Putting the Learning Resources Approach into Practice Prof. Dr. Dr. - - PowerPoint PPT Presentation

Putting the Learning Resources Approach into Practice

• Prof. Dr. Dr. Albert Ziegler

Please assume a student is an underachiever. You want to make sure to find the reason(s). What do you look for and where do you look (given you have unlimited access to all information)?

Problems of Traditional Conceptions of Giftedness

 Overemphasis on personality traits  Insufficient consideration of environmental aspects

The Actiotope Model of Giftedness (Ziegler, 2005)

The Actiotope Model of Giftedness (Ziegler, 2005)

Resources Facilitating Learning and Educational Processes

 Learning capital denotes resources located in the individual  Educational capital denotes resources located in the environment  Together, learning and educational capital facilitate learning and educational processes (Ziegler & Baker, 2013)  Key factors in the pursuit of excellence

Educational capital Economic Cultural Infrastructural Social Didactic Learning capital Organismic Actional Telic Episodic Attentional

Resources Facilitating Learning and Educational Processes (Ziegler & Baker, 2013)

Learning capital Organismic Actional Telic Episodic Attentional A person’s physiological and constitutional resources that can contribute to the success

• f learning processes

Example: Good physical fitness (e.g., Castelli, Hillman, Buck, & Erwin, 2007; Tomporowski, Davis, Patricia, & Naglieri, 2008)

Five Individual Resources (Ziegler & Baker, 2013)

Learning capital Organismic Actional Telic Episodic Attentional All the actions, including cognitive actions, a person is capable of performing to facilitate learning Example: Ability to use language (e.g., August & Shanahan, 2006)

Five Individual Resources (Ziegler & Baker, 2013)

Learning capital Organismic Actional Telic Episodic Attentional Accessibility of functional goals for improving one’s learning processes Example: The goal to master a new skill instead of the goal of performing better than others (e.g., Green & Miller, 1996)

Five Individual Resources (Ziegler & Baker, 2013)

Learning capital Organismic Actional Telic Episodic Attentional The ability of making meaningful use

• f actional learning resources

Example: Knowing all possible chess moves is not enough, one also has to be able to select the strongest move (see Vladut, Liu, Leana-Tascilar, Vialle, & Zieger, 2013)

Five Individual Resources (Ziegler & Baker, 2013)

Learning capital Organismic Actional Telic Episodic Attentional Quantitative and qualitative attentional resources that can foster learning Example: Sufficient time for studying and full concentration when studying (e.g., Alexander & Winne, 2006; Sharif & Sargent, 2006)

Five Individual Resources (Ziegler & Baker, 2013)

Educational capital Economic Cultural Infrastructural Social Didactic Every kind of wealth or valuable that can be invested in learning efforts Example: A family’s ability to afford extracurricular offerings (e.g., Ditton & Krüsken, 2009)

Five Environmental Resources (Ziegler & Baker, 2013)

Educational capital Economic Cultural Infrastructural Social Didactic

Five Environmental Resources (Ziegler & Baker, 2013)

Educational capital Economic Cultural Infrastructural Social Didactic Materially implemented possibilities for action that allow learning to take place Example: Access to books at home (e.g., McElvany, Becker, & Lüdtke, 2009)

Five Environmental Resources (Ziegler & Baker, 2013)

Educational capital Economic Cultural Infrastructural Social Didactic Individuals and social institutions that can directly or indirectly contribute to the success of learning processes Example: Older siblings helping their younger siblings with homework (e.g., Milevsky & Levitt, 2005; Smith, 1993; Yeh & Lempers, 2004)

Five Environmental Resources (Ziegler & Baker, 2013)

Educational capital Economic Cultural Infrastructural Social Didactic The assembled expertise in the design and improvement of learning processes Example: Teachers’ efforts to continually improve their teaching methods and to match them to their students’ abilities (e.g., Rosen, 2009; Rosen & Salomon, 2007)

Five Environmental Resources (Ziegler & Baker, 2013)

Educational capital Economic Cultural Infrastructural Social Didactic Learning capital Organismic Actional Telic Episodic Attentional

Resources Facilitating Learning and Educational Processes (Ziegler & Baker, 2013)

Questionnaire

Vladut, A., Duan, X., Leana-Tascilar, M., Vialle, W., & Ziegler, A. (2013). A cross-cultural validation study of the Questionnaire of Educational and Learning Capital (QELC) in China, Germany, and Turkey. Psychological Test and Assessment Modeling, 55, 462–478

40 Items (4 items per capital, 6-point Likert-scale, Conbachs Alpha >.70) Sample item, cultural educational capital: I know many people who think learning and studying is important. Sample item, didactic educational capital: I always know where I can find support and advice for learning and studying.

Study 1: Secondary School

Confidence Failure Coping Stability Modifiability Achievement Economic .328** .262** .350** .268** .202** Cultural .303** .397** .451** .449** .252** Social .403** .459** .460** .481** .315** Infrastructural .444** .475** .448** .406** .294** Didactic .450** .464** .389** .463** .428** Organismic .339** .409** .315** .394** .285** Actional .363** .513** .444** .374** .333** Telic .385** .469** .412** .425** .327** Episodic .424** .483** .486** .426** .277** Attentive .451** .506** .489** .484** .355**

Study 2: Musicians

Study 2: Musicians

Participants

• 52 locally successful professional musicians (mainly local

appearances, e.g., a musician of the local opera house)

Study 2: Musicians

Participants

• 52 locally successful professional musicians (mainly local

appearances, e.g., a musician of the local opera house)

• 21 musicians successful at the federal state level (frequent

statewide appearances and statewide recognition, e.g., an award from their federal state)

Study 2: Musicians

Participants

• 52 locally successful professional musicians (mainly local

appearances, e.g., a musician of the local opera house)

• 21 musicians successful at the federal state level (frequent

statewide appearances and statewide recognition, e.g., an award from their federal state)

• 20 nationally or internationally successful musicians (e.g.,

regular national television appearances, international tours)

Musicians’ Learning Capital at the Point of Time When They Made the Decision to Pursue a Professional Career Distinguishes Their Future Level of Success

Musicians’ Educational Capital at the Point of Time When They Made the Decision to Pursue a Professional Career Distinguishes Their Future Level of Success

Study 3: Swimmers Regional level National level International level

Study 3: Swimmers Learning Capital of Swimmers at Regional, National, and International Levels

3 3,5 4 4,5 5 5,5 6

Regional Level National Level International Level

Study 3: Swimmers Educational Capital of Swimmers at Regional, National, and International Levels

3 3,5 4 4,5 5 5,5 6

Regional Level National Level International Level

Resources Facilitating Learning and Educational Processes

Educational capital Economic Cultural Infrastructural Social Didactic Learning capital Organismic Actional Telic Episodic Attentional

Regulatory Dimensions in Talent Development

Regulatory Network (neutral, co-

• perative,

competitive, hybrid, panarchic) Regulatory Function (homeostasis, homeorhesis) Control Type (external, internal- automatic, internal-controlled) Regulatory Type (open-loop control, closed-loop control) Regulatory Form (iterative, recursive) Regulatory Activities (preventive, detective, corrective) Regulated Structures (exogenous and endogenous learning resources) Regulatory Side Effects (neutral, synergetic, destructive, katalystic, exploitative, allostatic) Regulatory Externalities (autocatalytic, iatrogenic, neutral)

Thank you for your attention!