INDEX
A
ABA (American Bar Association), 194
abstract conceptualization, 151
Abt, Clark, 145
accommodation, 155
Accrediting Commission of Career Schools and Colleges of Technology, 194
Accrediting Council for Independent Colleges and Schools, 194
achievement, 25
acquaintance, 94
action learning, 149
action plan. see personal plan
active experimentation, 151
active listening, 126–27
active participation, 38–40, 75, 82
ad hominem argument, 91
age, 24–25
Age of Perpetual Learning, 1, 3, 4–5, 31, 190
aggressor, 124
Alexander, Lawrence T., 58
AltaVista, 182
alter egos, 140
altruism, 132
American Bar Association (ABA), 194
American Management Association, 194
analysis, 69
Anderson, Alan, 138
apathy, 129–30
appeals, 91
appearance, 128
aptitude, 25
argued probabilities, 89
analogies, 89
deductive, 89
inductive, 89
legal, 89
Argyris, Chris, 35–36
Aristotle, 84
assessments, 168. see also self-assessment
behavioral learning, 170
cognitive learning, 170
collaborative learning, 171
four-step model, 169
holistic learning, 172
inquiry learning, 170–71
mental models, 171
virtual realities, 171–72
assimilation, 155
association, 91
assumptions, 88–89
Atkinson, R.C., 69
rules for, 71–72
attitudes, 23, 33, 34–35, 42–43
change and, 35–36
collaborative learning and, 119–20
awakening learners, 2
B
Baer, John, 93
Baird, John E., Jr., 128
Barker, Larry L., 123
Barnes, Louis B., 113
Baron, Jonathan, 101, 104, 111
Barrett, Neil, 37
barriers, 103
Barton, Richard, 145
basic skill training group (t-group), 118
begging the question, 91
behavioral learning, 49, 53–66, 175
present performance level, 55, 56, 57, 62
rewards, 60–62
self-assessment, 170
tasks, 55
behavioral objectives, 56
beliefs, 87–88
Benne, Kenneth D., 123
Berelson, Bernard, 119
Berrett-Koehler Publishers, 8
Big Book, 185
blocker, 124
bottom-up processing, 73
Bradford, Leland, 129
Brandsford, John, 100
Broadbent, D.E., 70
Brooks, Jacqueline Grennon, 155
Brooks, Martin G., 155
C
CAI. see computer-assisted instruction
for attention, 70
future projections, 17
networking, 17
reading about job, 17
career paths, 17
Carnegie Mellon University, 184
cases and projects, 112–14
categories, 90
catharsis, 133
Center for Excellence in Distance Learning (CEDL), 195
change, openness to, 35–36
chat rooms, 188
Cherry, C., 70
chief learning officers, 34, 198
chunking, 78
CLE (continuing legal education), 194
clown, 124
CME (continuing medical education), 194
coaches, 140
cognitive learning, 49, 67–82, 170, 175. see also presentations
analysis, 69
attention, 70–72
encoding, 69
filters, 69
information processing, 69, 72–76
long-term memory, 69
self-assessment, 170
sensory register, 69
cognitive skills, 53
cohesiveness, 132
collaborative learning, 50, 117–36, 171. see also groups; teamwork
collaborative learning and, 118, 122–23, 125–29
role plays and, 140–41
Colorado Mountain College, 193
communication and, 118, 122–23, 125–29
communication in groups, 125–29
diverse outcomes and, 119–20
emotional learning, 131–34
getting organized, 121–22
involvement, 122–23
problems in groups, 129–31
roles in group, 123–25
stages of group, 124–25
teamwork and, 135–36
communication studies, 118
Compaq, 183
comparisons, 89
CompuServe, 186
computer-assisted instruction (CAI), 56, 62–64
systems, 63
generative, 63
visual materials, 63
computer-based learning networks, 34
conceptualization, 151
concrete experience, 151
