the idea that we learn more when we actually “do” the activity.
For example, imagine you are a jazz musician looking to understand how chords relate to one another. Traditionally, you might play the chords over and over again alone in the studio. With the learning by doing approach, you would gain a basic understanding of the chords and then hop on stage to play the chords as an improvised piece with other musicians– active engagement, not passive practice. Active engagement facilitates deep learning and encourages mistakes – i.e. those ‘wrong’ chords – and how to learn from those as well.
The American philosopher, John Dewey, first popularized learning by doing. For Dewey, this meant a heavy emphasis on student engagement. This approach upended the traditional notion that learning happens through lectures and rote memorization. Dewey became famous by arguing that we learn best when we deeply engage with the material. He believed that the best way to achieve that was to create a practical curriculum that had relevance to students’ lives and experiences. Dewey’s insight, already nearing a century old, is freshly becoming relevant again today as modern researchers empirically show the importance of learning doing (with some major caveats.)
The problem with short-term memory is that it’s so, well, short.
When does learning by doing work?
For learning by doing to work, you need to lay some initial groundwork. Recent research shows that learning by doing works when it comes at the right point in the learning process. What does this mean? First, it’s important to underscore that learning is a process. Learning builds on itself, and if learning by doing comes too early, people get overwhelmed. They don’t learn.
This makes intuitive sense in real life situations. Let’s go back to the jazz musician. Imagine hopping onstage with only the slightest knowledge of the new chords. Your fingers wouldn’t find the right spots on the guitar. The chords wouldn’t ring out and rather than enjoying your time improvising with other musicians, you would come off stage dejected and reeling from frustration. Before you can hop onstage, you need the basic ability to comfortably play the chords. The same principle holds in the classroom.
Part of the reason is short-term memory. It holds the key to making learning experiences productive. Researchers like John Sweller have shown that short-term memory is often where learning happens. If we want to successfully improvise with a set of new chords, then short-term memory has to process the chords. Only after short-term memory processes the chords can they arrive in long-term memory.
But the problem with short-term memory is that it’s so, well, short. Think about the jazz musician’s hands. Each chord involves moving up and down the guitar’s neck, placing each finger on the right string at the right time, allowing only the right strings to ring out — a complex feat of memory and dexterity.
Learn too many chords too quickly and your hands won’t follow because your short-term memory has been overwhelmed. Your fingers fall out of place, each chord loses its shape and what should be a beautiful sound comes out a jumbled mess of dissonance. Your hands, just like your mind, need time to learn the basic techniques. Only after establishing this basic foundation will the musician’s hands find the way.
Understanding the ‘shortcomings’ of short-term memory helps explain why learning by doing can’t come too early. To learn, we need to break down knowledge and skills into digestible parts and concentrate on discrete bits of mastery. In other words, you have to learn a few chords at a time before you can master multiple chords in multiple key signatures.
If learning by doing comes too early, then we can’t learn. Hands-on learning doesn’t work in many schools and colleges precisely because our short term memory has yet to break down the material into bite sized chunks. The same principle holds with practice: too often, people try to develop their skills without knowing what exactly they’re developing, without any sort of goals or targets (the bite sized chunks) that lead up to and create the larger picture.
Why does learning by doing work?
Learning by doing works after you’ve already gained some familiarity with the content. It works because the technique calls you to actively engage with the material and generate the knowledge yourself, bit by bit, chord by chord.
One effective technique to facilitate learning by doing is what’s known as the “generation effect.” Also known as the testing effect or retrieval practice or even learning by doing, the “generation effect” underscores that students understand and remember material better when they have been asked to generate it themselves rather than reviewing an account generated by someone else (e.g., re-reading a section of a textbook, sight reading a musical piece).
Many teachers focus on imparting knowledge to students; they imagine themselves as “putting information into students’ minds.” But, the science of learning shows that students need to construct knowledge for themselves, and in many cases, effective learning would be better described as a process of “pulling information out of students’ minds.” Next time you read a new text, ask yourself these questions: What’s this text about? What point is the author trying to make? Is there anything here that seems confusing? These questions focus your attention on the substance of the material and guide you into the learning by doing technique.
All too often I’ve found myself reading scientific literature only to come up blank when someone poses the simple question, ‘what’s that about?’ I spent far too much time passively reading material. I learned that only after asking, ‘what’s the central question of this piece?’ ‘what’s the purpose of this article,’ do I fully learn the material.
