MAIN FEATURES OF QUALITATIVE LEARNING SPACE AND PRE-SCHOOL CHILDREN LANGUAGE DEVELOPMENT

The main goal of ongoing transformation of the Latvian pre-school education system is competence-based approach. The essence of this approach is to promote functionality, integrity and practical application of knowledge, explanation of the surroundings, universality of skills, creativity, problem solving. Modern society requests not only for teacher to demonstrate enthusiasm by sharing a deep level of content knowledge, but also necessity of learning space which focus on sensorial senses. It is a way of learning through doing, the process when children obtain knowledge and skills via personal experience, like being creative, flexible, able to analyse, think critically etc. The aim of this article is to analyse successfully created learning space and language development for pre-school age children based on literature analysis and adapted survey results. The empirical study, which took place in Riga, examines these two aspects in pre-school children development of language, communication and the prerequisites of reading and writing. The Latvia State Research Program “Latvian language” No. VPPIZM-2018/2-0002 researchers find out that children who attend minority pre-school education programme have insufficient support in Latvian language environment. Results, conclusions. Qualitative learning space promotes learning abilities and responsible attitudes. This important condition needs to be implemented in competence-based approach to see improvements in pre-school children language and communication development.

Learning in an Agile Setting: A Multilevel Study on the Evolution of Organizational Routines

Recognizing a serious lack of research on routinized individual actions and organizational adaptation in the stability-change paradox, we intend to provide an in-depth explanation of the way in which agile methods affect organizational learning in self-managed, team-based organizations, taking a multi-level evolutionary approach. We explore learning in agile organizations by breaking the analysis of organizational routines down into different levels \u2013 individual, team and organization \u2013 and describing the process of variation, selection and retention of routines at each level. Leveraging on multiple case studies, we discuss how team members learn and gain knowledge, from both direct and indirect experience, and analyze how teams develop conceptual frameworks and interpret those experiences. Finally, we discuss how organizational memory develops and how teams in agile organizations adapt simultaneously within an ecological structure that also comprises the changing environment. Our findings reveal substantial flaws in the capacity of agile methods to foster organizational learning

Žinių valdymo metodologija: dialektinis požiūris į žinių plėtojimo procesą

The aim of this paper is to apply the dialectical methodological approach to the analysis of knowledge development within the organizations. Three different methodological approaches can be found when analyzing knowledge development: linear approach, learning cycles or learning loops approach, and dialectical. The first one is rarely used as the main approach to analyze knowledge itself. Usually its assumptions can be found in the analysis where knowledge development is seen only as side-effect of another issue, like students’ knowledge evaluation in the learning process. Knowledge cycles concept developed by Argyris and elaborated by many other authors includes zero, single, double and triple loops learning concepts. The major issue with those concepts is the lack of explanation what can provide the driving force to a move knowledge development from simpler learning to a more sophisticated learning cycle.This internal driver for learning development is provided by applying dialectical approach. The internal tension created by opposite mindset should led from thesis to antithesis and then to creating a new thesis. This approach can be illustrated by moving conceptual understanding of strategy development from the SWOT analysis to recourse-based view and then to knowledge-based view. Understanding of the SWOT logic for formulation of strategy not only helps better understanding how this analysis should be carried out (thesis development), but also leads to understanding of all deficiencies of that approach (building anti-thesis), what drives to conceptualization of a new view, which could be called resource-based view.Such approach can be used for the analysis of knowledge development within the organizations as well. The interpretation of Bloom’s taxonomy of learning domains can be used to describe theses at the organizational level. Every organizational thesis on a particular issue includes cognitive (intellectual, informational), motivational (emotional, values) and technological (structures, processes) dimensions. As a case analysis of three furniture manufacturing companies shows, different companies apply different theses to deal with the same issue – to design and to supply a specific set of furniture for the customer. The major conclusion from the analysis is that knowledge development can be seen as a step-wise process moving knowledge hierarchically from the lower level to a higher level by solving tension issues within the former thesis.Galima išskirti tris metodologiškai skirtingu požiūrius, aiškinančius, kaip žinios yra plėtojamos organizacijoje. Pirmasis – tai tiesinis, arba linijinis, požiūris. Jo esmė – nuoseklus žinių plėtojimas kaip kumuliatyvus procesas, einant nuo „aš nežinau / nemoku prie aš žinau / moku. Antrasis – spiralinis požiūris. Čia žinių plėtojimas yra suprantamas kaip ciklas nuosekliai pereinant nuo vieno etapo prie kito. Labiausiai paplitusiu pavyzdžiu galėtų būti organizacijos mokymosi suformuotos vienos, dviejų ir trijų kilpų mokymosi koncepcijos.Netradiciniu žinių valdymo literatūroje yra laikytinas dialektinis požiūris į žinių plėtojimą. Pagal šį požiūrį žinių plėtojimas yra trejybinis procesas. Į jį įeina tezės, antitezės ir sintezės kūrimas. Žinių plėtojimas suprantamas ne kaip nuoseklus, nepertraukiamas procesas, o kaip laiptuota struktūra, kai nuo vieno žinojimo laiptelio žengiama ant kito aukštesnio laiptelio. Ši žinių plėtojimo prielaida yra svarbi apibrėžiant žinių valdymo ypatybes organizacijose.Skirtingos organizacijos plėtoja savo žinių tezes, jos įdeda skirtingą prasmę į tai, ką jos laiko žinančios, išmanančios, mokančios. Skirtingos žinojimo tezės, kuriomis vadovaujasi organizacijos, leidžia diferencijuoti organizacijas pagal žinių lygį. Žinojimo plėtojimas slypi individuose ir jų sąveikoje, organizacijos turėtų sudaryti sąlygas ne tik tezėms, bet ir antitezėms plėtoti. Kritinis požiūris yra esminis žinių plėtrai

