Difference between revisions of "Critical Incident-Based Learning"
From Learning and training wiki
Chantal joly (Talk | contribs) |
Chantal joly (Talk | contribs) |
||
| Line 5: | Line 5: | ||
{{Addmaterial| | {{Addmaterial| | ||
| − | [[Image:pdf.png]][[Media:. | + | [[Image:pdf.png]][[Media:Critical_Moments_Reflection_Methodology.pdf| Critical Moments Reflection Methodology]] |
| − | + | ||
[[Image:pdf.png]][[Media:.pdf| Energizers by Bob Pike]] }} | [[Image:pdf.png]][[Media:.pdf| Energizers by Bob Pike]] }} | ||
== References == | == References == | ||
<references/> | <references/> | ||
Revision as of 17:10, 29 October 2008
 CRITICAL INCIDENT-BASED LEARNING |
| A pedagogical design in which a critical incident provides the basis for all learning, teaching, and assessment activities. The aim is to teach learners how to recognize these critical incidences as learning opportunities, and how to reflect on them critically while in action. [1] Learners are required to identify a critical incident from their life or workplace, and solve it. A typical critical incident is a significant event that has caused someone to rethink or change his perceptions and behavior about something and in some way. Participants encounter such situations in their workplace which present them with learning opportunities. The model integrates reflection, collaborative learning, and computer-mediated communication into a model of learning and instruction. [2] |
 Additional Materials |
|
 Energizers by Bob Pike |
References
- ↑ The Handbook of Distance Education, Michael Grahame Moore Ed., 2007
- ↑ www.infodiv.unimelb.edu.au (28 July 2008)