Software development: A paradigm for the future

A new paradigm for software development that treats software development as an experimental activity is presented. It provides built-in mechanisms for learning how to develop software better and reusing previous experience in the forms of knowledge, processes, and products. It uses models and measures to aid in the tasks of characterization, evaluation and motivation. An organization scheme is proposed for separating the project-specific focus from the organization's learning and reuse focuses of software development. The implications of this approach for corporations, research and education are discussed and some research activities currently underway at the University of Maryland that support this approach are presented

Overview of Learning Theories (Chapter 1 of Faith-Based Education that Constructs)

Virtually everyone would agree that the role of the school is to help students learn. The school, as an institution of education, must incorporate a sense of morality or values. This said, the methods of incorporating morality and values into education vary. This chapter explores three of the most common learning theories of the last fifty years: behaviorism, cognitivism, and constructivism. Each section will take a brief glance at the history, background, and definition of each of the theories. Then, the chapter will turn to the strengths and weaknesses of each of the theories, illuminating their role in supporting students\u27 learning. In addition, we will examine how these specific learning theories can be combined with faith in the classroom, in the home-school environment, and in other educational settings. Table 1.1 offers a summary of the three learning theories discussed in this chapter

How career variety promotes the adaptability of managers: a theoretical model

This paper presents a theoretical model showing how managerial adaptability develops from career variety over the span of the person’s career. By building on the literature of career theory, adult learning and development, and career adjustment, we oVer a new conceptualization of managerial adaptability by identifying its behavioral, cognitive, and socio-emotional dimensions, discuss how these competencies can develop from the variety of managers’ cumulative career experiences, and propose several individual and career-related factors that moderates the relationship between managerial career variety and adaptability

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers

Experiences with Problem-Based Learning: Virginia Initiative for Science Teaching and Achievement

The Virginia Initiative for Science Teaching and Achievement (VISTA) provides high-quality professional development for teachers and administrators to enhance the quality of their science instructional programs. One emphasis of this program is helping teachers learn to implement Problem-Based Learning in the elementary science classroom. Problem-Based Learning (PBL) has the potential to produce significant positive outcomes for students, such as increased student engagement, and opportunities for in-depth critical thinking [1]. Teachers find PBL challenging because it does take additional time for planning and material acquisition, but experience has shown that the benefits outweigh these challenges. Setting clear goals, identifying specific learning objectives, and developing big questions that tie these together help increase the success of the unit. Additionally, administrators can help teachers succeed in implementing a Problem-Based Learning unit by understanding the dynamic nature of the PBL environment, providing flexibility with unit pacing, and setting aside time for refining, reflection, and revision of the unit

The Teaching of Vocabulary through the Multisensory Approach to EFL Third Age Adults in a Public Nursing Home in Pereira, Colombia

El aprendizaje del idioma inglés es un proceso que conlleva beneficios cognitivos, personales, sociales y de crecimiento. Esta investigación cualitativa tuvo como objetivo integrar a una población de adultos mayores en lecciones de vocabulario en inglés basadas en los principios de la teoría de la andragogía

Learning and teaching in business through rich and varied information sources

There is an old Chinese proverb, sometimes attributed to Confucius, which states 'I hear and I forget. I see and I remember. I do and I understand', which suggests that experience is the best teacher. There is a close fit here with issues which Kolb (1984:21)) discussed about the Lewinian experiential learning model which hinges progress in learning on the impact of the 'concrete experience'. However, another proverb sometimes attributed to Confucius says 'By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.' But there is no real dichotomy here, experience can be a bitter teacher – how many students do you know (or even colleagues or perhaps even yourself) who have learned through personal bitter experience the simple lesson of 'Read the question before you start, while you are answering it, and again when you think you have finished'. For a graded summative assessment failing to consider this can be personally disastrous, but it is a lesson remembered (hopefully) by most. But is personal experience the only option? Can we learn 'experientially' from other people's experience? Dewey ( 1938:69) [A1] suggested a model of experiential learning based on observation of the environment (conditions), knowledge of what has happened in similar situations in the past – through personal experience or from information, advice or warnings from those with wider experience, and judgement to blend these into a decision (author's emphasis)

Building Quality Improvement Systems: Lessons from Three Emerging Efforts in the Youth-Serving Sector

Quality is fast becoming a policy priority in states and localities around the country. As a result, formal and informal networks of youth organizations are seeking and developing strategies to help them assess and improve performance. This report takes a close look at efforts underway in three networks and provides a preliminary framework for thinking about key questions when planning any kind of program quality improvement work in the youth-serving sector