We learn a lot more when we consistently ask these questions be it at the end of each paragraph—or even the end of a sentence. So while some textbooks might offer “reading comprehension” questions at the close of each chapter, you’ll take away a lot more if you ask yourselves these sorts of queries more frequently.
Active engagement and techniques which force you to work harder to remember the material are the most effective ways to learn.
How to use learning by doing?
One way to incorporate the “learning by doing” technique into the classroom is to give students frequent low-stakes quizzes. By design, these quizzes do not really assess performance. Instead they prompt students to engage with the content and generate the learned information from their own minds.
Indeed, research shows that the very process of retrieving such information itself improves understanding, increases recall, and promotes the “transfer” of knowledge to new settings. In other words, it makes learning a matter of doing, an active, effortful process.
Psychologist Rich Mayer, an unlikely crusader for the learning by doing technique, has recently written a lot about learning as a type of mental doing. Mayer’s generally a pretty avuncular and soft-spoken midwesterner. In conversation, Mayer prefers “somewhat short of being exemplary” to the more crude (if not equally accurate) “someone screwed up” For someone like Mayer, people don’t have bad intentions, we just experience the consequences of bad decisions. Mayer’s favorite advice? “Don’t radiate negative energy.”
But on the issue of learning as a form of dedicated cognitive effort, Mayer has become something of a firebrand and his lab at Santa Barbara has repeatedly shown that we gain expertise by actively producing what we know. As he told me flatly: “Learning is a generative activity.”
Mayer gives a pretty good description of what we need to do in order for the technique to work. First, we select information and decide exactly what we’re going to learn—like maybe a bit of Soviet history or Buddhist philosophy. Then we integrate that information into what we know by creating some type of mental connection between current knowledge and the information we hope to learn.
So if someone is learning about the Soviet dictator Stalin, they need to link what they know (that Stalin was a dictator) to what they want to learn (that Stalin grew up in Georgia, killed millions, centralized power in Russia, and helped win World War II).
We see the power of mentally doing–of creating value in an area of expertise–in even the most basic of memory tasks. Want to remember the French word for home, “maison,” for instance? Simply delete the letter “o” when you read the word and you are far more likely to recall the word.
While deleting a letter to recall the word might seem counterintuitive, this makes sense when you consider what that deletion does to how we process the word. Adding the “o,” effectively completes the word. You’re finishing the thought—and in the most basic of ways, you’ve done some work to produce learning–and it’s that work that makes it more meaningful and more likely to stay in your long term memory.
This same basic idea of working harder to more effectively produce the learning extends to more difficult cognitive tasks like reading. If we push ourselves to dream up some sort of mental image of what we’re reading–say by imagining the text in our minds—we retain a lot more of the knowledge. By creating a type of “mind movie,” we’re building more cognitive connections which makes learning more durable.
Implications
Recent research on learning as mental doing has shifted conventional wisdom around how people gain expertise. In a large and recent review of the research,
Kent State’s John Dunlosky and colleagues
evaluated various learning techniques and found that two of the most common learning techniques, highlighting and rereading, are also some of the most inefficient ways to learn. But the question remains, why?? The answer is that rereading and highlighting do not push people to build their knowledge.
So which approaches did Dunlovsky’s landmark analysis find to be most effective? Those which facilitated learning by doing. Over the phone, Dunlovskly told me that the most effective techniques were the more effortful activities like self-quizzing and self-explaining. “This is a fundamental feature of how our minds work,” and as he explained, when we learn, “we’re not just copying the information. We are making sense out of facts.”
The most effective techniques were the more effortful activities like self-quizzing and self-explaining.
Practical take-aways
There’s lots of talk about learning by doing by organizations like the
World Leadership Institute
.
So, how can you follow these leaders and introduce learning by doing into the classroom? Rather than issuing a multiple choice quiz, ask your students to explain the concept or process in question. Use a concept known as elaboration and ask your students to make connections between different concepts and explain how they are connected.
Indeed, recent research led by Michelene T.H. Chi found that successful students tend to generate many self-explanations that refine and expand the conditions under which a concept may be applied. Conversely, less-achieving students rely more on isolated examples. Other research by Chi found that something as simple as saying explanations and elaborations aloud can lead to robust benefits for students’ learning.
Another simple to implement technique is what’s known as “repeat backs.” The next time someone gives you a set of detailed instructions, take a moment and repeat the instructions back. Deliberate repetition forces you to generate that knowledge which means you’ll be far more likely to remember the instructions.