concretization, 144
conferences, 186
conflict, 129
Consortium for Business Literacy, 8
consortiums, 178
constructivists, 155
continuing legal education (CLE), 194
continuing medical education (CME), 194
contradiction, 105
controlling, 6
conversancies, 13
Cooke, Phyliss, 139
corporate libraries, 178
corporate universities, 192
counseling, 158
crawlers, 182
creative process, 93–94
creative thinking, 18, 85, 92–95, 170–71
credentials, 3
critical thinking, 83, 85, 87–92, 170
Csikszentmihalyi, Mihaly, 93–94
current learning, 19
Curtis, Ellen, 130
D
Data Smog: Surviving the Information Glut (Shenk), 37
Davis, Adelaide, 7, 8, 49, 145, 197
Davis, James, 7, 8, 49, 145, 197
Davis, Robert, 58
debriefing, 146
decision making, 101, 108–10, 114. see also mental models
groupthink and, 130
deductive arguments, 89
defensive reasoning, 35–36
DejaNews, 187
Dellarosa, Denise, 101
descriptive conclusions, 88
desired learning, 19
developmental tasks, 24–25
Dewey, John, 150
Dewey, Russell, 150
dialogical thinking, 85–86, 95–96, 171
differentiation, 155
Dillon, J.T., 97
directed thinking, 85
directories, Internet, 182
discussion, 113
dispositions, 87
distance learning, 195
dominator, 124
double, 143
Dragons of Eden, The (Sagan), 152
dramatic scenarios, 138, 142–44
dual roles, 141
Dukes, Richard, 145
Dunker, Karl, 101
duration, 166–68
Dworetzky, John, 101
E
e-books, 196
Ecunet, 186
EDGAR, 185
educational system, 12–14, 19, 20, 39, 151
effective learners, 6
Effective Training Strategies (Davis and Davis), 7, 8, 197
Egan, Gerard, 158
electronic databases, 179
e-mail, 186
emerging learners, 2
emotions, 131–34
empty chair, 143
enactment, 143
encephalization, 152
encourager, 123
Ennis, Robert, 85
equilibration, 155
equivocation, 91
evaluation, 93
Excite, 183
existential factors, 133
experience, 149, 151, 172. see also holistic learning
reflection process and, 156–59
experience-based learning, 149
experiential learning, 149
experimentation, 151
expertise, 13–14
expert system, 63
external rewards, 60–61
F
facial expressions, 128
facilitators, 113, 121, 127, 130, 133, 197–98. see also teachers
holistic learning and, 157–59
virtual realities and, 143, 146
factual statements, 88
fair-minded thinkers, 96
fallacies, logical, 90–91
false dilemma, 91
family, recapitulation of, 132
feature analysis, 73
feedback, 104, 126–27, 169, 170
behavioral learning and, 56, 60–62
Fishbach, Gerald, 153
Fixx, J.F., 99
Flake, Carol, 150
flame wars, 186–87
flexibility, 93
fluency of ideas, 93
formal education, 12–14, 19, 20, 39, 151
formal learners, 2
forming, 124
Fortune Magazine, 4
forums, 186
Fosnot, Catherine Twomey, 155
freeze frame, 143
Freire, Paulo, 39
frequency, 166–68
functional fixedness, 107–8, 114
“Funnel of Nuremberg,” 39
Furth, Jane, 4
G
game-player mentality, 35
games, 145–48
Gang, Phil, 150
gap analysis, 19–20
Garcia, Antonina, 140, 141, 143
gate keeper, 123–24
GED (General Educational Development), 191
General Educational Development (GED), 191
generalities, 91
generative CAI, 63
Glaser, Edward, 84
glittering generalities, 91
Global Training Resources Program, 194
Goldberg, Alvin, 122
Graham, Neil, 63
graphs and diagrams, 106
groups. see also collaborative learning
basic skill training group, 118
communication in, 125–29
deepening communication, 133
facilitators, 113, 121, 127, 130
focusing on here and now, 133
goals, 133–34
looking for learning, 134
