...Learning Experience Paper Tiffany N. Moore Psy/103 February 22, 2016 Joseph Foster Learning Experience Paper How can anyone be afraid of an insect that is smaller than them? My fear of spiders started when I was seven years old. Every year during summer break I would go out to the country to visit my godparents on their farm. I was always told not to play outdoors in my bare feet because of the insects, snakes, and small rodents. Being an adventurous child I did the total opposite of what I was being told. While playing in the barn one summer day I decided to take my shoes off, which led to me getting bit by a spider, becoming terribly ill, and having to spend several days in the hospital. Every day since that incident occurred I have had a deadly fear of spiders. A phobia is a type of anxiety disorder where you have an excessive fear of a certain object or situation, says Raphael Rose, PhD, associate director of the Anxiety Disorders Research Center and associate clinical professor at the University of California-Los Angeles' Department of Psychology and Psychiatry and Bio-behavioral Sciences. An estimated 19.2 million American adults’ deal with specific phobias, the National Institute of Mental Health reports. And specific phobias are twice as common in women as in men, NIMH says. Phobias usually develop during childhood or, if not then, by early adulthood, Rose says. Common specific phobias, according to NIMH, include closed-in spaces, heights, highway driving...
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...Learning Experience Paper Brandie Logsdon PSY/103 January 26, 2015 Russell Sprinkle Phobia is where a person is afraid of certain things or situations such as being or speaking in public, snakes, spiders, dogs, clowns, or open spaces. Acrophobia is an informal learning experience of being afraid of heights. This type of phobia belongs to a specific classification of phobias known as space and motion discomfort. Acrophobia can be dangerous, as victims can suffer an anxiety attack in a high place and become too anxious to get down cautiously. I suffer from a severe degree of acrophobia that prevents me from renting an apartment on any floor other than the ground floor. When I did live on the second floor of an apartment complex, I had to keep my window blinds closed causing my claustrophobia to kick in, which in turn, caused a severe anxiety attack. People with acrophobia may also experience other phobias or types of anxiety. I suffer from several phobias like being in public, spiders, closed spaces, and heights but was also diagnosed with bipolar II, PTSD, and anxiety disorder. Acrophobia can have a negative effect on a person’s life by restricting their job possibilities or where to go for vacation and one’s regular day-to-day situations such as changing a light bulb in a ceiling fan or hanging new window curtains. One might ask, how could someone become afraid of heights? Some psychologists debate the cause of phobias claiming that they are instigated by early traumatic...
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...Learning Experience Paper Learning Experience Paper Introduction Psychology has become interesting to me due to my current class of Intro to Psychology. In this paper, I will be discussing my learning experiences with the perspective of using classical and operant conditioning. I will also discussing how using cognitive-social learning theory could have occurred. Learning a fear We all learn to be afraid of something or things in our lives. These fears can be learned at a young age and throughout our lives. However, these fears can also be unlearned over time. I learned at a young age to fear or dislike eating any kind of fish or food that was able to “swim”, sea foods. At the age of seven, my sister and I were placed in a foster home. This foster home had specific rules that I did not understand back then but now as an adult with children I do, to an extent. According to (Carpenter, 2013), Classical conditioning is learning through involuntarily paired associations. This occurs when a neutral stimulus becomes paired with an unconditioned stimulus to elicit a conditioned response. In regards to classical conditioning, my fear of eating fish or sea foods can be traced back to when I was in a foster home at age seven. One night for dinner, my foster mom made a fish dinner. Growing up I was always taught to eat all of my food on my plate that was just what we did. However, this particular night I could not do this. I was always one to try new things...
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...When learning to drive there are three major steps; practicing, studying and testing. When practicing most just get behind the wheel and go, rather it be in a parking lot or on the street. Studying is the boring part, normally consisting of allot of reading and or watching. Finally there is the testing phase where he or she would prove their knowledge of what he or she has practiced and studied. This cycle may not go in this order for everyone but the process continues over and over throughout your driving years. When a male or female, child or adult, decides he or she wants to learn to drive or learn a new aspect of driving, then he or she tends to practice it in some way, shape, or form. When a child wants to learn to drive they typically ask their parents or care giver to get on their lap and steer the car while the adult controls the throttle and brake. Later in the child’s life he or she may be allowed to take over all controls fully and drive around in a parking lot, private roads or in some cases public roads. Video games the day and age are so realistic to the point where a person could practice driving while in the comfort of their own home and breaking no laws by letting an unlicensed driver behind the wheel of a car. When I was young and aspiring to drive, my reward was being able to drive my mom around for doing well in school and completing my chores. If I messed up my driving privileges were taken away from me. Since I was a pretty good child I learned to drive...
