From MetaCognition to MetaPractition

Gordon Lindsay Alcock

    Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

    Abstract

    This paper documents student’s self and peer-assessment on the progression of their learning, personal and professional development. Inspired by Bloom’s taxonomies, Vygotsky’s ‘Zones of Proximal Development’ and Lave and Wenger’s concept of Legitimate Peripheral Participation), the author has developed frameworks for both quantitative and qualitative Metacognitive and ‘Meta-practitive’ reflection..
    Designed to help students adapt to, and adopt new learning strategies; accelerate their understanding and performance within a collaborative ‘Profession Bachelor’ and PBL culture, the author documents ‘Metacognitive’ learning portfolios in the initial ‘Learning to Learn (L2L) environment and a self-authoring, ‘Meta-practitive’ approach in the later stages of an ‘Architectural Technology degree.
    OriginalsprogEngelsk
    Publikationsdato12 okt. 2015
    Antal sider11
    StatusUdgivet - 12 okt. 2015
    Begivenhed4th International PBL Symposium - Republic of Singapore, Singapore, Singapore
    Varighed: 18 mar. 201520 mar. 2015
    http://www.rp.edu.sg/CED/PBL_Symposium_2015/Homepage.aspx

    Konference

    Konference4th International PBL Symposium
    LokationRepublic of Singapore
    LandSingapore
    BySingapore
    Periode18/03/1520/03/15
    Internetadresse

    Citationsformater