problems, 129–31
roles, 123–25
stages, 124–25
teamwork and, 135–36
therapeutic factors, 132–33
groupthink, 130
H
Halpern, Diane, 85, 90, 104, 105, 106, 108, 111, 112
Hare, A. Paul, 118
harmonizer, 123
Harvard Educational Review, 62
Harvard’s School of Business, 112
hasty closure, 91
Havinghurst, Robert, 25
Hendley, Brian, 150
high-impact learning, 163–73
intensity, frequency, duration, 166–68
learning choices and, 164–65
self-assessment, 168–73
hill climbing, 104
holistic learning, 50, 149–60, 172. see also experience
brain structure and, 152–54
constructing meaning, 155, 157–58
defined, 149–50
facilitators, 157–59
reflection-in-action, 151
reflection process, 156–59
Holyoak, Keith J., 106
Hoover’s Online, 185
hope, 132
Human Brain and Human Learning (Hart), 153
Human Problem Solving (Newell and Simon), 101
human relations, 119
hybrid search engines, 182
hypotheses, 89
I
ICOLCC (International Coalition of Library Consortia), 178–79
ideas
collaborative learning and, 119
fluency of, 93
holistic learning and, 159
mental models and, 100–101
pictorial memory, 78
improving performance. see role plays; virtual realities
incubation, 93
independent learners, 2
index, as search mechanism, 7
Indiana University, 195
inductive arguments, 89
informal education, 13–14, 196
information, 36–38, 132, 175–77. see also sources of information
access to, 36
amount of, 36
packaging, 36
Information Age, 1, 2–3, 36, 43
information giver, 123
information processing, 69, 72–76. see also cognitive learning for, 75–76
information seeker, 123
Infoseek, 183
inherited genius, 92–93
inquiry learning, 50, 83–98, 171, 176. see also thinking; questions
critical thinking, 83, 85, 87–92, 170
dialogical thinking, 42, 85–86, 95–96, 171
framing questions, 96–98
practice, 86
thinking, 18, 85, 92–95, 170–71
instructional design, 56, 64–65
instrument, 121
integration, 155
intellectual work, 83–84
intensity, 166–68
interdisciplinary fields, 18
interests, 16
career paths, 17
favorite learning experiences, 17
leisure time, 17
International Coalition of Library Consortia (ICOLC), 178–79
Internet, 37, 65, 177, 180–88. see also World Wide Web
company information, 184–85
discussion groups, 185–88
search mechanisms, 181–83
URLs, 181
interpersonal learning, 132
interpretations, 72–73, 75, 155, 156–57
Irskine, James, 112
J
Janis, Irvin, 130
Jerison, Harry, 152
Jones International University, 196
justification, 85
K
Kelley, Charles M., 126
key incident cases, 112
kinesics, 128
Kirkpatrick, Donald, 169
prior knowledge, 73, 74–75, 76
knowledge of results, 60
Koehler, Wolfgang, 101
Kolb, David, 151
Kurfiss, Joanne, 85
L
laboratory method, 112
Lachman, R., 79
language, 90
Lape, Harvey, 88
Larson, Carl, 120, 122, 135–36
leaders, 121
leadership, 197–98
learned helplessness, 39
learners, 2, 6. see also self-concept
learning. see also perpetual
learning; individual types of
learning
attributes of, 41–42
choices, 163–66
as commonplace, 153–54
construction of meaning, 42, 155, 157–58
passive learning, 38–40
redefining, 40–43
related learning, 17–18
learning about learning, 5–8
learning baseline, 57
learning curve, 11–12
learning needs, 16–18
learning organizations, 34
learning styles, 26, 30–31, 47, 48
learning theories, 47–51
behavioral learning, 49, 53–66, 170, 175
cognitive learning, 49, 67–82, 170, 175
collaborative learning, 50, 117–36, 171
holistic learning, 50, 149–60, 172