Brain dumps, or more formally “free-recall” are just that — jotting down what you remember about a given topic. In spite of their simplicity, brain dumps have been shown to be a very effective learning technique. Because brain dumps force you to retrieve and roughly organize the material yourself (i.e. learning by doing), they can be really effective in fostering deep learning.
Conclusion
So what have we learned? Active engagement and techniques which force you to work harder to remember the material are the most effective ways to learn. Yet, you have to be mindful of when to implement these techniques. Jump in too fast without laying a basic groundwork for learning, and the benefits of learning by doing dissipate.
You have to give your short term memory bit sized chunks of information before you can expect to gain the expertise in question. It’s time to update the old adage from ‘practice makes perfect’ to the more accurate ‘actively engaged practice makes learning more effective.’
-Ulrich Boser
Welcome to a learning project about learning by doing. Learning by doing is an approach which has emerged from discussion of a Wikiversity learning model. On this page, we will explore what learning by doing means, how it works—as well as outline ways for you to learn by doing at Wikiversity.
What is learning by doing?[edit source]
Reading: Every curriculum tells a story — Roger C. Schank
Learning by doing is essentially about getting involved in an activity and, through the process of doing this activity, learning about things like:
- how that activity works,
- how you find (or feel about) the activity,
- what the activity makes you think about, and
- what doing this activity enables you to do.
You might also be prompted to think about the general nature of the activity—in other words, the way this activity is done by other people, in different contexts. Put together, this learning can serve to strengthen your own understanding of the activity through gaining practical, first-hand experience of the activity. It can also be a stimulating, motivating way for people to learn—in fact, people can often be having so much fun in taking part in the activity, that they can learn whilst being unaware that they are learning! While this may be desirable for some types of projects, where participation is the key, it may also cause problems in the sense that the learning gained from a specific task is diffuse and unrelated to other aspects of the learner’s experience, worldview, and field-of-study. In other words, learning by doing is something that the learner should ideally reflect on during and after the activity to get most out of it—but it can also be an extremely natural way of learning (it is sometimes referred to as «incidental learning»), which can be undertaken—consciously or unconsciously—by anyone at any time.
Implementing activities into articles[edit source]
There is a template that can be used to denote that an activity can be done in the article. This is the activity template. It helps to keep the article organized and should be implemented more in articles. There are many articles which are missing activities and it would be nice if they were added.
What is «reflection»?[edit source]
Reflection is being able to ‘pause’, or ‘step back’ from your ongoing experience (or activity), in order to think about the activity, your part in it, how you did it/are doing it, what it means for you to do this activity, how you felt/feel whilst doing it, and how the activity relates to other experiences you’ve had or how it relates to what you want to do in the future—short and/or long term. It is about making sense of your experiences in a way that is meaningful and practical to you. There are different ways to reflect on activities—we generally start by thinking, then by writing down our thoughts in some form. The form this takes is entirely up to the individual—it can be in the form of a diary (or blog), a poem, a narrative (story), or an academic essay. On this last possibility, it is usually better to keep reflections as «raw», personal, and honest as possible—something that is often missing in an academic paper—though academic papers often do emerge directly from people’s reflective journals. Other forms of reflection can be visual—through painting, photographing, filming—or even other media like gathering together newspaper articles in a personally meaningful way, maybe even singing or dancing! The main thing is that your reflections are meaningful to you, that they are honest and true to your feelings, and that they help you make sense of what you are or have been doing.
Historical introduction[edit source]
What does «learn by doing» mean in the context of Wikiversity? The original Wikiversity project proposal suggested that at Wikiversity «learn by doing» should mean taking courses online.
The original Wikiversity e-learning model[edit source]
Wikipedia is for encyclopedia articles. Wikibooks is for textbook modules. Encyclopedia articles and textbooks are two specific types of learning resources. The original Wikiversity project proposal called for creation of a website where «learn by doing» would mean participating in online courses. This proposed «e-learning model» suggested that Wikiversity online courses would make use of encyclopedia articles, textbooks and other types of learning resources. Many people who were interested in the Wikiversity project imagined that Wikiversity would become an accredited educational institution.
The problem with courses[edit source]
Conventional courses rely on certified teachers who give grades to students for their course work. Students in conventional courses earn academic credit for passed courses within degree programs that confer degrees based on completed courses. However, Wikiversity is a wiki, a place for collaborative creation of webpages. Wikiversity has no means to certify teachers or become an accredited institution that can confer degrees. In November 2005 the Wikimedia Foundation Board of Trustees rejected the first Wikiversity project proposal and instructed the Wikiversity community to modify the proposal to «exclude online-courses». The Board requested that the Wikiversity community «clarify [the] concept of e-learning» that will guide Wikiversity.