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...Learning Experience Lekisha S. Ashby PSY/103 March 7, 2015 Elizabeth Riegner Learning Experience Introduction Everything in life we go through has a learning factor or experience we go through. We may not see thing when we’re going through them, but if we sit back after it’s all said and done we can see what the problems were and learn from the mistake or experience we encountered. My learning experience maybe very different from anything you have gone through. I will explain what it’s like to go through a “Bad Break-Up” and what can be learned from it. In The Beginning Like any new relationship it starts off great! You’re getting to know one another and the likes and dislikes of the person you see spending the rest of your life with, well for me that’s how it was. To start I met the love of my life in 2004, and we clicked instantly. The first three years were great. We talked about marriage and stated living together. Soon after in 2006 on Valentine’s Day I found out I was pregnant. Everyone was so happy. October 12, 2006 I gave birth to a beautiful baby girl. After she came home and things started to get back to normal, thats when the relationship changed. He told me I didn’t spend time with him anymore. It was like he was jealous of our baby. To make a long story short I found out he started cheating on me. We broke up I took him back off and on for years. He had other girlfriends but our connection was still there. We have been going through the...
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...Learning Experience Paper When experiences in life happen, we learn from them. They can be positive or negative learned experiences but none the less we learn what works or what doesn’t. All experiences create responses within us. Those responses can be conditioned or unconditioned. Learning from your experiences growing up allows for the growth of yourself through the perception of what you feel has changed you as a person. Self-reflection after experiences happened shows you how they affected you and what you can do to change that learned behavior or response. My Learning Experience and Response Growing up my parents were abusive to each other and us children. When arguments between my parents would occur my bedroom was the battle ground. My father seemed to think that threatening his life and asking me to “Kiss him goodbye.” Would keep my mother around. When she finally got the courage up to leave, she said it was because my little brother said how nice it was when my dad was on a hunting trip. Leaving my dad made my mother frightened and would tell us how she felt my father would kill us in our sleep, and she would go into detail often about what she felt he would do to us. Later my father’s family got involved, and they all came and beat up my family. My two younger brothers were crying and one still in an infant seat I had to take out and try to protect from them as they tried to grab them and run. Being the older child, it was more my responsibility to protect everyone...
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...First Page) The title of the paper and subsequent information is centered on the page and double spaced Notice that the font is Times New Roman, 12 point size Learning Autobiography (LAB # 1): Formal and Informal Educational Experiences Student’s Name Date LAS 30012 Writing and Critical Thinking in the Liberal Arts Ottawa University (Notice the next page number appears with short title) Title of Paper (Notice that the title of the paper is repeated here--centered, with the main words capitalized) Most of the papers you write at the college level should begin with an introduction. The introduction is much like a movie preview, in that it gives the reader a glimpse into what your paper is about, its purpose, and how it is organized. Instead of simply listing the things you will discuss in the paper, think creatively about how you could engage the reader and motivate him or her to want to read what you have written. The introduction section for both Learning Autobiographies should be one-quarter to one-half page in length. Formal Educational Experiences (Notice that the main headings of the paper are centered, boldface, and main words are capitalized. Also note that the heading immediately follows the end of the previous section with no additional line spaces.) In this section of the paper, reflect on the formal educational experiences you have had in the past. An educational experience is “formal” if it is associated with an educational...