inquiry learning, 50
mental models, 50, 99–115, 171
virtual realities, 137–48, 171–72
well-established theories, 48–49
lecture method, 38–39
Leenders, Michiel, 112
legal arguments, 89
legal education, 194
leisure-time interests, 17
“Lessons Learned” sections, 5
behavioral learning, 65–66
cognitive learning, 81–82
collaborative learning, 136
holistic learning, 160
inquiry learning, 98
mental models, 114–15
virtual realities, 148
Levinson, Daniel F., 24
catalogs, 178
corporate libraries, 178–79
databases, 179–80
reference section, 177–78
World Wide Web and, 178–80
Lindsey, P., 70
listening, 126–27
listserves, 186
live cases, 112
live conferencing, 186, 187–88
Loftus, Elizabeth, 77
logical conclusions, 89
logical fallacies, 90–91
long-term memory (LTM), 69, 77
Lorayne, H., 78
Lorge, Irvin, 119
Louisiana State University, 184
LTM (long-term memory), 69, 77
Lucas, J., 78
Lucent Technologies, 195
lurker, 187
M
MacLean, Paul D., 152
Magellan, 183
Mager, Robert E., 56
Maier, Norman, 140
management, definitions, 6
managing learning, 6
Marineau, Rene, 138
materials, for role plays, 140
Mayo, Elton, 118
McCann, P., 63
meaning, 42, 72, 73, 74, 75, 76, 82
holistic learning and, 155, 157–58
meetings, 186
mnemonic devices, 77–81, 82, 170
mental models, 50, 99–115, 171. see also problem solving
analogies, 106
basic problem-solving model, 102–3
cases and projects, 112–14
contradiction, 105
functional fixedness, 107–8
generating solutions, 103–6
graphs and diagrams, 106
hill climbing, 104
let me out of here approach, 100, 114
means-ends analysis, 104–5
misunderstanding problem, 106–7, 114
practice, 112–14
random search, 103–4, 106, 111
simplification, 105
split-half method, 105
ten-step decision making model, 108–10, 114
understanding, 100–102
unrecognized presuppositions, 107, 114
working backward, 105
military, 138
mirror, 143
mnemonic devices, 77–81, 82, 170
modeling, 59
Moore, Omar, 138
Morrow, Alfred, 48
multiple intelligences, 25
multiple role plays, 139
Myers-Briggs Inventory, 26
N
negative reinforcement, 61
Neisser, Ulrich, 68
netiquette, 186–87
networking, 17
newsgroups, 186–87
New York University, School of Continuing and Professional Studies, 193
Nickerson, Raymond, 86, 87, 88, 91
Nisbett, Richard, 106
nondirected thinking, 85
nonverbal action, 140
Norman, D., 70
norming, 124
objectives, 56
OCLC (Online Computer Library Center), 179
Online Chambers, 194
Online Computer Library Center (OCLC), 179
opinions, 87–88
organizing, 6
originality, 93
outcomes, 109–10, 119–20, 146, 164–65
overgeneralization, 91
P
part-time learners, 2
Pascal, Blaise, 101
passive learning, 38–40
patterns, 76
Pavitt, Charles, 130
PCQuote, 185
Peacenet, 186
Penn State University, 195
perceptions, 72–73
perfect solution, 91
performance, 3, 16. see also role plays; virtual realities
performing, 124
Perkins, David, 86
perpetual learning, 189–99
leadership and, 197–98
resources, 191–96
revising plan for learning, 190–91
Perpetual Learning, Age of, 1, 3, 4–5, 31, 190
Persell, Caroline, 139
personal development, 18
personal growth groups, 118, 131
personality types, 26
Personalized System of Instruction (PSI), 64–65
personal plan, 12, 20–21, 159, 190–91
perspectives, 18
Peterson’s: The Education Supersite, 191–92, 195
philosophy, 84
Pigors, Faith, 112
Pigors, Paul, 112
action plan, 20–21
gap analysis, 19–20
previous learning and, 12–14