Learning projects[edit source]
There are many ways to «learn by doing» besides participating in conventional courses. The approved Wikiversity project proposal included an e-learning model based on the general idea of «learning projects». Wikiversity learning projects provide activities that allow Wikiversity participants to learn by doing.
«….. the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We’re also going to be hosting and fostering research into how these kinds of things can be used more effectively.»
(source)
Types of Wikiversity learning projects[edit source]
The Learning Projects Portal provides user-friendly access to Wikiversity learning projects. The Wikiversity community needs to catalog the many types of learning projects and develop resources that promote their development and effective use as learning resources.
Reading and discussion groups[edit source]
- Science as Religion
- Hitler’s Germany
- Molecular Paleontology Reading Group
- God Gene
- Evolutionary Psychology
- …
Non-conventional courses[edit source]
- Filmmaking
- …
Tutorials[edit source]
- Wikiversity:Introduction
- Ruby on Rails website tutorial
- Lesson:Gimp Basics
- …
Projects that find, catalog and review online resources[edit source]
- Hunter-gatherers project
- …
Research projects[edit source]
See Research Portal
- Astronomy Project
- Learning to learn a wiki way
- Bloom clock project
- …
[edit source]
- Community service projects – Wikiversity provides scholarly services to Wikimedia sister projects.
- Wikiversity the Movie – community-wide project to produce a promotional video.
- Wikiversity Reports – learn webcasting while reporting on Wikiversity
- Wiki-based learning – The implications of wiki technology for online learning.
- Bibliography and Research Methods – How to find and cite verifiable sources.
- Wikiversity translations – Community service project to support Wikiversity Beta.
- Outreach – Collaborations with other institutions and projects.
- …
Resources[edit source]
- Teaching strategies for «learning by doing» activities (part of the «Engines for Educators» book)
- Noura 19:02, 14 May 2008 (UTC) NouraRaslanReply[reply]
- CQ 15:48, 28 April 2009 (UTC) (a.k.a.yeoman)Reply[reply]
- Ahm masum (discuss • contribs) 18:48, 13 November 2019 (UTC)Reply[reply]
See also[edit source]
- Active learning
- Contextual Learning
- Experiential learning
- Learning for doing – is «learning by doing» only suitable in the context of «learning for doing»?
- Wikiversity:Learning resources – how to recognize educational value in a resource.
- Help:Resource types – catalogues descriptively what contributors really produce.
- Wikiversity:Featured – lists many resources which might be considered of higher quality or as good examples of what can be done with Wikiversity. Good for getting ideas about what to do.
External links[edit source]
R.M. Felder and R. Brent, «Learning by Doing,» Chem. Engr. Education, 37(4), 282–283 (2003)
Для молодежи в возрасте 16-
18 лет это отличная возможность освоить что-то новое на практике.
In the Three-Year Courses, students learn by doing, with the utmost connection between theory and practice, between idea and execution.
На трехлетних курсах студенты учатся, выполняя работы, которые тесно связаны с теорией и практикой, идеями и их выполнением.
As there is no general rule for the stop loss limit,
we suggest using our free demo account to learn by doing without taking risks.
Поскольку не существует никакого универсального правила для работы со стоп- лоссами,
мы предлагаем использовать наш бесплатный демо- счет, который поможет научиться торговать без риска.
Unique Teaching Methodology: Fun, interesting, and effective: Learn by Doing iv.
Уникальная методика преподавания: Весело, интересно и эффективное: учиться, делая iv.
В ПТО все большее внимание уделяется подходу« learning by doing».
Through their involvement in play and recreation, children learn by
doing;
they explore and experience the world around them; experiment with new ideas, roles and experiences and in so doing, learn to understand and construct their social position within the world.
Благодаря своему участию в играх и развлекательных мероприятиях дети познают мир на практике, изучают окружающий их мир и накапливают соответствующий опыт, экспериментируют с новыми идеями, правами и опытом и при этом учатся понимать и повышать свой социальный статус в мире.
The ideal user for this course is someone who can self-motivate,
get right to business, and learn by
doing
rather than listening or watching.
Идеальный пользователь этого курса является тот, кто может самостоятельно мотивировать,
получить право
на
бизнес, и учиться на практике, а не слушать или смотреть.
