Mindful Learning in the Digital World: Difference between revisions
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== Introduction == | == Introduction == | ||
Langer's definition of mindfulness describes it a as "the process of actively noticing new things. When you do that, it puts you in the present(.....)It’s the essence of engagement". <ref name=":0">Mindfulness in the Age of Complexity. Harvard Business Review, March 2014. Available at: https://hbr.org/2014/03/mindfulness-in-the-age-of-complexity (last accessed: 01.04.2022)</ref>According to Langer this way of approaching learning promotes engagement and mind-openennes, results in better performance and allows the learner to focus on present when using experience from the past. <ref name=":0" /><ref name=":1">Davenport C, Pagnini F. Mindful Learning: [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5018476/pdf/fpsyg-07-01372.pdf A Case Study of Langerian Mindfulness in Schools]. Front Psychol. 2016 Sep 12;7:1372. </ref> | Langer's definition of mindfulness describes it a as "the process of actively noticing new things. When you do that, it puts you in the present(.....)It’s the essence of engagement". <ref name=":0">Mindfulness in the Age of Complexity. Harvard Business Review, March 2014. Available at: https://hbr.org/2014/03/mindfulness-in-the-age-of-complexity (last accessed: 01.04.2022)</ref>According to Langer this way of approaching learning promotes engagement and mind-openennes, results in better performance and allows the learner to focus on present when using experience from the past. <ref name=":0" /><ref name=":1">Davenport C, Pagnini F. Mindful Learning: [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5018476/pdf/fpsyg-07-01372.pdf A Case Study of Langerian Mindfulness in Schools]. Front Psychol. 2016 Sep 12;7:1372. </ref>Digital learning demonstrates a great educational potential. <ref name=":3">Gisbert M, Bullen M.(2015). Teaching and Learning in Digital World. Strategies and Issues in Higher Education. Publicacions Universitat Rovira i Virgili, Tarragona (Spain).</ref> It enable interactions that closely approximate the interactions that occur in a real world.<ref name=":3" /> | ||
== Mindfulness and Mindlessness == | == Mindfulness and Mindlessness == | ||
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Introduction[edit | edit source]
Langer's definition of mindfulness describes it a as "the process of actively noticing new things. When you do that, it puts you in the present(.....)It’s the essence of engagement". [1]According to Langer this way of approaching learning promotes engagement and mind-openennes, results in better performance and allows the learner to focus on present when using experience from the past. [1][2]Digital learning demonstrates a great educational potential. [3] It enable interactions that closely approximate the interactions that occur in a real world.[3]
Mindfulness and Mindlessness[edit | edit source]
Mindfulness is described as a state of mind. It is a state of conscious awareness and a state of openness.[4]
The advatages of mindfulness include:
- An ease with paying attention and noticing subtle changes in reality[2]
- Remembering more what has been done[1]
- Being more creative[1]
- Taking advantage of opportunities when they present themselves[1]
- Generate more positive results[1]
Mindlessness is a state of mind opposite to mindfulness. It relies on the experience from the past, it is like a habit where individuals rely on automatic processing. [4]
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References[edit | edit source]
- ↑ 1.0 1.1 1.2 1.3 1.4 1.5 Mindfulness in the Age of Complexity. Harvard Business Review, March 2014. Available at: https://hbr.org/2014/03/mindfulness-in-the-age-of-complexity (last accessed: 01.04.2022)
- ↑ 2.0 2.1 Davenport C, Pagnini F. Mindful Learning: A Case Study of Langerian Mindfulness in Schools. Front Psychol. 2016 Sep 12;7:1372.
- ↑ 3.0 3.1 Gisbert M, Bullen M.(2015). Teaching and Learning in Digital World. Strategies and Issues in Higher Education. Publicacions Universitat Rovira i Virgili, Tarragona (Spain).
- ↑ 4.0 4.1 Langer EJ. Matters of mind: Mindfulness/mindlessness in perspective. Consciousness and cognition. 1992 Sep 1;1(3):289-305.