pride and regret, 14–15
projecting learning needs, 16–18
time and, 11–12
Plato, 84
Pollyanna Principle, 110–11
Pompi, K.F., 79
positive reinforcers, 60
Postman, Neil, 39–40
practice, 86, 112–14. see also role plays; virtual realities
Practice of Questioning, The (Dillon), 97
preferred scenario, 158–59
premises, 88
prerequisite skills, 57
prescriptive conclusions, 88
present, groups and, 133
presentations, 68, 170. see also cognitive learning
present performance level, 55, 56, 57, 62
presuppositions, unrecognized, 107, 114
pretests, 57
pride and regret, 14–15
prior knowledge, 73, 74–75, 76
problem method, 112
problem solving, 101, 108–10, 114. see also mental models
problem-solving basic model, 102–3
process commentary, 134
proficiencies, 12–13
Profusion, 184
projecting learning needs, 16–18
proxemics, 128
PSI. see Personalized System of Instruction
psychodrama, 138
psychomotor skills, 53
Q
questions, 96–98. see also inquiry learning
R
random search, 103–4, 106, 111
reading about job, 17
reading order, 6–7
reasons, 85
recorder, 123
records, simulations and, 146
recovering learners, 2
redefining learning, 33–43
active participation, 38–40
beyond defensive reasoning, 35–36
information and, 36–38
reframing, 40–43
redefinitions, 93
red herring, 91
reflection-in-action, 151, 156
reflection process, 156–59
reflective practitioners, 151
related learning, 17–18
relationships, 90
responsibility, 42
results, knowledge of, 60
rewards, 60–62
role change, 143
role conflict, 140
role confusion, 141
role creating, 141
role fatigue, 141
role plays, 96, 138, 139–42. see also virtual realities
role relationships, 140
role reversal, 141
role taking, 141
rote learning, 78
rules, 71–72, 75–76, 79, 112–13, 145
attention, 71–72
for cases and projects, 112–13
for information processing, 75–76
for memory, 79
running time, 146
S
Sagan, Carl, 152
Sanford, Anthony J., 73, 77, 78, 107
scanning, 73
scenarios, 138, 142–44, 158–59
schemas, 75
Schneider, N., 70
Schön, Donald, 151
Schwarze, Sharon, 88
scripts, 75
sculpting, 144
search engines, 182
Search Engine Watch, 183
Search for Understanding, The: The Case for Constructivist Classrooms (Brooks and Brooks), 155
search mechanisms, 181–83
Seidner, Constance, 145
selective use of evidence, 91
self-assessment, 168–69. see also assessments
self-change, 42
self-concept, 23–31
challenging, 27–29
estimate potential for learning, 29–31
unimportant characteristics, 27, 29, 30–31
self-direction, 41
self-disclosure, 125–26
self-efficacy, 26
self-motivation, 41
sensitivity to problems, 93
sensory modalities, 26
sensory register, 69
sharing, 143
Shaw, M.E., 139
Sheehy, Gail, 25
Sheets, Paul, 123
Shenk, David, 37
Shepherd, R.N., 78
short-term memory (STM), 69, 77, 79, 82
simple explanation, 91
simplification, 105
eight Rs of, 145–46
single role play, 139
Sketchpad for Self-portrait, 28
Skilled Helper, The: A Systematic Approach to Effective Helping (Egan), 158
skills, behavioral learning and, 53, 56, 57, 170
Smith, Edward, 86
social loafing, 130
social skills, 132
sociodrama, 138
soliloquy, 143
solution paths, 102
sources of information, 175–88. see also information
Special Interest Groups (SIGs), 37
Special Libraries Association, 178
specialties, 13–14
spiders, 182
split-half method, 105
spoken dialogue, 140
Stein, Barry, 100
Steiner, Gary, 119
stereotyping, 91
Sternberg, Patricia, 140, 141, 143
