品牌設計

品牌設計

結果 (英文) 1:

brand design

結果 (英文) 2:

Experiential Learning Athird theoretical perspective that provides intellectual support for cooperative learning comes from theorists and researchers who are interested in how individuals learn from experience. Experience accounts for much of what people learn. For example, most people learn to ride a bicycle by riding one, and they learn about being a sister or brother by being one. Conversely, even though everyone can read books about marriage and child rearing, those who have married and raised children know that living these experiences is never the same as described in the books. Experience provides insights, understandings, and techniques that are difficult to describe to anyone who has not had similar experiences. Johnson and Johnson (2006), preeminent cooperative learning theorists, described experiential learning this way: Experiential learning is based upon three assumptions: that you learn best when you are personally involved in the learning experience, that knowledge has to be discovered by yourself if it is to mean anything to you or make a difference in your behavior, and that a commitment to learning is highest when you are free to set your own learning goals and actively pursue them within a given framework. (p. 7) Recent research in the neurosciences (Berninger & Richards, 2002; Jensen, 2005; Willis, 2006) also highlights the importance of experiential learning. Information that has personal meaning is stored in long-term memory more quickly and memory is more expeditious if multiple senses are stimulated. Action-oriented, hands-on learning experience, such as cooperative learning, helps learners activate multiple senses and personalize new knowledge.