Capacity for taking ownership grows through learning by
doing.
Наращивание потенциала и принятие на себя ответственности осуществляются путем обучения на практике.
Experiential
learning
is defined as“learning by
doing
and reflecting”.
Эмпирическое
обучение
определяется как“ обучение на основе практики и ее осмысления”.
Experts stressed that local companies need to follow a»learn
by
doing» approach.
Эксперты подчеркнули, что местным компаниям следует использовать подход, предусматривающий» обучение в ходе практической деятельности.
This is something athletes
learn by doing,
and your training data will help you learn to know your body better.
Это то, что спортсмены узнают из своего опыта, и точно так же, данные ваших тренировок помогут вам научиться лучше понимать свое тело.
To learn
by doing
and develop a knowledge base of processes
and practices that facilitate climate-friendly investment;
Изучить на практике процессы и методы, которые благоприятствуют инвестициям, не влекущим за собой
изменение климата, и разработать соответствующую базу данных;
Furthermore, reducing poverty will require that countries learn
by doing,
share experiences and knowledge and then scale up best practices.
Более того, борьба с нищетой будет требовать того, чтобы страны учились на основе практического опыта, чтобы они обменивались опытом и знаниями, а затем развивали передовую практику.
OJT’s main purpose and
advantage too is providing the trainees with the opportunity to»practice and learn
by doing.
Главной целью, а также преимуществом ОРМ является возможность обучения персонала непосредственно на рабочем месте.
However, the current international regimes governing intellectual property rights limit the opportunities for countries, particularly LDCs,
Однако существующие международные режимы, регулирующие вопросы прав интеллектуальной собственности, ограничивают возможности стран, в особенности НРС,
для» обучения в процессе практической деятельности.
The student experience at Nazarbayev University includes a hands-on,»learn
by
doing» approach in concert with lectures
by
instructors and appropriate technologies.
Студенческий опыт в Назарбаев Университете включает в себя практический подход« обучение на практике», в котором присутствует взаимодействие с лекциями преподавателей и соответствующих технологий.
Adopt experience-based learning methods whereby students can learn
by doing
and put human rights into practice;
Применение методов обучения, основанных на опыте, в соответствии с которыми учащиеся могут приобретать знания по вопросам прав человека исходя из практики
и применять их на деле;
The conclusion was that it is best to learn
by doing
and to adopt a more demand-led approach,
taking into account the specific environment and culture and using domestic expertise.
Был сделан вывод о том, что лучше всего учиться на практике и придерживаться ориентированного на спрос подхода,
учитывая при этом конкретные условия и культуру и используя местный опыт.
Rather, it is another, more intensive phase of its professional development,
where officers will learn
by doing,
while the United Nations is still available
in strength to provide them with support and backup.
Скорее, наступил период более интенсивного этапа профессионального становления полицейской службы,
когда сотрудники будут учиться непосредственно на практике, а Организация Объединенных Наций
будет попрежнему оказывать им помощь и поддержку.
In a technically demanding field, Government agencies require hands-on assistance for capacity-building over a longer period,
so that their officers can learn
by doing
and pass on the
learned
expertise to colleagues;
В столь технически сложной области правительственные учреждения нуждаются в практической помощи в деле создания потенциала на более длительный период,
с тем чтобы сотрудники этих учреждений могли получать практические знания и передавать накопленный опыт своим коллегам;
In order for the research function to be fully effective, a shift would need to occur in the culture of UNICEF, where staff still tended to»learn by doing» rather than by using evidence and research.
Для обеспечения полномасштабной эффективности функции научных исследований необходимы изменения в культуре ЮНИСЕФ, сотрудники которого до сих пор стремятся
получать знания на основе практических действий, а не путем использования имеющихся данных и результатов исследований.
Quotes tagged as «learning-by-doing»
Showing 1-30 of 79
“If somebody offers you an amazing opportunity but you are not sure you can do it, say yes – then learn how to do it later!”
―
Richard Branson
“At one time I thought the most important thing was talent. I think now that — the young man or the young woman must possess or teach himself, train himself, in infinite patience, which is to try and to try and to try until it comes right. He must train himself in ruthless intolerance. That is, to throw away anything that is false no matter how much he might love that page or that paragraph. The most important thing is insight, that is … curiosity to wonder, to mull, and to muse why it is that man does what he does. And if you have that, then I don’t think the talent makes much difference, whether you’ve got that or not.