Sternberg, Robert, 25
Stewart, Thomas A., 4
STM (short-term memory), 69, 77, 79, 82
storming, 124
strengths and weaknesses, 14–15
Sullivan, Danny, 183
Sylwester, Robert, 153
synchronous discussion, 187–88
T
table of contents, as search mechanism, 7
CAI and, 62–63
collaborative learning and, 121, 122–23, 126, 127
teachers, 6. see also facilitators
Teaching as a Subversive Activity (Postman and Weingartner), 39–40
“Teaching Smart People How to Learn” (Argyris), 35–36
teamwork, 18, 120, 135–36. see also collaborative learning
template matching, 73
t-group (basic skill training group), 118
theories. see learning theories
Theory and Practice of Group Psychotherapy, The (Yalom), 132
Thinker, The (Rodin), 83
thinking, 83. see also inquiry learning
creative thinking, 92–95, 170–71, 185
critical thinking, 83, 85, 87–92, 170
dialogical thinking, 42, 85–86, 95–96, 171
directed thinking, 85
egocentric thinkers, 96
elements of, 86–87
fair-minded thinkers, 96
nondirected thinking, 85
Thorndike, E.L., 54
Time Out sections, 7, 12, 14, 18, 19, 20
behavioral learning, 53–54, 55, 56, 57, 59, 62, 65
cognitive learning, 68, 69, 72, 75, 76, 80
collaborative learning, 118, 120, 122, 125, 129, 131, 134
high-impact learning, 164, 168, 173
holistic learning, 150, 154, 157, 159
inquiry learning, 84, 86, 87, 92, 94–95, 96
mental models, 100, 102, 103, 106, 108, 110, 114
redefining learning, 34, 36, 38, 40, 42
sources of information, 176, 180, 188
virtual realities, 138–39, 141–42, 144, 147–48
Toffler, Alvin, 4
top-down processing, 73
Torrence, E. Paul, 84
To Think (Smith), 154
Tower of Hanoi Problem, 104
trade schools, 193–94
traditional cases, 112
training and development, 192, 197
Training Registry, The, 194–95
trends, misinterpretation of, 111–12, 115
trial and error, 103–4
Triesman, A.M., 70
Triune Concept of the Brain and Behavior, A (MacLean), 152
Tuckman, Bruce W., 124
U
UCEA (University Continuing Education Association), 192
UCLA Extension, 192–93
Undergraduate Education (Weingartner), 39
uniform resource locators (URLs), 181
universality, 132
University Continuing Education Association (UCEA), 192
University of Alaska, 193
University of Arizona, 64
University of California at Los Angeles (UCLA), 192–93
University of Chicago, 93
University of Denver, 8
University of Minnesota, 193
University of Wisconsin-Extension, 195
URLs. see uniform resource locators
Usenet, 186–87
V
“Vaccination Theory of Education,” 40
vicarious learning, 59
video recorder and role play 141, 144
Virtual Community of Associations, 185
virtual image, 137
virtual realities, 137–48, 171–72
dramatic scenarios, 142–44
need for, 137–39
role plays, 139–42
simulations and games, 145–48
visual materials, 63
W
Ward, Thomas, 100
warming-up, 143
warranted beliefs, 88
Web. see World Wide Web
Webcrawler, 183
websites, 37, 65, 181. see also Internet
Weinberg, Sanford, 128
Weingartner, Charles, 39–40
Weisberg, Robert, 92
well-established theories, 48–49
Western Electric, 118
Whitehead, Alfred North, 150
“Why We Need Teaching Machines” (Skinner), 62
Wickelgren, Wayne, 105
Woldkowski, Raymond, 25–26
workforce learners, 2
working backward, 105
working memory, 77
workplace, 16–18
WorldCat, 179
World Lecture Hall, 195
World Wide Web, 37, 65. see also Internet
libraries and, 178–80
Y
Yalom, Irvin D., 132
Yelon, Stephen L., 58
Z
Ziff-Davis University (ZDU), 195–96
Zimbardo, Phillip, 73