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...Learning Styles Definition This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are “smart.” In fact, educators should not ask, “Is this student smart?” but rather “How is this student smart?” Discussion The concept of learning styles is rooted in the classification of psychological types. The learning styles theory is based on research demonstrating that, as the result of heredity, upbringing, and current environmental demands, different individuals have a tendency to both perceive and process information differently. The different ways of doing so are generally classified as: 1. Concrete and abstract perceivers–Concrete perceivers absorb information through direct experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information through analysis, observation, and thinking. 2. Active and reflective processors–Active processors make sense of an experience by immediately using the new information. Reflective processors make sense of an experience by reflecting on and thinking about it. Traditional schooling tends to favor abstract perceiving and reflective processing. Other kinds of learning aren’t rewarded and reflected in curriculum, instruction, and assessment nearly...
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...Building a Learning Organization ABSTRACT This report is a review on two articles on Learning organizations and the practices followed by them. While the article by Garvin focuses on the building blocks that help an organization to recognize where it is, the second article is a review on a Think Tank meet that focuses on 9 best practices the leading learning organizations have followed. Initially, the importance of the meaning, measurement and management of a learning organization is described. Later the five building blocks that learning organizations need to be skilled in are emphasized. The different stages of knowledge are focused on in the next section. The report ends with comments on benchmarking, half-life curves. The report concludes with the comparisons and differences between the articles and the evolution of thought. Table of Contents INTRODUCTION …………………………………………………………………………………… 1 LEARNING ORGANIZATION……………………………………………………………………… 1 3 M’S DESCRIBED BY GARVIN …………………………………………………………………. 2 STEPPING STONES OF A LEARNING ORGANIZATION…………………………………3 THE STEPS PERTINENT TO LEARNING……………………………………………………… 5 BENCHMARKING ROLE …………………………………………………………………………….6 LEARNING CURVES...…………………………………………………………………………………6 WHITE PAPER AND GARVIN PAPER……………………………………………………………7 REFERENCES………………………………………………………………………………………………8 INTRODUCTION: The...
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...The Learning Experience The Learning Experience Throughout my life I experienced the greatest educational instructors, during my educational endeavors. There was one educational experience that I would never overlook. This experience was in my Behavioral Statistics course in college. This instructor asked the class, “What is a learning experience?” The instructor asked everyone in the class to write a brief summary of the definition. The important question is “What is a learning experience?” “The learning experience is a collection of classroom projects and activities carried out over an extended period of time that incorporate several important elements of learning. The emphasis of the learning experience is not on skills but, rather, on the content or content areas of the project” (education.com, 2013). Throughout my presentation, I will discuss a learning experience in which I was the student. This learning experience would discuss the methods of lesson planning, the content standards, and what goals were accomplished in this learning experience. The Behavioral Experience During my junior year of college, I enrolled in a Behavioral statistics course for my degree in Sociology. This course was extremely challenging for all students receiving this course. The instructor taught this course on a Doctorate level, and most of her student populations were only obtaining their bachelor’s degrees. I only enrolled in this course during summer session, because I wanted to devote...
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...Learning Team Reflection Angela Lewis (Alcoset), Dawn Nyberg, J. Troy McMurtrey, Tammie Scott ETH /316 January 16, 2012 Ted Haas Learning Team Reflection Simulations administer a productive learning environment for students. The use of simulations in education is becoming an effective tool for students and offers several benefits. A major benefit of simulations is that it enhances the problem solving skills of a student. This week Team D went through two simulations that allowed us to make ethical decisions based on the four lenses, where each had a different perspective in the decision-making process. In this summary, Team D will compare and contrast the usefulness of doing assignments based on simulations as opposed to writing paper s that answer questions. Team D will also make a decision regarding which we prefer as a team and provide the reasons. When comparing the usefulness of doing assignments based on simulations as opposed to writing papers that mostly answer questions, Team D finds there are differences between the two. Doing assignments based on simulations is a structured approach, which gives the opportunity for a more hands learning experience. Writing papers that mostly answer questions is a different approach that externalizes our learning. One needs to find information to answer the questions asked when writing a paper. This may require some research...