Instructional scaffolding in online social collaborative learning environment for nurturing engineering students' knowledge construction level

The purpose of this study is to evaluate the impact of Instructional Scaffolding (IS) on an online Social Collaborative Learning (SCL) environment upon engineering students' knowledge construction (KC) level. In addition., this study also investigate on how the IS cognitively steers engineering students towards KC and helps them reach a higher level of KC. This study then proposed a KC model in an online SCL environment integrated with IS that could nurture engineering students' knowledge construction level. A questionnaire, achievement test, posting scripts from Facebook discussions, and structured interviews were used for data collection. The methodology comprised two designs: a quasi-experimental for the quantitative approach, and a case study for the qualitative approach. The quasi-experimental involved the pre and post-test to be taken by 74 participants from one polytechnic in northern Malaysia to identify the improvement in their knowledge construction level. Meantime, the case study involved a process in providing the detail and depth of exploration in a real situation by obtaining the perceptions and perspectives of 10 engineering students. Content analysis and thematic analysis were used to identify the relationships between codes, themes, and between different levels of themes. A t-test indicated a significant increase in the mean score of the post-test in both of the learning environments, that is, the conventional collaborative learning (CCL) and the SCL environment supported by instructional scaffolding. Nevertheless, the engineering students in the SCL environment showed a significantly higher mean score if compared with those in the CCL environment (pre-test score; 3.05 vs post test score; 13.98). Simultaneously, comparing the combination of results in the percentage of knowledge construction level reveals that engineering students in the control group and in the experimental group demonstrated an increase for each level of knowledge construction whether they were in the CCL or in the SCL environment They illustrated different percentages for scores of argumentative knowledge construction (such as CCL=84.21 , SCL=86.11) and metacognitive knowledge construction (CCL=I3.16, SCL=64.00) between control and experimental group. Through content analysis, eight answer themes that affect engineering students' knowledge construction were identified. Nine answer themes also were identified regarding on how SCL characteristics supported by IS enabled engineering students to reach a higher level of knowledge construction. Based on all these findings, the researcher then produced a holistic knowledge construction model. It comprised the 8 essential elements of impact factors, such as students' cognitive pre-engagement, motivation, engagement and enhancement, explanation and guide, encouragement and praise, determination., comfort and engagement, as well as ease ofthe learning process in the instructional scaffolding strategy model. As a result, it is concluded that IS plays a vital role in the knowledge construction processes in order to help engineering students' construct their knowledge and reach a higher level ofthinking

A comparative survey of integrated learning systems

This paper presents the duction framework for unifying the three basic forms of inference - deduction, abduction, and induction - by specifying the possible relationships and influences among them in the context of integrated learning. Special assumptive forms of inference are defined that extend the use of these inference methods, and the properties of these forms are explored. A comparison to a related inference-based learning frame work is made. Finally several existing integrated learning programs are examined in the perspective of the duction framework

Fostering reflection in the training of speech-receptive action

Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die Unterstützung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der Reflexionsunterstützung untersucheThis article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and understanding utterances) are often neglected. Computer-supported learning environments employed as cognitive tools can help to foster speech-receptive action. Seven success factors for the integration of software into the training of soft skills have been derived from empirical research. The computer-supported learning environment CaiMan© based on these ideas is presented. One central learning principle in this learning environment reflection of one's own action will be discussed from different perspectives. The article concludes with two empirical studies examining opportunities to foster reflecti