Conceptual fundamentals for a theoretical and empirical framework of positive learning

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

doi:10.1007/978-3-658-19567-0_4

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 proceeding › Chapter

16 Scopus citations

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 language	English (US)
Title of host publication	Positive Learning in the Age of Information
Subtitle of host publication	A Blessing or a Curse?
Publisher	Springer Fachmedien Wiesbaden
Pages	29-50
Number of pages	22
ISBN (Electronic)	9783658195670
ISBN (Print)	9783658195663
DOIs	https://doi.org/10.1007/978-3-658-19567-0_4
State	Published - Dec 15 2017

Keywords

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

ASJC Scopus subject areas

General Social Sciences

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

Cite this

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AU - Berliner, David

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KW - Learning outcomes

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KW - Positive learning

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Conceptual fundamentals for a theoretical and empirical framework of positive learning

Abstract

Keywords

ASJC Scopus subject areas

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