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...Alienation and engagement: Development of an alternative theoretical framework for understanding student learning. Higher Education, 55(3), 321 - 332. http://dx.doi.org/10.1007/s10734-007-9057-5 Alienation and engagement: Development of an alternative theoretical framework for understanding student learning Jennifer M. Case Department of Chemical Engineering, University of Cape Town Abstract In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for characterising the student experience of learning in higher education, compared to current dominant perspectives such as that offered by approaches to learning and related concepts. A conceptual and historical background of the concept of alienation is presented, followed by an overview of some contemporary perspectives. Drawing on this literature, a framework is then developed for characterising student learning. It comprises three categories, referring to the alienation resulting from 1. entering the higher education community, 2. fitting into the higher education community, and 3. staying in the higher education community. Each category has an associated set of theoretical tools that can be drawn upon in analysing this aspect of the student experience. Keywords: alienation, engagement, student learning, tertiary education, approaches to learning Address for correspondence: Dr J Case, Department of Chemical Engineering, University of Cape Town...
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...experiential learning paper should be an extensive and thoughtful research paper which synthesizes scholarly research and personal experience. Synthesize means to blend and create something new and unique, so you will combine your research with your experience to create a new understanding of the topic. The paper should be at least 5-6 pages long (including cover page, but not reference pages), citing at least three scholarly sources in addition to the information provided through the course texts and classroom lectures/discussions. It should include research and reflection components, and will represent 20% of the student’s course grade. The finished paper should be typed, double-spaced with 12-point font, and one-inch margins and use all appropriate APA conventions. It should be free from spelling, punctuation or usage errors. All experiential learning papers should also include, at minimum, the four critical components and best practices for experiential learning described below: 1. BUILDING A FOUNDATION FOR THE EXPERIENCE: Conducting Research and Pre-Reflection (Frontloading) 2. HAVING THE EXPERIENCE: Observing and Describing the Concrete Experience 3. REFLECTING ON THE EXPERIENCE: Considering Lessons Learned and Abstract Conceptualizations 4. APPLYING THE EXPERIENCE TO FUTURE SITUATIONS: Using New Knowledge through Active Experimentation Instructions for Personal Interview We each see the world through lenses colored by individual experiences. These experiences can be based...
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...approaches to learning. It supports those who have been having difficulties with their learning and has particular applications in business, sport, training and education. This model focuses on the best way for a student to learn and retain new information based on sensory modality. (Fleming, 2011) When a student knows his/her learning style preferences, he/she is able to learn more effectively and store and recall the information being taught. “The last group in the four part typology is the group who like to experience their learning by using all their senses, including touch, hearing, smell, taste and sight. This group is regularly described in the literature as kinesthetic (K). They want concrete, multi-sensory experiences in their learning. Although learning by doing matches their needs they can easily learn conceptual and abstract material provided it arrives with suitable analogies, real life examples, or metaphors. They learn theory through its application.” (Fleming, 1995) Upon taking this test, I realized that I have a strong kinesthetic preference for learning. To take in the information I prefer to uses all my senses – sight, touch, taste, smell, and hearing. (Fleming, 2011) People with a kinesthetic preference for learning seem to do best with laboratories, field trips, field tours, and examples of principles, lecturers who give real-life examples, hands-on approaches, trial and error, exhibits, samples, photographs, and many other forms of learning. VARK...
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...Training RESEARCH ON HUMAN LEARNING Published by the Department of Education and Training © State of Victoria, 2004 All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical and photocopying, recording or otherwise, without the prior permission of the copyright holder. Address inquiries to: Research and Development Branch Office of Learning and Teaching Department of Education and Training Level 2, 33 St Andrews Place GPO Box 4367 Melbourne 3001 Acknowledgments This resource has been developed by the Office of Learning and Teaching, Department of Education and Training, Victoria, 2004 Authors Sandra Mahar and Maddy Harford Contributions This publication was developed by the Research and Development Branch, Office of Learning & Teaching for the Department of Education and Training. Contents INTRODUCTION: THE IMPORTANCE OF LEARNING IN THE KNOWLEDGE ECONOMY 4 Defining Learning 5 Overview of the paper 6 THEORIES OF LEARNING 7 Cognitive Learning Theories 7 Social Learning Theories 7 Constructivist Theories 8 Experiential Learning 9 Adult Learning, or Andragogy 9 Multiple Intelligences 10 Situated Learning Theory and Communities of Practice 10 FACTORS AFFECTING LEARNING 12 Neurological development...
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