Concepts as mental representations The first of these views maintains that concepts are psychological entities, taking as its starting point the representational theory of the mind RTM. According to RTM, thinking occurs in an internal system of representation. Beliefs and desires and other propositional attitudes enter into mental processes as internal symbols.
Learning mediated through agents of authority Learning mediated through learner democracy Fixed and limited time-frame Learning is the main explicit purpose Learning is either of secondary significance Conceptual paradigm thesis is implicit Learning is applicable in a range of contexts Learning is context-specific There are some obvious but daunting problems, if such an approach was intended to produce an accurate means of classifying actual learning activities and situations as either formal or informal.
This was aptly illustrated when an earlier version of the figure was presented to the Steering Group for this project. If we were to establish these ideal-types as universal, all such disagreements would have to be ironed out. In doing that, we would have to address the following problems: Should all criteria be equally important, as this approach would imply?
How can criteria be labelled in ways that avoid ideological implications of inherent virtue or blame? Each of these problems would have to be solved, if such an approach were to be seriously pursued, and many of them would lead inevitably into areas of complex and partly subjective value-judgements.
But there is another, more serious problem. Even if only a majority of these criteria were rigorously applied, very little learning would fit completely into either ideal type. One way of addressing this problem is to search for ways to group the criteria in the list, and to identify deeper underlying organising concepts.
Most, though still not all, of the criteria in figure 6 can be fitted into the following four clusters: This includes learner activity, pedagogical styles and issues of assessment: Is the location of the learning within a setting that is primarily education, community or workplace?
Does the learning take place in the context of: Is the learning secondary to other prime purposes, or the main purpose of itself?
This covers issues about the nature of what is being learned. Is the focus on propositional knowledge or situated practice? Is the focus on high status knowledge or not? However, the best way to do this may not be through the categorisation of actual learning as of one or other type.
This is partly because the four dimensions can be logically combined into 16 different types, and there is no clear way to identify a smaller number of these logically possible permutations.
Such types may have value for analytical and illuminative purposes. However, what even 16 ideal types cannot provide is a clear categorisation or [page 20] classification of actual learning activities or situations: Yet, as we have seen, in the literature that attempts to define boundaries between formal, non-formal and informal learning, and it is this latter purpose that is most frequently intended.
Following the implications of the continuum model of Stern and Sommerladrather than seeing formal, informal and non-formal learning as discrete entities, we have begun exploring the ways in which these four dimensions of formality and informality inter-penetrate most, if not all, learning situations.
This analysis changed the direction of our research. Our work on these four dimensions of formality and the relationships between them is ongoing. In what follows, we present a range of different exemplar contexts: The detail of these exemplars and the style in which they are written vary considerably.
Some are predominantly literature based, others draw upon empirical investigations, conducted by some of us. We believe that these contrasting approaches are valuable in making more transparent the issues upon which we are focussing. Also they open up a wider range of possible reader reactions, all of which are of potential interest and value for us.
FE as a sector contains a very wide range of provision. Here we concentrate on that which broadly fit the formal definitions in almost all the classifications we have provided. Even in such formal courses, strong dimensions of informality are present and can be clearly identified. One way of understanding what happens in such educational settings, is to examine case studies.
While the TLC project covers a wide range of FE provision, we have deliberately chosen to focus here on more mainstream sites, in order to explore the limitations of seeing them as purely formal.
Most of the criteria for formal learning are clearly visible in this site. The course takes place partly on educational premises, there is an external syllabus and summative course work assessment and an examination focussed on a qualification.A conceptual framework is an analytical tool with several variations and contexts.
It can be applied in different categories of work where an overall picture is needed. It is used to make conceptual distinctions and organize ideas.
Strong conceptual frameworks capture something real and do this in a way that is easy to remember and apply. Hi can you help me with my thesis, just the conceptual framework and Theoretical please hehe my topic is all about How could managers use accounting knowledge in making better decisions.
Can you please help me for making conceptual framework, research paradigm and even research hypothesis? My topic is all about internet cafe.
Jan 07, · Business’s Worst Nightmare: Big Bang Disruption, review of the new book that documents the phenomenon that is disrupting stable businesses very rapidly and on a massive scale. Significance of the study is written as part of the introduction section of a thesis.
It provides details to the reader on how the study will contribute such as what the study will contribute and who will benefit from it. Chapter 6-THEORETICAL & CONCEPTUAL FRAMEWORK 1. Theoretical and Conceptual Framework 2.
DEFINITION OF TERMS 3. FRAMEWORK• Described as the abstract, logical structure of meaning that guide the development of the study.• CONCEPTUAL PARADIGM• a diagram that visually represents and interprets the . Pragmatism is a deconstructive paradigm that advocates the use of mixed methods in research, “sidesteps the contentious issues of truth and reality” (Feilzer , p.
8), and “focuses.