[Press conference, University of Virginia, May 20, 1957]”
―
William Faulkner
“Live your life in such a way that you’ll be remembered for your kindness, compassion, fairness, character, benevolence, and a force for good who had much respect for life, in general.”
―
Germany Kent
“You don’t learn to walk by following rules. You learn by doing, and by falling over.”
―
Richard Branson
“I hope I remember everything,» said Toni.
«You won’t,» said Trapp. «That’s how you learn. But after you make the same mistake one, or two, or five times, you’ll eventually get it. And then you’ll make new mistakes.”
―
Louis Sachar,
The Cardturner: A Novel about a King, a Queen, and a Joker
“When you know better, you do better. That said, it really is a shame to know better but don’t do better.”
―
Germany Kent
“The greatest lesson to be learned about life is to learn to be yourself.”
―
Shiva Negi
“The best way to know yourself is to learn to be yourself.”
―
Shiva Negi
“We learn by doing because we do by learning”
―
Saji Ijiyemi
“A true growth culture is safe for people to take risks and make mistakes. In other words, to learn.”
―
Britt Andreatta
“My goodness, we’ve learned a few things since we left the old warren, haven’t we? More than we’ve learned in a lifetime back there. And digging! It’ll be flying next”
―
Richard Adams,
Watership Down
“Technology does not create learning just as a hammer does not make a house. Technology simplifies or amplifies our learning capacity. A microscope enables us to see the micro world. A telescope helps us see the macro world. It is not the microscope or telescope that sees. The two instruments are just accessories for our eyes. It is we who see through our human capacity of visual perception. Too much obsession with technology is like trying to design a house with a hammer in hand.”
―
Debashis Chatterjee,
Can You Teach A Zebra Some Algebra?
“Traditional training programmes can be a hit or a miss. A miss could arguably be attributed to their generic format of delivery or lack of consideration of the professional needs of an individual or an organisation. Line managers need to scrutinise business needs versus experience, knowledge or skill gaps to invest in relevant capacity enhancement for their human capital for concrete results.
Many excellent professionals work outside their fields of study because of :
— Learning on the job or through cross functional circuit stints
— Mentorship from seasoned professionals
— Relevant continuous professional development
— Participating in simulated learning environment”
―
Victor Manan Nyambala
“Not knowing everything is not a curse; rather, it is a bold opportunity to understand. If you knew everything, that knowledge would slowly fade away into oblivion. But the fact that you know relatively nothing of all there is to know grants you the superpowers of dynamic comprehension and appreciation for your education.”
―
Joel B. Randall,
Study, Sleep, Repeat: 130 Tips to Schedule Your College Life
“Use teachable moments as a blueprint for what you should not do in the future.”
―
Germany Kent
“He only is wise who devotes himself to realizing, not reading only, the ancient revelations.
Solve all your problems through meditation.
Exchange unprofitable speculations for actual God-communion.
Clear your mind of dogmatic theological debris; let in the fresh, healing waters of direct perception.
Attune yourself to the active inner Guidance; the Divine Voice has the answer to every dilemma of life.
—
Quote by Lahiri Mahasaya found on: pg333, Chapter 35: The Christlike Life of Lahiri Mahasaya, in the book «Autobiography of a Yogi» by Yogananda”
―
Lahiri Mahasaya
I’m working in IT. Here it is very natural
sich die benötigten Kenntnisse im Selbststudium anzueignen.
That is because many trainings have the focus to lead to some kind of certification.
Those trainings are cheap for the employers, because subsidized by the Arbeitsamt.
The pain to go through such certification is doubtful. If you are already in employment you gain little and risk to have to repeat the examination. (No fun at all)
The things you learn are of moderate value for your practical work. On the other side these certifications might help to get a first employment or after inoccupation.
The other way to contract some external professional is usually very expensive.
Mittelständische Betriebe will try to go with the cheap solution.
BTW in 1995 I was certified MCSE (which means Microsoft Certified System Engineer and not Minesweeper Consultant and Solitaire Expert). I renewed the status for some years.
IT certifications are always limited for some years because software changes often. I hope the examinations some you have to pass in linguistic context are of more durable value.
I started to learn some foreign languages e.g. Italian in advanced age, because I got a bit tired of repeatedly learning for IT certifications of this kind.
And I did it
obwohl ich in der Schule im naturwissenschaftlichen Zweig einen denkbar schlechten Fremdsprachenunterricht hatte
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