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
Resources Facilitating Learning and Educational Processes (Ziegler & Baker, 2013) Educational capital Learning capital Economic Organismic Cultural Actional Infrastructural Telic Social Episodic Didactic Attentional
Five Individual Resources (Ziegler & Baker, 2013) Learning capital A person’s physiological and constitutional resources that can Organismic contribute to the success Actional of learning processes Telic Example: Good physical fitness (e.g., Castelli, Hillman, Buck, & Erwin, Episodic 2007; Tomporowski, Davis, Patricia, & Attentional Naglieri, 2008)
Five Individual Resources (Ziegler & Baker, 2013) Learning capital All the actions, including cognitive actions, a person is capable of Organismic performing to facilitate learning Actional Example: Ability to use language Telic (e.g., August & Shanahan, 2006) Episodic Attentional
Five Individual Resources (Ziegler & Baker, 2013) Learning capital Accessibility of functional goals for improving one ’ s learning processes Organismic Example: The goal to master a new Actional skill instead of the goal of performing Telic better than others (e.g., Green & Miller, 1996) Episodic Attentional
Five Individual Resources (Ziegler & Baker, 2013) Learning capital The ability of making meaningful use of actional learning resources Organismic Example: Knowing all possible chess Actional moves is not enough, one also has to Telic be able to select the strongest move (see Vladut, Liu, Leana-Tascilar, Vialle, Episodic & Zieger, 2013) Attentional
Five Individual Resources (Ziegler & Baker, 2013) Learning capital Quantitative and qualitative attentional resources that can foster Organismic learning Actional Example: Sufficient time for studying Telic and full concentration when studying (e.g., Alexander & Winne, 2006; Episodic Sharif & Sargent, 2006) Attentional
Five Environmental Resources (Ziegler & Baker, 2013) Educational capital Every kind of wealth or valuable that can be invested in learning efforts Economic Example: A family ’ s ability to Cultural afford extracurricular offerings Infrastructural (e.g., Ditton & Krüsken, 2009) Social Didactic
Five Environmental Resources (Ziegler & Baker, 2013) Educational capital Economic Cultural Infrastructural Social Didactic
Five Environmental Resources (Ziegler & Baker, 2013) Educational capital Materially implemented possibilities for action that allow learning to take place Economic Example: Access to books at home Cultural (e.g., McElvany, Becker, & Lüdtke, Infrastructural 2009) Social Didactic
Five Environmental Resources (Ziegler & Baker, 2013) Educational capital Economic Individuals and social institutions that Cultural can directly or indirectly contribute to the success of learning processes Infrastructural Example: Older siblings helping their Social younger siblings with homework (e.g., Didactic Milevsky & Levitt, 2005; Smith, 1993; Yeh & Lempers, 2004)
Five Environmental Resources (Ziegler & Baker, 2013) Educational capital The assembled expertise in the design and improvement of learning processes Economic Example: Teachers’ efforts to Cultural continually improve their teaching Infrastructural methods and to match them to their Social students’ abilities (e.g., Rosen, 2009; Rosen & Salomon, 2007) Didactic
Resources Facilitating Learning and Educational Processes (Ziegler & Baker, 2013) Educational capital Learning capital Economic Organismic Cultural Actional Infrastructural Telic Social Episodic Didactic Attentional
Questionnaire 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. 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
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 6 5,5 Regional Level 5 National Level 4,5 4 International 3,5 Level 3
Study 3: Swimmers Educational Capital of Swimmers at Regional, National, and International Levels 6 5,5 Regional Level 5 National Level 4,5 4 International 3,5 Level 3
Resources Facilitating Learning and Educational Processes Educational capital Learning capital Economic Organismic Cultural Actional Infrastructural Telic Social Episodic Didactic Attentional
Regulatory Network (neutral, co- operative, competitive, Regulatory Regulatory hybrid, panarchic) Externalities Function (autocatalytic, (homeostasis, iatrogenic, neutral) homeorhesis) Regulatory Side Regulatory Effects (neutral, Control Type synergetic, (external, internal- destructive, Dimensions in automatic, katalystic, internal-controlled) exploitative, allostatic) Talent Development Regulated Regulatory Type Structures (open-loop control, (exogenous and closed-loop endogenous control) learning resources) Regulatory Activities Regulatory Form (preventive, (iterative, detective, recursive) corrective)
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