Conceptual fundamentals for a theoretical and empirical framework of positive learning

Olga Zlatkin-Troitschanskaia, Susanne Schmidt, Dimitri Molerov, Richard J. Shavelson, David Berliner

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

We present a short overview of the idea, genesis and developing process of PLATO (Positive Learning in the Age of InformaTiOn) as a new, complex, international, interdisciplinary program aimed at investigating the phenomena of positive and negative learning in the digital age. While the basic idea of PLATO originated in empirical educational research, many other very different disciplines have consequently been incorporated into this program, in order to expand learning research and to offer a comprehensive and multi-perspective explanation of learning in 21st century higher education. We draw upon and critically discuss previous research, highlighting implications for developing a theoretical and empirical framework for the new program.

Original languageEnglish (US)
Title of host publicationPositive Learning in the Age of Information
Subtitle of host publicationA Blessing or a Curse?
PublisherSpringer Fachmedien Wiesbaden
Pages29-50
Number of pages22
ISBN (Electronic)9783658195670
ISBN (Print)9783658195663
DOIs
StatePublished - Dec 15 2017

Fingerprint

learning
educational research
education

Keywords

  • Digital age
  • Higher education
  • Holistic model
  • Information
  • Learning outcomes
  • Negative learning
  • Positive learning

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Zlatkin-Troitschanskaia, O., Schmidt, S., Molerov, D., Shavelson, R. J., & Berliner, D. (2017). Conceptual fundamentals for a theoretical and empirical framework of positive learning. In Positive Learning in the Age of Information: A Blessing or a Curse? (pp. 29-50). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-19567-0_4

Conceptual fundamentals for a theoretical and empirical framework of positive learning. / Zlatkin-Troitschanskaia, Olga; Schmidt, Susanne; Molerov, Dimitri; Shavelson, Richard J.; Berliner, David.

Positive Learning in the Age of Information: A Blessing or a Curse?. Springer Fachmedien Wiesbaden, 2017. p. 29-50.

Research output: Chapter in Book/Report/Conference proceedingChapter

Zlatkin-Troitschanskaia, O, Schmidt, S, Molerov, D, Shavelson, RJ & Berliner, D 2017, Conceptual fundamentals for a theoretical and empirical framework of positive learning. in Positive Learning in the Age of Information: A Blessing or a Curse?. Springer Fachmedien Wiesbaden, pp. 29-50. https://doi.org/10.1007/978-3-658-19567-0_4
Zlatkin-Troitschanskaia O, Schmidt S, Molerov D, Shavelson RJ, Berliner D. Conceptual fundamentals for a theoretical and empirical framework of positive learning. In Positive Learning in the Age of Information: A Blessing or a Curse?. Springer Fachmedien Wiesbaden. 2017. p. 29-50 https://doi.org/10.1007/978-3-658-19567-0_4
Zlatkin-Troitschanskaia, Olga ; Schmidt, Susanne ; Molerov, Dimitri ; Shavelson, Richard J. ; Berliner, David. / Conceptual fundamentals for a theoretical and empirical framework of positive learning. Positive Learning in the Age of Information: A Blessing or a Curse?. Springer Fachmedien Wiesbaden, 2017. pp. 29-50
@inbook{a8119ca350e846de880c0f0a6707d388,
title = "Conceptual fundamentals for a theoretical and empirical framework of positive learning",
abstract = "We present a short overview of the idea, genesis and developing process of PLATO (Positive Learning in the Age of InformaTiOn) as a new, complex, international, interdisciplinary program aimed at investigating the phenomena of positive and negative learning in the digital age. While the basic idea of PLATO originated in empirical educational research, many other very different disciplines have consequently been incorporated into this program, in order to expand learning research and to offer a comprehensive and multi-perspective explanation of learning in 21st century higher education. We draw upon and critically discuss previous research, highlighting implications for developing a theoretical and empirical framework for the new program.",
keywords = "Digital age, Higher education, Holistic model, Information, Learning outcomes, Negative learning, Positive learning",
author = "Olga Zlatkin-Troitschanskaia and Susanne Schmidt and Dimitri Molerov and Shavelson, {Richard J.} and David Berliner",
year = "2017",
month = "12",
day = "15",
doi = "10.1007/978-3-658-19567-0_4",
language = "English (US)",
isbn = "9783658195663",
pages = "29--50",
booktitle = "Positive Learning in the Age of Information",
publisher = "Springer Fachmedien Wiesbaden",

}

TY - CHAP

T1 - Conceptual fundamentals for a theoretical and empirical framework of positive learning

AU - Zlatkin-Troitschanskaia, Olga

AU - Schmidt, Susanne

AU - Molerov, Dimitri

AU - Shavelson, Richard J.

AU - Berliner, David

PY - 2017/12/15

Y1 - 2017/12/15

N2 - We present a short overview of the idea, genesis and developing process of PLATO (Positive Learning in the Age of InformaTiOn) as a new, complex, international, interdisciplinary program aimed at investigating the phenomena of positive and negative learning in the digital age. While the basic idea of PLATO originated in empirical educational research, many other very different disciplines have consequently been incorporated into this program, in order to expand learning research and to offer a comprehensive and multi-perspective explanation of learning in 21st century higher education. We draw upon and critically discuss previous research, highlighting implications for developing a theoretical and empirical framework for the new program.

AB - We present a short overview of the idea, genesis and developing process of PLATO (Positive Learning in the Age of InformaTiOn) as a new, complex, international, interdisciplinary program aimed at investigating the phenomena of positive and negative learning in the digital age. While the basic idea of PLATO originated in empirical educational research, many other very different disciplines have consequently been incorporated into this program, in order to expand learning research and to offer a comprehensive and multi-perspective explanation of learning in 21st century higher education. We draw upon and critically discuss previous research, highlighting implications for developing a theoretical and empirical framework for the new program.

KW - Digital age

KW - Higher education

KW - Holistic model

KW - Information

KW - Learning outcomes

KW - Negative learning

KW - Positive learning

UR - http://www.scopus.com/inward/record.url?scp=85043493239&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85043493239&partnerID=8YFLogxK

U2 - 10.1007/978-3-658-19567-0_4

DO - 10.1007/978-3-658-19567-0_4

M3 - Chapter

SN - 9783658195663

SP - 29

EP - 50

BT - Positive Learning in the Age of Information

PB - Springer Fachmedien Wiesbaden

ER -